Omega Group Implements the First Immersive Anatomy Laboratory in Bulgaria

How Omega Group is Transforming the Way Medical Students Learn Anatomy at Medical University - Pleven.

SOLA (part of Omega Group) is one of the innovative companies in the ecosystem of the Digital Health and Innovation Cluster Bulgaria, standing behind an impressive milestone in the modernization of medical education in Bulgaria.

Omega Group works with medical universities across the country to co-develop educational technologies - from immersive simulations to intelligent clinical support assistants.
The first major result is already a reality: Medical University - Pleven became the first higher education institution in Bulgaria with an immersive anatomy laboratory.

We spoke with founder Pavel Naydenov about how a chance encounter led the company in a completely new direction.

Omega Group is known for projects in the public sector. How did you end up in medical education?

By accident, to be honest. A year ago, I visited a medical university for a completely different reason. We started talking about the challenges in anatomy education - the lack of cadavers in Bulgaria and the EU, the limited time students can spend with them, and the logistics around storage.

That reminded me of a demo I had seen at an exhibition in Dubai - a platform where you can literally step inside the human body and explore every organ from the inside. I thought: this could solve exactly this problem. Why don’t we have it in Bulgaria?

And you decided to bring it here?

Not immediately. First, we researched the market, spoke with people in the field, and visited several universities in Western Europe that were already using similar systems. I wanted to understand whether it actually worked or was just hype.

The feedback convinced me. Serious studies show that students learn anatomy significantly faster when they can see it in 3D and interact with it. Not because the technology is “cool,” but because the brain learns better through spatial visualization and hands-on exploration rather than flat images and diagrams.

How did the university react when you presented the idea?

The first meeting was with Assoc. Prof. Stefan Trifonov, Head of the Anatomy Department. We went there simply to show a demo and see their reaction. Honestly, we expected more reservations. Instead, in just a few minutes, people were using the system as if they’d known it for years — rotating models, dissecting organs, asking questions. I realized this wasn’t another technology that would sit unused in the corner, but something that would become part of daily learning.

Later we met with the Rector, Prof. Dimitrov, who is deeply committed to digitalization and innovation in education. There was no need to convince him that technology belongs in medical learning. That’s when I knew MU–Pleven was the right partner.

What does the system actually include?

There are 20 stations, each capable of operating in augmented or virtual reality. The student can place a 3D heart model on the desk and interact with it using their hands, or they can literally “step inside” the organ.

The platform contains over 13,000 anatomical structures - from entire systems down to micromodels of muscle fibers. Each structure has descriptions, can be isolated, combined with others, etc. There is also a mode that allows up to 100 students to join a virtual lecture hall simultaneously, where the instructor demonstrates material visible from different angles.

What excites me the most is the integration with real CT/MRI imaging. Any scan can be converted into a 3D model, enabling teaching based on real clinical cases - one of the system’s biggest advantages.

How did students react?

For them, it was instinctive. This is a generation raised with screens and interfaces. They didn’t need instructions; they entered the simulation and immediately started exploring. One student joked that if they had this in first year, they would have had time for a social life. We laughed, but it’s true - the technology saves hours of confusion and flipping through thick textbooks.

The faculty were more cautious at first, which is normal. But when they saw how engaged students became and how many new questions they asked, skepticism disappeared. As Prof. Dimitrov said: the technology increases engagement and helps students learn the material much more easily.

What does it take to implement such a technology?

This is the key question. Bulgaria has many examples of expensive technologies implemented quickly but never used effectively. Our approach is different.

We built a complete solution, trained the staff, and ensured ongoing support. More importantly, we continue working closely with the Anatomy Department. We collect feedback, see what works, what needs improvement, and expand the system.

Assoc. Prof. Trifonov and his team have ideas we could never come up with ourselves - they teach every day. We know the technological side. When these two perspectives meet regularly, great things happen. We are already developing new modules that weren’t in the original plan but proved essential in real practice.

Do you see applications outside medical universities?

Definitely. Bulgaria faces a serious shortage of medical professionals - not only doctors but also nurses, paramedics, and rehabilitation specialists. All of them need hands-on training that is difficult to provide at scale.

Imagine a paramedic who can practice resuscitation hundreds of times before ever performing it on a real patient. Or a nurse who can master procedures without risk to anyone. This is the direction we’re moving in - expanding the platform into clinical simulations and emergency medicine.

What needs to change for such technologies to become standard in Bulgarian education?

University leadership must believe that change is possible. MU - Pleven has a rector with a clear mission for improving education quality. That’s why they are the first. Others must decide whether they want to catch up or wait another decade.

Funding matters, of course, but it’s not an insurmountable obstacle. There are European programs and opportunities for public -private partnerships. It’s a question of priorities. If well-trained healthcare professionals are important for the country - and they are - then investing in modern education is not a luxury but a necessity.

How does being part of DHI Cluster support your work?

The Cluster brings together people from different fields but with one goal - improving healthcare through technology. Pharma companies, hospitals, software firms, startups. When you sit at the same table, you understand the needs of the system far better.

For us, DHI Cluster opened doors to international projects and partnerships - the Danube Programme, collaborations with Norwegian and Swiss organizations. Bulgaria doesn’t need to reinvent everything - we can take the best global models and adapt them locally.

What’s next for Omega Group?

We are currently implementing the anatomy solution at Medical University - Plovdiv. Our approach is not simple distribution - we work with each university directly to develop solutions tailored to their needs. In Plovdiv, for example, we created a pharmaceutical production simulation because students don’t have access to such facilities.

We established SOLA as a dedicated structure focused on educational innovation in healthcare. We want to be a long-term partner to universities.

In parallel, we are developing intelligent clinical support assistants - tools that help physicians and pharmacists make decisions based on the latest evidence, without spending hours searching the literature. This is the next big step.

Ultimately, the goal is simple: Bulgarian students should have access to the same tools as their peers in Berlin or Vienna.

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SOLA is part of Omega Group and also DHI Cluster Member.

Learn more about the project here.

You can watch the reports and demonstrations here:

• Virtual anatomy laboratory launched at the Medical University of Pleven
  Program: Bulgaria in 60 Minutes, 17.10.2025, BNT
  
  
• Modern virtual laboratory for anatomy training at the Medical University of Pleven
  Program: Znanie.BG, 05.11.2025, BNT