Abstract
The aim of the work was to study the use of «standardized patients» in the process of interactive teaching of students. When using «standardized patients» in teaching, teachers of medical universities will be able to control the educational process, create new working curricula taking into account the use of innovative technologies. As a result of this method, it is possible to plan specific learning outcomes through the use of clinical scenarios, as opposed to unplanned consultations in real conditions, depending on real patients. Trainees have the opportunity to practice complex counseling without risking the risk of harm to real patients. A standardized patient dramatizes / simulates a clinical case (clinical task), according to a given clinical scenario. Translated from English, «standart» – hence «standardized», i.e. this patient must strictly follow and simulate a particular clinical scenario strictly within the «gold standard» prescribed in his clinical scenario. The inclusion of the joint venture in the educational process gives: The opportunity to plan specific learning outcomes through the use of scenarios, as opposed to unplanned consultations in real clinical settings, depending on the patients who come to the appointment. The ability to stop the consultation during the training stages if the patient or students are tired. Students can re-consult to try other strategies. Students can get feedback from the JV, group members, and the coach. Students can practice complex consultations without the risk of harming real patients. The scenarios can be adapted to the learner's needs and abilities. The situation of the training room is close to a real doctor's office (ward) with the necessary set of medical devices.