1. Conducts a clinical examination of a dental patient, takes a history, prescribes additional examinations, identifies patient referral, manages the dental patients by taking into considerations deontological, psychological and social aspects, provides reasurencec and support to the patient, protects his rights, provides explanations and advice to the paient and/or carers.
2. Assess the clinical case, analyzes and synthesizes the data of laboratory/instrumental/ imaging results and by the integration of knowledge in biomedical, dental sciences provides with the evidence-based differential diagnoses and diagnoses.
3. Based on diagnosis, treatmant prognosis, patient’s general health, indications /contraindications and the latest guidlines nagoiates an apropriate complex treatmant plan with patients and carers, with patients of all age groups.
4. Identidies and assesses emergency medical and dental conditions, provides with the first aid in accordance with the guidelines.
5. Prescribes medications clearly and correctly, taking into account the age, side effects, general health of the dental patient, synergistic / antagonistic drug interactions and in accordance with the clinical context of maxillofacial diseases.
6. Applies safety measures of a dentist and a patient based on the principles of infection control in dentistry, prevents infection spread by ensuring biosafe enviromant, understanding own and paients health problelms with regard to professional responsibilites.

7. Conducts practical (clinical) procedures:

7.1 Performs medical procedures and determines the vital signs of the patient ;
7.2 Provides restoration of caries/noncaries diseases/defects by using modern dental materials, the latest guidlines and technologies taking into account the anatomical-functional characteristics of tooth and/or teeth, type of damage and localization with patients of all age groups including the patients with special needs.
7.3 Provides endodontic treatment using modern dental materials, latest guidelines, technologies, taking into account special needs and age features.
7.4 Provides preventative dental care, oral hygiene education, advises the patient on the importance of maintaince of healthy lifestyle/diet and its impact on oral health in patients of all age groups including the patients with special needs.
7.5 Manages periodontal diseases, performs diagnostic/therapeutic/preventive procedures using the latest guidelines, technologies with patients of all age groups including the patients with special needs.
7.6 Manages Oral Mucosal lesions, lips and tohgue disorders by selecting and using aproprite medications with patients of all age groups including the patients with special needs.
7.7 Manages and integrates the procedures necessary to provide biocompatible, functional and aesthetic restorations in prosthetic dentistry.
7.8 Plans and implements dental implantation
7.9 Performs simple oral surgical procedures in order to prevent oral diseases and promote health.
7.10 Manages pain- performs injectable and non-injectable dental anaesthesia
7.11 Selects and uses different types of orthodontic appliances for orthodontic treatment
8. Conducts effective verbal and non-verbal communication in professional/non-professional multicultural environment, in breaking negative news, in conflict situations, in seeking infromed consent etc. with any person regardless of his/her social, cultural, religious or ethnic origin; works in the team, presents and defends own point of view.
9. Finds the modern, reliable information, based on critical analysis, synthesis and evidence dentistry data formulates the results in oral and written form within the academic and professional field.
10. Uses evidence dentistry in practice, conducts the relevent litreture research, determines the research designing, criticly analysis published literature, seorces and formulates conclusions based on analysis.
11. Effectively uses modern information resources and technologies in practical activities.

12. Participates in health promotion, conducts the diagnostic/preventive dental procedures, identifies dental problems, and develops recommendations and preventive oral health care services.

13. Demonstrates impartiality, emphaty, critical and self-critical attitude, recognizes the limites of own abilites, the importance of effective time management during practical activities, protects confidentiality, capasity of organization, planing and to learn (including life long and self -directied learning).
14. Provides quality dental care to patients regardless of their social, cultural, religious, ethnic background by following ethical and legal principles.

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.

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.

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.