Objective. To analyze current situation in the Russian Federation via simulation training of clinical residents for anesthesiology and intensive care. Material and methods. On-line interviewing was conducted and the questionnaires were sent by e-mail to teachers conducting simulation training of residents for anesthesiology and intensive care in medical educational institutions. Results. Eighty-five responses were received. Almost all simulation centers are equipped with phantoms for training the residents to perform basic manipulations. Assessment of manipulations on phantoms and mannequins is performed only in 40% of centers. High-fidelity patient simulators are available in 92% of simulation centers, while only 32% of simulation centers are equipped with training operating rooms or intensive care units (robot-simulator, real medical equipment). Schedules of lessons with the use of high-fidelity patient simulators are developed only in 68% of organizations. In 54% of centers, teachers use predefined and original clinical scenarios during simulation and only predefined scenarios are used in 28% of centers. High-fidelity simulation for assessment of resident’s skills during practical exams is used in 55% of centers. The following barriers for development of simulation training were identified: lack of equipment (35% of respondents), deficit of trained teachers — 67%, lack of motivation among teachers — 67%. Ninety-five percent of respondents indicated the need to develop a standard simulation program for clinical residents for anesthesiology and intensive care. Conclusion. There is a high variability of equipping with simulation devices and simulation-based training courses. There is no unified system for simulation-based training in anesthesiology and intensive care. There is a shortage of competent and motivated teachers. Development of a program of simulation-based training of clinical residents for anesthesiology and intensive care is required.