METHODOLOGY OF TEACHING "INFORMATION TECHNOLOGIES IN MEDICINE" BASED ON VIRTUAL SOFTWARE

In the era of rapid digital transformation in healthcare, traditional "instrumental" methods of teaching computer literacy to medical students have become obsolete. This paper conceptualizes and evaluates a novel pedagogical framework: the Clinico-Informatics Virtual Simulation (CIVS) methodology. Tailored for the course "Information Technologies in Medicine," CIVS shifts the educational paradigm from passive software training to active, high-fidelity clinical decision-making within virtual software environments. Synthesizing connectivist and constructivist learning theories, the methodology integrates Virtual Standardized Patients (VSPs), simulated Electronic Health Records (EHR), and AI-driven diagnostic sandboxes into a unified curriculum. The study outlines the structural components, interdisciplinary integration matrices, and experimental validation of the CIVS model. Statistical evaluation demonstrates a 34.2% increase in professional digital competence and a 28.5% improvement in diagnostic critical thinking among medical students compared to traditional learning cohorts.