PROGRAMS
BACHELOR OF NURSING EDUCATIONAL PROGRAM
The goal of the undergraduate nursing education program is to help students understand the essence of nursing, to integrate the principles and concepts of holistic nursing care towards patients and their families, groups and communities throughout the life course, to prepare a competent specialist who will have a broad knowledge of basic medical and clinical sciences, some of the latest aspects of the field of activity, a critical understanding of theories and principles, and the clinical habits necessary to work in curative-prophylactic institutions, and will conduct his professional activity in compliance with the principles of ethics, which will be committed to lifelong learning and responsibility, the graduate of the program will contribute to the continuous professional development of himself and others. As a result, he will be actively involved in the processes promoting the effectiveness of the health care system and will contribute to the development of the health care system of the population, both in the local market and outside of Georgia, through development-oriented activities.
The educational program of “Nursing Care” ensures the development of appropriate competence through the provision of theoretical knowledge focused on professional activity and the development of practical nursing skills. By offering integrated theoretical and practical training, the program will provide graduates with the clinical skills to plan and manage the nursing process, adapt to changing needs, lifelong learning and continuous professional development, as a result of which the nurse will be able to work independently. Achieving the set goal will contribute to the implementation of reforms in the health care system of the country. Graduates will be able to be employed in medical institutions and public health organizations in positions corresponding to the competencies of a practicing nurse / bachelor nurse.
The goal of the program is to organize the content/volume of training courses, as well as teaching and learning, which will help:
- To achieve modern knowledge in basic medical, social and clinical sciences, knowledge of the legal bases of the healthcare system;
- to study the faculty, mandatory clinical and optional courses provided by the program;
- To develop clinical skills, patient-oriented and research competencies in a multi-professional environment necessary for the relevant level of education;
- To develop the ability to critically assess scientific and clinical innovations and use them to solve clinical problems;
- To acquire communication skills in a medical context using information and communication technologies;
- To share ethical values important for the future profession;
- Awareness of the need for continuous medical education and professional growth and readiness for development.
- Note: the program provides the study of fundamental medical disciplines, development/development of academic and professional competences, thus providing the opportunity to acquire the theoretical and practical knowledge needed to become a competitive specialist.
GENERAL INFORMATION
- Program Name: Nursing
- Higher Education Cycle: First level (bachelor)
- Qualification Level: Level 6
- Awarded Qualification: Bachelor of Nursing
- Field and Classification Code: 0913 Nursing and Midwifery
- Teaching Language: English
- Program Duration: 4 year, 8 semesters
- Program Credit Capacity (ECTS): 240 ECTS/ 6000 Astronomical hours
PROGRAME DESCRIPTION
Nursing is a person-oriented profession and involves caring for patients; Improvement of patient care and services, assessment and monitoring of patient requirements in the process of medical intervention; Coordination within the framework of medical care, including participation in events supporting patient education. The purpose of nursing is to restore and maintain the health of individuals or population groups of any age group, prevent diseases, and care for patients with various needs.
According to the 2030 Agenda for Sustainable Development of the United Nations, ensuring the protection of human health is a necessary prerequisite for sustainable development and economic growth. One of the leading roles in the development of the healthcare system and the improvement of the health and safety of the population is assigned to public healthcare. The COVID-19 pandemic clearly confirmed the need to further increase the capacity of public health for the readiness and effective response to current and new threats to the health of the population. development by introducing an effective system of professional qualification and continuous medical education, by increasing the role of professional associations, including by increasing the competencies, recognition, and role of nurses in the healthcare system.
Recognized by the World Health Organization, nurses play a critical and most cost-effective role in reducing mortality, morbidity and disability and promoting healthy lifestyles, and they can implement effective interventions to meet the needs of patients, families, and communities. Nurses and midwives are central to Primary Health Care and are often the first and sometimes the only health professional that people see and the quality of their initial assessment, care and treatment is vital. They are also part of their local community – sharing its culture, strengths, and vulnerabilities – and can shape and deliver effective interventions to meet the needs of patients, families, and communities. Nurses and midwives are central to Primary Health Care and are often the first and sometimes the only health professional that people see and the quality of their initial assessment, care and treatment is vital. They are also part of their local community – sharing its culture, strengths and vulnerabilities – and can shape and deliver effective interventions to meet the needs of patients, families and communities.
Qualified and highly competent medical personnel are the backbone of the health care system in any society and the most valuable asset that needs to be managed and developed in a dynamic and complex environment. One of the strategic directions of strengthening the nursing/midwifery work of the World Health Organization is the education of nurses, in particular, higher nursing education and provision and improvement of basic and continuous professional education.
Accordingly, the relevance of successful and competitive nurse training programs has increased in the world employment market. In response to the mentioned requirements, the Faculty of Medicine of the National University of Georgia prepared a bachelor’s program in nursing, the goals of which are compatible with the institution’s mission. According to the latter, the National University of Georgia provides the values of the European higher education and principles-based education and prepare highly qualified, competitive specialists for the labor market. Alternative educational undergraduate programs are implemented throughout the country at Tbilisi State Medical University, University of Georgia, New Vision University.
SEU has ambition to implement the best Nurse program in the region, nationally and international recognized in improving health through the innovation and integration of teaching, practice, students service and activity. The local and international experience, educational approaches, current legislative and “SEU” university regulations were shared and a modernized version of the programs operating in the European and Georgian educational space were prepared by the staff of the program.
According to the Fields of Study Classifier: Nursing is the study of providing health care for the sick, disabled, or infirm and assisting physicians and other medical and health professionals in the diagnosis and treatment of patients. Midwifery is the study of providing care to childbearing women during pregnancy, labor, and birth and during the postpartum period. Nursing is the study of providing health care for the sick, disabled or infirm and assisting physicians and other medical and health professionals diagnose and treat patients. Midwifery is the study of providing care to childbearing women
during pregnancy, labour and birth and during the postpartum period.
The duration of the undergraduate bacheolar educational program “Nursing” of the National University of Georgia is determined by 4 academic years, the duration of study is 8 semesters, the amount of the program in credits – 240 credits, one credit corresponds to 25 astronomical hours, which includes hours of contact and independent work of the student. Each student must master Approximately 30 credits, 60 credits per year. Considering the features of the program, the number of credits may be more than 60 credits per year, but not more than 75 credits.
The program provides basic nursing knowledge and clinical skills, prepares nurses who will have the ability to apply knowledge in practice and the ability to effectively respond and adapt to future priorities to the existing and changing needs of the population, will be able to work independently, and will develop readiness for lifelong learning and continuous professional development. The educational program is distinguished by the principle of an approach focused
on the needs of society and students, aspects of professional development, opportunities for their future career development.
Educational program encourages lifelong learning and prepares the student to think critically, problem solve, make clinical judgments, and practice independent decision-making that enables a holistic approach to health.
Outcomes
Knowledge and understanding
The graduate demonstrates:
1. Knowledge of the theory and practice of nursing, the knowledge of the role, functions and responsibilities of the nurse in the health care system;
2. Knowledge of Life sciences, clinical, social, health and behavioral sciences, foreign language, health technology and informatics that can be properly applied in nursing practice; in patient care and non-standard situations;
3. Knowledge of research principles and the ability to use them in practice; Knowledge of ethical and legal norms, the most important/current aspects of health care/health care policy;
Skills
The graduate student demonstrates the ability to apply field knowledge in practice:
4. Recognizes and interprets the patient’s health norm and deviation from the norm, signs of distress and disability;
5. Is able to effectively assess risks and implement appropriate actions, plans, implements, evaluates appropriate and individual care programs in response to patient needs in cooperation with the patient, his family members, as well as healthcare or social workers based on evidence.
6. Adheres to safety rules, creates a safe working environment by following hygienic, nutritional norms and infection control principles, is able to safely use drugs and other therapeutic means, provides optimal patient care, other interventions/activities;
7. Can effectively communicate with patients, their families and social groups, by determining the language barrier and level of understanding, including people with communication problems; responds effectively to the needs of the population; Able to inform, educate and supervise the patient and their caregiver as well as the family;
8. Can accurately provide medical reports, documents and other materials using appropriate technologies; works in agreement with other nurses based on the interests of the patient; able to coordinate team management for efficient and thoughtful patient care;
9. Participates in quality improvement and observes professional, ethical and legal norms; Demonstrates ability to protect patient dignity, advocacy and confidentiality;
Responsibility and autonomy
10. The graduate of the program is focused on development, determines the needs of further study, accordingly, plans and promotes the professional development of himself and others, takes responsibility for conducting activities in an unpredictable study and/or work environment. Demonstrates appreciation and respect for differences and cultural diversity.
PROGRAMME AIMS
The programme aims at providing graduates with necessary knowledge, skills and competences relevant to the national and international standards of the field that will ensure their further study in professional direction and their formation as competitive specialists in the labor market; act in accordance professional principles, ethical and legal responsibilities and contribute to the field development in the constantly changing environment.
Therefor, the goals of the programme are to provide the graduates with necessary competencies listed below:
➢ Knowledge and understanding of biomedical and clinical sciences, which enable the graduate view dental disorders in the scope of pathogenesis of the whole body.
➢ Evidence -based clinical reasoning and decision- making in dentistry.
➢ The ability to work with professionalism, with ethical and legal responsibilities;
➢ Recognize the necessity for Life Long Learning (LLL), professional development in the constantly changing social and
technological environment.
ORGANISATION OF TEACHING
GENERAL DESCRIPTION
The duration of the one-cycle educational program in Doctor of Dental Medicine is 5 academic years (10 semesters) and implies the accumulation of 300 ECTS credits, which is equal to 7500 astronomical hours. One credit (ECTS) is equivalent to a student’s academic activity (student workload) for 25 hours and includes both contact and independent hours. While calculating the credit volume, the time specified for the additional exam (preparation, passing, evaluation) as well as the consultation time with the person responsible for carrying out the component of the educational programme is not taken into consideration.
During the academic (spring and autumn) semester, the student must overcome an average of 30 credits (30 credits = 750 hrs.), equal to annual amount of 60 credits (1500 hrs).
Taking into account the peculiarities of the higher education programme and/or the student’s individual study program, it is allowed for the student’s annual academic workload to exceed 60 credits or be less than 60 credits. It is not allowed for the student’s annual academic load to exceed 75 (ECTS) credits.
An academic week is a period of time over which the academic workload of a student with average academic achievement is distributed and includes a combination of both contact and independent time activities. A semester is a period of time that includes a combination of academic weeks, a period of delivering additional examination(s) and assessment of student achievement on additional examination(s). The programme is considered complete when the student accumulates at least 300 ECTS credits, assuming the completion of the mandatory and optional components provided by the programme.
Through the electronic system of educational process management (emis.seu.edu.ge), the student receives information regarding the planning and progress of the educational process. When enrolling in the university, the student obtains a login name and password for the electronic system of educational process management. He/she is authorized to undergo academic registration without arriving at the university and enjoys academic freedom to register for the academic courses of their desire at the time of the academic registration, taking into account the particular educational programme; to have information in advance about the academic courses to be taken in the future; to be introduced to the syllabi of the academic courses and, depending on the
specifics of the subject, to familiarize oneself with the evaluation system of each academic course. Assessment of the learning outcomes is carried out by the direct and indirect assessment methods.
The direct assessment method envisages the assessment of a student’s academic achievements in the course. It is based on the evaluation of course learning outcomes by the relevant methods. The forms of assessment are defined in each syllabus. The programme uses the following methods of assessment: quiz, test (multiple-choice questions (MCQs), presentation/demonstration of a clinical case, demonstration of clinical skills, Objective Structured Clinical Examination (OSCE), Lab work, quiz, test etc.
The assessment of students’ performance at the OSCE exam is conducted by the checklists. Listed technical elements of skill and manipulations provide the objective evaluation of competences and learning outcomes achieved by the student. The exam uses simulators, maniquins and standardized patients.
The courses are delivered in the classes equipped with the relevant facilities. These are simulation labs, dental simulation center, chemistry and biochemistry Lab., anatomy class with anatomical models, specimens and posters, histology and microbiology class with microscopes and specimens. All classes are equipped with audio-video facilities.
The indirect method of assessment uses interviews with stakeholders (students, graduates, staff involved in the implementation of the programme, employers), and analysis of the survey results. It provides the indirect method of assessment of the educational programme. The direct and indirect assessment delivers the quality assurance service with the programme director, the programme board members, the staff involved in the implementation of the programme. The decision and further steps depend on the results of survey.
Study on the couses – conduct the qualitative research, interviews with the course lecturer and students, in-depth study of thecourse syllabus.
According to the results the measures to be taken are the following:
✓ Changing the teaching and learning methods.
✓ Modification of workload allotted to the educational course.
✓ Modification of the assessment methods and forms of the course.
✓ Modification of the textbooks of the course.
✓ Modification (imposing or changing) of the course prerequisites, etc.
TEACHING-LEARNING METHODS
The combination of teaching-learning methods used in different components of the program ensures the achievement of learning outcomes provided by the program. It is impossible to study any specific issue in the teaching process with only one method. The lecturer has to use different methods in the teaching process, and in many cases there is a combination of methods. In the process of teaching, the different methods complement each other. The lecturer chooses the necessary method from them, depending on the specific goal and task.
The teaching-learning method is based on modern teaching methods in education. In particular, the educational process takes place in auditoriums and laboratories equipped with modern technologies, using audio-visual materials, modern methods of teaching and evaluation, etc., which ensures the results of learning outcomes determined by the program. Students have the opportunity to work independently on a predetermined schedule using laboratories and cabinets, and learn through anatomical models, posters, video recordings and microscopes. Perform practical procedures on dental phantoms.
Teaching-learning methods
Lecture – a process in which both a lecturer and a student take part. The basic aim of the lecture is to help students to comprehend the major notions of the subject taught which implies interaction and creative and active perception of the material. Attention is paid to basic concepts, definitions, designations, assumptions. The lecture provides scientifically concepts. Facts, examples, schemes, drafts, experiments, and other visual aids help explain the idea conveyed by the lecture. The lecture ensures the correct analysis of the topic and is based on the ability of the students to perceive and understand it.
Seminar – under the supervision of a lecturer a group of students find and perceive additional information, prepare presentations, write essays, etc. This enables students to deepen their knowledge of the themes studied at the lecture. At the seminar reports are presented and discussed, conclusions are made. The lecturer coordinates these processes. Students are provided with anatomical models, posters, atlases, microscopic specimens, video programs.
Discussion – collaborative exchange of ideas among a teacher and students or among students for the purpose of furthering students thinking, learning, problem solving skills, understanding, or literary appreciation. Participants present multiple points of view, respond to the ideas of others, and reflect on their own ideas in an effort to build their knowledge, understanding, or interpretation of the matter at hand. Discussions may occur among members of a small group, or a whole class and be teacher-led or student-led.
Debate – requires students to work as individuals and as a team to research critical issues, prepare and present a logical argument, actively listen to various perspectives, differentiate between subjective and objective information, ask cogent questions, integrate relevant information, develop empathy, and formulate their own opinions based on evidence.
Working in a group (collaboration) – students are divided into groups and are given different tasks. Group members work over it, discuss and communicate, provide one’s point of view with arguments based in analysis and synthesis. The strategy promotes involvement of all students into educational process.
Clerkship – a part of clinical rounds where both student and instructor attend the patient’s bedside to discuss the case and/or demonstrate a clinical procedure. This is the student’s opportunity to see how the attending physician relates to the patient and to get hands-on instruction in interviewing a patient, physical examination, and counseling skills. In teaching in the patients’ presence, learners have the opportunities to use all of their senses and learn the humanistic aspect of medicine such as role modeling, which is vital but difficult to communicate in words. Students practice and develop their skills at the simulation lab. on manikins, by role-playing, etc.
Lab. – working with microscopes in laboratory, viewing microscopic specimens, identification of tissue samples, the pathological process, the level of lesion, outcome of the pathological process.
Role-playing – assume the roles of a patient and a doctor and develop and demonstrate practical/clinical skills.
CBL (Case-based learning) – an approach where students apply their knowledge to real-world scenarios, promoting higher levels of cognition. In CBL classrooms, students typically work in groups on case studies, stories involving special cases and/or scenarios. The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.
Practical Training – Bedside/Chairside teaching – teaching in the presence of patient is the core teaching strategy during the clinical years of a medical student. Hands-on learning experience in a supervised setting aimed at the professional preparation and training of a student. Students should be exposed to various areas of the organization in which they work. Practical training provides learning opportunities related to all parts of the course programme. The student always works with the support and appropriate help from the lecturer. The student is engaged in carrying out a particular activity. The course is held as a practical training in a simulation lab/clinic. During the semester skills are developed by role-playing, working on manikins/patients and etc. At the midterm and final exams are used simulated patients.
PBL (Problem-Based Learning) – a method of learning and teaching which allows students to focus on how and what they will learn. An unfamiliar, complex problem, situation or task is presented to the students and students are required to determine for themselves how they will go about solving the problem. This allows students to utilize their prior knowledge in the topic area and identify the gaps in their knowledge as they attempt to solve the problem, facilitates critical analysis of complex information, its synthesis, evaluation and making decision in a complex multidisciplinary environment, productive collaboration in a team. The development and presentation of the project/topic -is a combination of educational and cognitive tools, which allows to solve the problem in the conditions of the necessary presentation of the student. independent actions and the obtained results. Teaching in this way raises students; motivation and responsibility. Work on the project/topic includes stages of planning, research, practical activity and presentation of results according to the chosen issue. The activity will be considered feasible if its results are visible, convincing and concrete. It can be performed individually, in pairs or in groups; Also, within one subject or several subjects (integration of subjects). Upon completion, the project/topic will be presented to a wide audience.
E -learning – This method includes three types of teaching:
• Attended when the teaching process takes place within the contact hours of the professor and the students, and the transfer of the teaching material is done through an electronic course.
• Hybrid (attendance/distance), most of the training is done remotely, while a small part is done within contact hours.
• Completely distance learning involves conducting the learning process without the physical presence of the lecturer. The training course is conducted electronically from beginning to end. Methods of Assessment
Quiz – written test – checking the assessment of specific cases within the studied material and skills of integration of knowledge.
Test – a written work at the mid-term and a final exams; assessment of theoretical knowledge.
Verbal presentation – demonstration of knowledge of theoretical topics, discussion over specific issues in the form of narration or answering questions, ability to solve tasks and arrive to correct solutions.
Demonstration of practical/clinical/professional skills – gather the data for case history, physical examination and registration of data; examination of a patient; treatment of urgent cases; delivery of a basic first aid care; treatment of pain and distress; conduct dental procedures, local anesthesia; treatment of bleeding; transfusion of blood substitutes; perform suturing/putting stitches; subcutaneous and intramuscular injections, vein puncture; catheterization of the vein; Use the infusion equipment for introduction of medicines into a vein; Remove stitches and drainage probes, etc.
Presentation of a clinical case – presentation of a patient’s case that facilitates students’ ability to demonstrate effective clinical problem solving and judgement skills for addressing a patient’s problems, ability to interpret available data and integrate information to generate differential diagnosis and treatment plan. It consists of description of the patient’s case (case history), analysis and synthesis of information (listing problems and differential diagnosis), case management (diagnosis and treatment plan).
Research Paper – in-depth analysis of a particular topic/issue. It requires reading and processing of additional literature and providing it in a written form. It enables the student to develop deeper knowledge, understanding, capabilities and attitudes of the course. It offers the opportunity to enhance the subject/field knowledge, capability to critically, creatively integrate the knowledge; clearly present and discuss the conclusions as well as the knowledge and arguments that form the basis for these findings in written and spoken English; understand the ethical aspects of a research work.
Role Play – Students play the role of patient and doctor and demonstrate practical/clinical/communication skills. Situational games- scenario-based role-playing games allow students to look at the issue from different positions and help them form an alternative point of view.
OSCE (Objective Structured Clinical Examination) – the assessment method based on students’ performance that measures their clinical skills/competencies. It is a hand-on, real-world approach to learning and enables a reliable assessment of a student’s competence. Its content and scoring procedures are standardized. Each examination station is designed to focus on an area of clinical competence. Each student is asked to perform the same task within the same timeframe. The tasks in each OSCE station represent real-life clinical situations.
OSPE (Objective Structured Practical Examination) – an objective instrument for the assessment of theoretical, practical and problem solving skills in preclinical sciences. Students are given anatomical, histological specimens, radiological images for identification and description of its structures.
SYSTEM OF EVALUATION
The system of evaluation of learning results and competencies is based on the system recognized by the legislation and corresponds to the evaluation and credit granting standards approved by the order N3 of the Minister of Education and Science of Georgia dated January 5, 2007.
Assessment System
Student assessment system includes:
a) Five types of positive evaluation:
a.a) (A) Excellent – 91-100 points;
a.b) (B) Very good – 81-90 points;
a.c) (C) Good – 71-80 points;
a.d) (D) Satisfactory – 61-70 points
a.e) (E) Sufficient – 51-60 points;
b) Two types of negative evaluation:
b.a) (FX) did not pass – 41-50 points of maximum evaluation, which means that the student needs more work to pass the examination and is
given the right to retake (one time) an exam via independent work;
b.b) (F) Failed – 40 points or less, which means that the work done by the student is not sufficient and he/she has to retake the course.
In case student gets FX, he/she can take the additional exam in the same semester at least 5 days after the announcement of the final exam results.
The number of points obtained in the final assessment is not added to the grade received by the student at the additional exam. The grade obtained at the additional exam is the final grade and is reflected in the final grade of the study component of the educational program.
Considering the additional exam evaluation if the points accumulated by student in the educational program component is 0-50 points, student is evaluated with F-0.
A prerequisite for a student’s admission to the final exam is to overcome the 50% competence threshold of each component of Midterm Evaluation.
Competency threshold for the Final Exam is 50%.
Prerequisite for granting the credit is accumulating no less than 51 from 100 points and to overcome the minimum competency threshold of Midterm Evaluation Components and Final Exam.
The number of points obtained in the final assessment is not added to the grade received by the student in the make-up exam. The grade obtained on the make-up exam is the final grade and is reflected in the final grade of the educational program component. Taking into account the assessment received at the make-up exam, in case of receiving 0-50 points in the final assessment of the educational component, the student is assigned an F-0 point. The prerequisites for admission to the final exam, the score of the final exam and the threshold of competence of the final exam are written detailed in the syllabus of the courses.
PROGRAMME STRUCTURE
The one -cycle educational programme Doctor of Dental Medicine are developed on the basis of the ECTS system and provides a combined, student-oriented learning process that includes integration between theoretical leraning / teaching, practical activities and a research component.
The programme has been developed in compliance with the “Educational Programme Development, Revision and Termination Procedures” of Georgian National University SEU. The programme has been outlined with the involvement of the academic staff implementing the programme, as well as has been discussed at the meeting of the medical committee, evaluated by the Quality Development Department and approved by the Academic Committee.
The content, scope, and comprehensive nature of the program in Doctor of Dental Medicine corresponds to the master’s level. It matches the modern achievements, requirements and market trends of the sphere. The program implies the course prerequisites. The content and structure of the program is relevant to the awarded qualification and ensures achievement of learning outcomes. The program courses are coherent. The admission for the following courses is adequate.
The programme is compiled as a consistent, prerequisite chain of theoretical and practical learning processes. The skills developed within these courses correspond to the topics covered in the relevant semester’s biomedical, preclinical, and clinical courses. The same activities may be developed in depth at higher levels of education courses. The courses focused on the development of professional skills are held in simulation labs and clinics.
First two years students study basics of medicine- body structure in the norm anatomy, histology, Physiology, Biochemistry, Molecular Biology and Genetics, Immunology & Microbiology etc., From the first year of study, in addition to biomedical courses, the student engages directly with dental subjects, which are combined in the unit of “Fundamental Dentistry”. The course of “Introduction to Dentistry” covers the history and evolution of dentistry, achivments and the role of dental associations in the developmnet of the fields, opportunities for ongoing education and advatages for professional growth.
The block “fundamental dentistry” also covers oral structure in the norm -oral anatomy, histology and embryology , as well the microbiology and oral immune mechanisms in norm and against pathogens in the context of oral and systemic diseases , so that students understand the etiology , result and prognosis of treatment of dental diseases; fundamentals of gnathology to understand the concepts of gnathology for normal functioning of oro- facial system and prevention of muscle – TMJ dysfunction, as an important part in the planning of treatment, “Dental Material sciences” – the advantages, indication and contraindications of use of dental materials and at final the important part of the block become dental care of geriatric , special need patients and the principles for infection control. At the same period students study the diseases of hard tissue of tooth, pulpal, periapical pathosis, periodontology and etc.
Third and fourth years in semester sequence students study diseases of: hard tissues of tooth, pulpal / periapical tissues, periodontium, oral mucosal tissues; as welll odontogenic /nonodontogenic infections, oro-facial traumatic injuries, oncology disorders of the maxillofacial area, prosthetic and orthodontic managment of dental diseases, the important part become dental care of geriatric, special need patients and etc. Learning cycle of the programme covers interrelated courses of the theorical and practical studies.From the third year, students deal with clinical courses in the format of clinical rotations.
The theoretical part includes the etiopathogenesis of dental diseases, clinical characteristics, etc., which helps students in critical analysis , synthesis of the received information, based on evidence conduct differential diagnosis, make a diagnosis and develop a dental patient management plan. In practical part, students will develop the practical/manual skills for clinical procedures by working in a dental simulation/clinical environment, as well as by participating in role-playing games, etc.
The clinical courses of the programme – internal medicine, infection diseases, pediatrics, neurology, radiology, dermato-venerology, ophthalmology, anesthesiology and Intensive care, otorhinolaryngology provides increase the awareness of students and manage dental patient into account interaction between general and oral conditions.
All courses are taught in the format of interactive lectures, practical training, and seminars, labs, simulation laboratories, etc. Students use high-fidelity mannequins, dental units, simulators, anatomical specimens, microscopes, microscopic specimens, audio-video equipment, etc. Students are engaged in clinical problem-solving and critical reasoning; develop skills of synthesis and analysis of information and its clinical application. The studies of clinical dental sciences are held in dental clinics, hospitals and dental simulation center, which cover theorical part of study and practical trainings. Lecturers use case-based learning (CBL), role playing and etc.
Clinical training starts from the sixth semester, where the acquired knowledge and profetional skills of the students is reinforced, they are practicing under the supervising, provide examination, diagnosis, treatment planning and treatment of dental patients based on evidencebased dentistry, use ethical and legal principles in dental practice, develope clinical and comunication skills, present team work and manage dental patient acording the age and general condition. The assessment of students’ performance is conducted by the OSCE exam.