Analysis of simulation-based educational technologies in training of clinical residents in anesthesiology and intensive care in the Russian Federation for the period 2020—2025: survey data

Background. Simulation-based education (SBE) has become an integral standard for training anesthesiologists and critical care physicians worldwide. This approach ensures safe acquisition of practical and non-technical skills. The period from 2020 to 2025 is characterized by development of material base. However, effectiveness of SBE requires ongoing assessment taking into account teaching staff, equipment, and methodological support. Objective. To analyze SBE in training of clinical residents in anesthesiology and intensive care in the Russian Federation between 2020 and 2025. Material and methods. In 2025—2026, an anonymous online survey of 75 faculty members from various regions of the Russian Federation was conducted using a specially developed questionnaire involving 43 questions. Survey methodology, covering organizational, personnel, and methodological aspects of SBE, was identical to the 2020 study. This allowed for a comparative analysis. Results. Progress was noted in certain areas over a 5-year period. Indeed, 100% of centers are equipped with basic intubation phantoms (compared to 96% in 2020). The share of training in video laryngoscopy (from 0 to 64%) and ultrasound-guided central venous catheterization (from 38% to 56%) increased. However, systemic challenges were identified: only 24% of faculty members have a specialized certification in SBE. There is a shortage of highly realistic robotic simulators, and there is no a unified system for training faculty members. The use of structured debriefing and objective assessment checklists remains inconsistent (72% and 52%, respectively). Conclusion. Despite positive progress in equipping and expanding the range of skills, systematic implementation of simulation technologies in anesthesiology and critical care residency in the Russian Federation faces persistent barriers. Key barriers include insufficient professional training of faculty members, fragmented methodological support and shortage of equipment for highly realistic simulation. To fully realize potentials of simulation training, we need for unified educational standards, mandatory professional development programs for faculty members, administrative support from university administrators, and centralized methodological guidance from professional communities.