Abstract
Differences in the self-assessment of academic achievements of students depending on the use of interactive teaching methods are revealed. To prepare for primary accreditation, the Standardized Patient methodology is effective. For the formation of competencies necessary in real professional activity, the use of role-playing games and group discussions is significant. Simulation training has a positive effect on the formation of a predictive self-assessment of academic achievements, an increase in the educational and professional motivation of students, and the development of their reflective and productive thinking.
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