The graduate is able to:
• Provide with the critical analysis of incomplete and contradictory data, provide with its independent analysis, convey the results of analysis, and use them.
• Obtain information from various sources, develop large-scale information and critically evaluate it, use information collected during professional activities.
• Take part in meetings and convey the opinions both in oral and writings.
• Negotiate in the professional context and participate in resolving conflicts.
• Independently define complex problems, determine ways of solving it, analyzing the expected outcomes and take final decision.
• Provide with the critical approach to new information. 

The graduate is able to:
• Work independently, select priorities, meet deadlines, properly arrange the resources, and get the work done and account, assess and critically analyze it. Adapt to a new environment, work     with colleagues, keep professional subordination, use new technologies.

• Management of multidisciplinary environment and adaptation by using new strategic approaches.
• Work in the group as a member and leader, clearly formulate tasks, agree with group members, coordinate their activities and adequately assess the capabilities of group members, manage conflicting and emotional situations.
• Understand the necessity of sustainable renewal of knowledge, objectively evaluate the knowledge and skills, use full spectrum of informational resources, manage his/her own learning process.
• Communicate effectively, listen, ask questions, and deal with nonverbal communication.
• Contribute to the development of professional knowledge and practice.

The programme aims at providing the graduates with necessary knowledge and competences relevant to the national and international standards of the field that will ensure their further study in professional direction; ensure with the modern, deep, systemic and integrated knowledge of biomedical, preclinical, clinical sciences and its application into practice, facilitate their motivation for continuous improvement of their knowledge and life-long learning, develop interpersonal, clinical skills, decision making based on the evidence-based data, understanding clinical cases in broad social, cultural contexts to promote health, well being and prevent diseases, understanding of a physician’s professional, ethical and legal responsibilities and contribute to the field development in the constantly changing invironment.

Therefor, the goals of the programme is to provide the graduates with the:

• Knowledge of biomedical and clinical sciences, its scientific methods and principles, and the necessity for Life Long Learning (LLL).
• Clinical, interpersonal, and practical skills.
• Case-based clinical reasoning and taking decisions.
• Understanding clinical cases in a social, cultural context.
• Understanding of a physician’s professional, ethical, and legal responsibilities.

The graduate is able to:
• Determine the normal structure of human body from cell level till organ systems, functioning of the body, molecular biology and embryonic development of a human body, metabolism and hormone functions, function of the immune system.
• Determine the fundamental principles of behavioral and social sciences – Human development (child, adolescence, adult), human psychology, sociology
• Identify the basic principles of clinical sciences, clinical sciences of different specialties and subspecialties of medicine – pathological structure and mechanism of the disease, infection and mechanisms of its development, immunity.
• Determine the use of antibiotics and resistance to antibiotics; the principles of prescribing the medicines; the side effects of medicines; interaction of medicines; blood and blood transfusion; drug action and pharmacokinetics; segregated drugs.
• Determine the prevention of diseases; lifestyle, diet and eating; health support; screening and supervision of diseases; disability; gender issues in health care; epidemiology; the cultural and ethics influence on health care; resource distributing and health care economy; global health and inequality.
• Determine ethic and legal principles in medical practice – the rights of patients; the rights of people with disabilities; the principles of relations with colleagues.
• Determone the role of doctor in health care system – legislation regarding the medicine; the systems of professional regulations; the principles of clinical audit; the ways of health care access.
1. Carry out a consultation with a patient
• take a case history, carry out physical examination, make clinical judgements and decisions, provide explanation and advice, reassurance and support, assess the patient’s mental state
2. Assess clinical presentations, order investigations, make differential diagnoses, and negotiate a management plan
• recognize and assess the severity of clinical presentations, order appropriate investigations and interpret the results, make differential diagnoses, negotiate an appropriate management plan with patients and carers, take care of a terminal patient and his family members, manage the chronic disease.
3. Providing first aid in emergency medical situations (First aid and resuscitation measures)

• Identify and assess the emergency medical conditions, treat emergency medical conditions, provide with first aid; age peculiarities in newborns and children; conduct the basic life maintaining and cardiopulmonary resuscitation activities in compliance with the guidelines; conduct the activities for enhance lifetime maintenance in accordance with the guidelines; treat of traumas according to the guidelines.
4. Drug prescription
• Prescribe drugs clearly and properly with consideration of patient’s age, match appropriate drugs with clinical context; review appropriateness of drugs and other therapies and evaluate potential benefits and risks for the patient; treat pain and distress; consider compatibility of drugs before initiation of treatment.
5. Conducting Practical Procedures – vital signs:

pulse, respiration, temperature, measure blood pressure, oxygen delivery, patient transportation and treatment, urinalysis, electrocardiography, electrocardiography interpretation, performing respiratory function test; manipulators and manikins – bronchoscopy, venipuncture, venous catheterization, drug injection into the vein and infusion device, subcutaneous and intramuscular injection, urinary catheterization, lumbar puncture, spinal anesthesia, paracentesis, gastric lavage, gastrostomy tube care, putting and removing stitches, wound treatment, suturing, etc.
6. Communicate effectively in a medical context
• Communicate with patient, colleagues, breaking bad news, patient’s relatives, disabled peoples, in seeking informed consent, provide with the written communication (including the medical records), in dealing with aggression, with those who require an interpreter, with law enforcement agencies and mass media, with any person regardless of his/her social, cultural, religious and ethnic background.
7. The use of Ethic and Legal Principles in Medical Practice
• Use ethical principles and analytical skills in treatment process, keep confidentiality, get the informed consent and make an appropriate record, issue death certificate, require autopsy, apply Georgian and international legislation during treatment, conduct medical practice in multi-cultural environment.
8. Evaluation of psychological and social aspects regarding patients’ disease.
• Evaluate the psychological factors of disease detection and impacts on the patients, the social factors of disease detection and impacts on the patients, recognitize of the stress related to disease, recognitize of the drug and alcohol abuse
9. The use of knowledge, skills and principles based on evidence
• Use evidence in practice, determine and conduct the relevant literature research, critically analyze the published literature, make conclusion and use them in practice
10. Use information and information technology effectively in a medical context
• Keep accurate and complete clinical records, use IT in medical practice, access specific information sources, store and retrieve information, keep personal records.
11. Ability to apply scientific principles, methods and knowledge to medical practice and research
• Identify the research conducting methodology; ietermine the research designing, planning, result processing and conclusion-making skills; use the achievements of biomedicine in practice; report/review writing skills based on critical; provide with the analysis of the research literature in biomedicine; determine the ethics of conducting scientific research.
12. Implementation of health promoting events, engage with public health care issues, efficient performance within the health care system

• Conduct the treatment that minimizes the risk of damage to the patient; implement measures for the prevention of infection spread; understand ones’ own health problems and evaluating ones’ own health with regard to professional responsibilities; participate in health promotion events both on individual and population-wide level; demonstrate the leadership skills for the improvement of healthcare system; facilitate the changes in healthcare system for strengthening the services and improving the results; work with patients and their families for enhancing the healthy behaviors; contribute to the improvement of community and population health.

The programme structure and content are developed in compliance with the educational programme standards, Benchmark of Medicine, the Procedures of planning, development, approval, promotion, modification, and cancellation of educational programme and the methodology of programme development. The program structure and content were developed after the market research and identification of trends and requirements of the field of Medicine. Several meetings, consultations have been held with and received feedback from the stakeholders (representatives of associations, representatives from clinics, university graduates, etc.).

The information and the data have been discussed and processed by the medical committee. The content, scope, and comprehensive nature of the program in Medicine correspond to the master’s level. 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 program is built following ro the Georgian legislation and the European credit system. It matches the modern achievements, requirements, and market trends of the sphere.

Clinical and Professional Skills (CAPS) are taught during all 12 semesters. 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 at different levels thus advancing students’ skills. OSPE exam is introduced from the first semester. The courses in Clinical and Professional Skills are held in simulation labs and clinics and end with the OSCE exam.

The programme is constructed by the ECTS credit system, duration of studies 12 semesters measured in 360 ECTS credits. One credit stands for 25 astronomic hours that cover contact hours and hours of independent work. The student is to receive about 30 credits per semester, 60 credits – per year. According to the features of the programme and the students’ requirements, the number of credits can be less or more than 60, but not more than 72 per year. Students are allowed to take only extra 15 credits during all 6 years. All courses imply one midterm exam, semester everyday activities and the final exam. A student who fails to earn 41 points during the semester activities, and the final exam scores, is not eligible to sit for the additional exam. A student having earned 41-50 points is eligible to sit for the additional exam. A student is to set for the additional exam in the same semester within at least 5 days after the announcement of the result.

First two years students study basics of medicine – Body Structure in the norm (integrated modules: anatomy-histology-imaging), Body Function in the norm and neuroscience (integrated modules: physiology-biochemistry), main concepts of biomedical sciences: Cell Biology (integrated with biochemistry), Molecular Biology and Genetics, Immunology, basics of research – argumentation, reasoning skills; health and society, Clinical and Professional skills (CAPs) (integrated with Medical Ethics and Communication in Medicine). Integrated modules are taught in the format of interactive lectures, practical training, and seminars, labs, simulation lab., etc. Students use high-fidelity mannequins, simulators, anatomical specimens, microscopes, microscopic specimens, audio-video equipment, etc.

Lecturers use Problem-Based learning – (PBL, clinical correlations) The third-year covers preclinical courses – health and defense, basics of clinical sciences, research skills, basics of physical and clinical diagnosis, health and society, and Clinical and Professional skills. Basics of Clinical Sciences covers integrated modules of Pathology and Pharmacology, the course Health and Defence covers integrated modules of Microbiology, Pharmacology, and Immunology. The physical diagnosis provides basic methods of a patient’s physical examination according to the systems of the body. In compliance with it, the relevant methods of clinical investigation (radiology and laboratory) are taught in the courses of Clinical Diagnosis. The courses of Clinical and Professional Skills (CAPs) are held in clinics and simulation labs. Courses dealing with diagnostic methods use Case-Based Clinical Reasoning (CBCR cases). Students are engaged in clinical problem-solving and critical reasoning, develop skills of synthesis and analysis of information and its clinical application.

From the fourth year, students deal with clinical courses in the format of clinical rotations/clerkships – Internal Medicine, Infectious Diseases, Surgery, Obstetrics & Gynecology, Pediatrics, Neurology, Psychiatry, Leadership, research skills, Clinical and Professional skills (CAPs), etc. Clinical courses from the 4th year have integrated OSCE exams each semester where the clinical and professional skills tought during the semester within clinical courses and the CAPs course are evaluated and assessed. The sixth year is devoted to the advance practice in medicine. Students study clinical activities in various inpatient and outpatient settings – Family Medicine, Rehabilitation and Sports Medicine, Geriatrics and Palliative Care, Emergency Medicine, Personalized Medicine, Clinical Pharmacology, etc.

The courses of of Research Skills are studied during all 6 years and teach students the argumentative writing, medical databases and working in it, methods of research skills, epidemiology, and biostatistics, evidence-based medicine and finally students develop a project (XI semester). At this level sdents have aquired methods and tools for the implementation of the research work – critical analysis of scientific literature, organization and development of research, data processing, analysis and synthesis and presentation of the results of the consucted research work.

The courses of the Block of Health and Society consists of 5 courses that cover topics in cultural, ethical issues, their influence on healthcare,prevention of diseases, life-style, health promotion, medical sociology, the gender issues in healthcare, healthcare management, global health,etc.

Teaching and learning methods are based on the modern methods of education that are supported by the classrooms equipped with modern technologies, labs, audio-visual facilities, modern methods of teaching and assessment, etc. It ensures the achievement of learning outcomes defined by the programme. Students can visit labs and specialized classes during their independent work according to the arranged schedule and practice and learn there using anatomical models, posters, video recordings, microscopes, and specimens.

The methods of teaching and learning are the following:

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.

Brainstorming – a method that students stimulates students’ critical thinking and creativity, boosts problem-solving skills. The issue is discussed and evaluated in a group. Students express their ideas, assumptions related to the topic promoted by the lecturer. The discussion facilitates the lecturer.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.

Practical Training – Bedside teaching – teaching in the presence of patient and 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. However, the student is
engaged in carrying out a particular activity. The course is held as a practical training in a simulation lab. During the semester skills are developed by role-playing or working on manikins. At the midterm and final exams are used simulated patients. 

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. Night on call – staying in the hospital overnight and care for the patients, and care for the new admissions.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. 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.

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. CBCR (Case-based clinical reasoning) – is a mental process that happens when a student encounters a patient and is expected to draw a conclusion about (a) the nature and possible causes of complaints or abnormal conditions of the patient, (b) a likely diagnosis, and (c) patient management actions to be taken. Clinical reasoning is targeted at making decisions on gathering diagnostic information and recommending or initiating treatment.

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 surgical patient; treatment of urgent cases; delivery of a basic first aid care; treatment of pain and distress; conduct localanesthesia; 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.

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. 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.

For the assessment of students is used 100-grade point system apvoved by the Order N3 of the Minister of Education and Science of Georgia. Credits shall be earned after achieving learning outcomes of the relevant course that is reflected in the positive assessment invisaged by the article 4, paragraph 9 “a” of the N3 Order of Minister of Education and Science on the Approval of the Procedure of Calculation of Higher Educational Programmes in Credits (05.01.2007). Single-case evaluation of the learning outcomes of a student at the final exam is not acceptable.

The assessment during the semester shall envisage:

a) Midterm assessments
b) Final assessment.

Maximum grades for a study course shall be 100.
The maximum score for the final exam is set by the University.
Evaluation of students under the regulation is carried out every semester.
Evaluation of students is determined by the assessment system under established rules of the general evaluation system of invisaged by the N3 Order of Minister of Education and Science on the Approval of the Procedure of Calculation of Higher Educational Programmes in Credits (05.01.2007). University assessment allows five posditive and two negative assessments.

a) Five positive grades
a.a) (A) Excellent – 91-100 grade points;
a.b.) (B) Very good – 81-90 grade points;
a.c) (C) Good – 71-80 grade points;
a.d) (D) Satisfactory – 61-70 grade points;
a.e) (E) Acceptable – 51-60 grade points.

b) Two types of negative grades:
b.a) (FX) Fail – 41-50 grade points, meaning that a professional student requires some more work before passing and is given a chance to sit an additional examination after independent work;
b.b) (F) Fail –40 and less grade points, meaning that the work of a professional student is not acceptable and he/she has to study the subject anew. In the case of FX assessment, the student can set for the make-up exam no less than 5 days after the announcement of the examination results. In the case of FX assessment, the student can set for the make-up exam no less than 5 days after the announcement of the examination results.

The minimum score for passing the midterm and final exams is 50% of the maximum score. The same applies to the integrated course modules. In each module, the student must score 50% of the points assigned to each module. If a student does not score the required points in a course or one or two modules of an integrated course, they are eligible to take the makeup exam.
The minimum score for admission to the final exam is 50% of the sum of ongoing and midterm assessments. If a student fails to pass the make-up exam, he/she will study the course / the whole integrated course (all modules) again.

Teaching and learning methods are based on the modern methods of education that are supported by the classrooms equipped with modern technologies, labs, audio-visual facilities, modern methods of teaching and assessment, etc. It ensures the achievement of learning outcomes defined by the programme. Students can visit labs and specialized classes during their independent work according to the arranged schedule and practice and learn there using anatomical models, posters, video recordings, microscopes, and specimens.

The methods of teaching and learning are the following:

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.

Brainstorming – a method that students stimulates students’ critical thinking and creativity, boosts problem-solving skills. The issue is discussed and evaluated in a group. Students express their ideas, assumptions related to the topic promoted by the lecturer. The discussion facilitates the lecturer.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.

Practical Training – Bedside teaching – teaching in the presence of patient and 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. However, the student is
engaged in carrying out a particular activity. The course is held as a practical training in a simulation lab. During the semester skills are developed by role-playing or working on manikins. At the midterm and final exams are used simulated patients. 

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. Night on call – staying in the hospital overnight and care for the patients, and care for the new admissions.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. 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.

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. CBCR (Case-based clinical reasoning) – is a mental process that happens when a student encounters a patient and is expected to draw a conclusion about (a) the nature and possible causes of complaints or abnormal conditions of the patient, (b) a likely diagnosis, and (c) patient management actions to be taken. Clinical reasoning is targeted at making decisions on gathering diagnostic information and recommending or initiating treatment.

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 surgical patient; treatment of urgent cases; delivery of a basic first aid care; treatment of pain and distress; conduct localanesthesia; 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.

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. 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.

For the assessment of students is used 100-grade point system apvoved by the Order N3 of the Minister of Education and Science of Georgia. Credits shall be earned after achieving learning outcomes of the relevant course that is reflected in the positive assessment invisaged by the article 4, paragraph 9 “a” of the N3 Order of Minister of Education and Science on the Approval of the Procedure of Calculation of Higher Educational Programmes in Credits (05.01.2007). Single-case evaluation of the learning outcomes of a student at the final exam is not acceptable.

The assessment during the semester shall envisage:

a) Midterm assessments
b) Final assessment.

Maximum grades for a study course shall be 100.
The maximum score for the final exam is set by the University.
Evaluation of students under the regulation is carried out every semester.
Evaluation of students is determined by the assessment system under established rules of the general evaluation system of invisaged by the N3 Order of Minister of Education and Science on the Approval of the Procedure of Calculation of Higher Educational Programmes in Credits (05.01.2007). University assessment allows five posditive and two negative assessments.

a) Five positive grades
a.a) (A) Excellent – 91-100 grade points;
a.b.) (B) Very good – 81-90 grade points;
a.c) (C) Good – 71-80 grade points;
a.d) (D) Satisfactory – 61-70 grade points;
a.e) (E) Acceptable – 51-60 grade points.

b) Two types of negative grades:
b.a) (FX) Fail – 41-50 grade points, meaning that a professional student requires some more work before passing and is given a chance to sit an additional examination after independent work;
b.b) (F) Fail –40 and less grade points, meaning that the work of a professional student is not acceptable and he/she has to study the subject anew. In the case of FX assessment, the student can set for the make-up exam no less than 5 days after the announcement of the examination results. In the case of FX assessment, the student can set for the make-up exam no less than 5 days after the announcement of the examination results.

The minimum score for passing the midterm and final exams is 50% of the maximum score. The same applies to the integrated course modules. In each module, the student must score 50% of the points assigned to each module. If a student does not score the required points in a course or one or two modules of an integrated course, they are eligible to take the makeup exam.
The minimum score for admission to the final exam is 50% of the sum of ongoing and midterm assessments. If a student fails to pass the make-up exam, he/she will study the course / the whole integrated course (all modules) again.