THE USE OF VIRTUAL PATIENTS IN MEDICAL EDUCATION: IMPLEMENTATION METHODOLOGY AND EFFECTIVENESS ASSESSMENT

Abstract

Medical education is currently undergoing significant transformation due to limited access to real patients, increasing patient safety requirements, ethical considerations, and rapid digitalization of the educational process. In Ukraine, these challenges have been substantially intensified by the full-scale war, which has restricted traditional bedside teaching because of security risks, healthcare system overload, and prioritization of emergency care. The aim of this article is to summarize methodological approaches to the implementation of virtual patients in medical education and to analyze the effectiveness of their use in developing clinical reasoning skills under conditions of limited clinical access. The paper presents the concept and classification of virtual patients and examines their role within a competency-based and student-centered educational model. Particular attention is given to the integration of virtual patients into lectures, practical classes, and independent student work. The role of the teacher is analyzed as a facilitator and moderator of learning, emphasizing pedagogical support and structured reflection. The main advantages of virtual patients are discussed, including improved patient safety, standardization of learning experiences, access to rare and complex clinical cases, and the opportunity to develop clinical reasoning without the risk of real-life errors. Key limitations and challenges are also outlined, such as the lack of physical patient contact, technical and organizational barriers, and the need for targeted faculty development. Approaches to assessing the effectiveness of virtual patients are described, focusing on knowledge acquisition, development of clinical reasoning, and student satisfaction. The findings suggest that virtual patients represent an effective and ethically sound educational tool that ensures continuity and quality of medical training in crisis conditions. Their implementation contributes to strengthening the resilience of medical education systems and preparing future physicians for clinical practice in complex and resource-limited environments.