Симуляційне Навчання Як Засіб Розвитку Емпатії Здобувачів Медичної Освіти

The article provides a theoretical and pedagogical analysis of simulation-based learning as a means of developing empathy among medical education students. The relevance of the study is determined by the need to strengthen the humanistic and communicative components of the professional training of future healthcare professionals. The purpose of the article is to theoretically substantiate the pedagogical potential of simulation-based learning, identify the mechanisms of its impact, and determine the pedagogical conditions for its effective implementation. Empathy is considered as the ability to understand a patient’s experiences and respond appropriately to them in professional behavior. It is substantiated that simulation-based learning creates a safe environment for modeling professional and communicative situations, receiving feedback, and engaging in reflection. The main mechanisms of empathy development are identified: role immersion, perspective-taking from the patient’s viewpoint, modeling of emotionally challenging situations, feedback, and structured debriefing. The potential of standardized patients, manikins, VR/AR technologies, and role-playing is analyzed. The pedagogical conditions for the effectiveness of simulation-based learning are substantiated, including clearly defined objectives, psychological safety, scenario realism, active student engagement, high-quality feedback, and reflection. It is concluded that simulation-based learning has significant potential for developing empathetic professional behavior among future healthcare professionals, provided that it is used systematically and purposefully.