In medical education, reality simulation is recognized as an effective teaching method because it overcomes the limitations of hands-on learning and positively affects the learning ability and satisfaction level of the acquired skills. The aim of the study was to investigate the effect of simulation-based IV training on students' academic knowledge, confidence and clinical practice skills. Materials and methods. Participants were medical students majoring in medicine (n=270) who received an intravenous injection training system through an IV hand simulator. Mathematical and statistical processing of data was performed using SPSS-14, Statistica-10 program. Results. In both groups by gender, females predominated: 6th year - 98 (62%), 3rd year - 76 (70%). Group 6 showed a higher level of knowledge and skills than group 3 when using the intravenous injection hand simulator (p>0.05). In both groups, the most frequent errors in performing the skill were: "Did not inquire about the patient's well-being" (92% and 76%), «Did not collect allergoanamnesis» (89% and 73%), «Did not treat the injection site twice» (70% m 64%). Conclusion. Significantly higher knowledge and competence in clinical activities were found in 6th year students compared to 3rd year students. The frequency of training positively influences the results of successful passing of the credit, but not the frequency of approaches during the training. Therefore, the optimal number of repetitions for 1 training session is not more than 3.