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Background: Transition to machine learning, personalized medicine, and high-tech healthcare requires up-todate medical personnel. The higher medical school is transforming the system of training specialists using modern digital technologies and is starting education in the associated pre-universities, thus necessitating research into effects of current technologies on the functional state of high school students. Materials and methods: In April 2019, based on voluntary informed consent, we examined 181 healthy Moscow medical pre-university students (15–17 years of age) and assessed the impact of learning on the central nervous system, musculoskeletal system, and visual analyzer. Results: Traditional lessons in the pre-university are combined with project activities and development of practical skills. Phantom and simulation technologies along with modular construction of the curriculum are used to form practical knowledge and skills. The study load of 38–40 hours a week exceeds hygienic standards. Individual project activities in small groups (up to five students) with teachers last 20 hours a week. Simulation classes are held once a week after the main classes and last 90 minutes with a 5-minute break. Classes using simulation technologies are not always hygienically rational. Study loads, specifics of the timetable and teaching techniques approximated to university ones are adequate to functional capabilities of the body of medical pre-university students. Simulation classes cause no pronounced deviations in the neuromuscular apparatus of students. Most students demonstrate high stress tolerance and a greater motivational readiness for simulation exercises. Emotional tension and high anxiety rates are almost similar during traditional lessons and simulation activities on phantoms. Conclusions: It is advisable to make wider use of modern digital (simulation, phantom, virtual) and design and research teaching technologies including in medical classes of educational institutions.