Analysis and synthesis
The graduate can critically evaluate, complex, incomplete, and contradictory data, their independent analysis, report the results of the analysis understandably, and then use them. Can critically approach new information, analyze, summarize, integrate, conclude, and bring evidence and/or opposing arguments in analyzing the obtained results.
Management of information
The graduate can obtain information from various sources processing of large volume of information and critical assessment of it. Has the ability to use obtained information in professional activities.
Problem-solving and decision-making
The graduate can independently identify complex problems, determine the ways of solving them, analyze the expected results, and final decision-making. Knows and effectively uses additional resources within the limits of their own specialization.
Ability to work in a group and new environment
The graduate can work in the group as a member and leader. Practical work habits in-group, professional subordination/adaptation skills. Can clearly formulate tasks, agree with group members, coordinate their activities and adequately assess the capabilities of group members, manage conflict and force majeure situations. Has the ability to assimilate new technology.
Communication skills, including in foreign language
The graduate has observation, listening, questioning, and non-verbal communication skills. Can participate in meetings and convey his/her opinions in oral and written form. Can conduct negotiations in the professional context and participate in conflict resolution.
Ability to renew learning/knowledge permanently
The graduate can use a full range of educational and informational resources, manage their own learning process. Understands the necessity of lifelong learning and the need for permanent professional development. He/she can evaluate own knowledge and competencies.
Ability to work independently                                                                                                                                                                                                                                                                                              The graduate can organize time, select priorities, timing protection, and ability to fulfill agreed work. Can plan the resources related to its activities properly. Can properly manage the plans associated with his/her activities. Is responsible for the work done and can evaluate and criticize it.

Indispensable condition of teaching is the integration of theoretical and practical training, the development of clinical skills in virtual simulation centers by use of simulators and mannequins, and the involvement of students in laboratory and clinical work. Priority is given to up-to-date technologies. From the first year of the studies, students acquire scientific as well as
clinical skills. Development of these skills is gradually compounded by the student in the following courses and ends up with “clinical internship” and research work/research paper writing. To achieve the aim of the program, the following methods of learning and teaching are used:

A lecture is a creative process where a lecturer and a student take part simultaneously. The main aim of the lecture is to understand the idea of subject regulations, which means a creative and active perception of the presented material. In addition, attention should be paid to the main provisions of transferable material, definitions, indications, and assumptions. Critical analysis of main issues, facts, and ideas is necessary. A lecture should provide scientific and logically consistent knowledge of the main subject regulations to be learned without excessive details overloading. Therefore, it must be logically completed. In addition, facts, examples, charts, drawings, tests, and other visual aspects should be aimed at the explanation of the lecture’s opinion. The lecture should provide an accurate analysis of the scientific dialectical process and should be based on the free-thinking ability of students in a particular environment, understanding of the basic scientific problems, and the orientation of understanding. The lecture includes the following activities: demonstration, discussion/debate, induction, deduction, analysis, synthesis.

Seminar – helps students to strengthen theoretical and practical knowledge. With the help of a Professor, a student or group of students performs certain activities (based on the acquired knowledge), obtain and process additional information, prepare presentations, etc. It involves speeches, discussions, and conclusions. The professor/teacher coordinates this process. The
seminar may include the following activities: Discussion/debate, oral assessment, demonstration, role-playing, quiz, presentation, and essay.

A practical workshop to study theoretical materials gradually to solve specific tasks. This is based on using theoretical knowledge independently (in a non-clinical environment). Student’s independent practical work in the laboratory, with computer, simulators, and mannequins. Practical lessons may include the following activities: analysis of microscopic slides,
laboratory activity, and demonstration of practical skills.

Clinical work is an important part of the learning process and consists of planned and intended activities of students. It provides practical skills and strengthening of academic theoretical knowledge. This method prepares students for future professional activity. There are three parts involved in “clinical practice” – university, student, and potential employer/practice facility (hospital/medical center/center of clinical skills). It is important for all three parts: communication of academic education and theory to the real world. It helps to develop new competencies and renew educational programs according to the requirements of the changing market. Activities of clinical work are role-playing, demonstration of practical skills / directly observed procedural skills (DOPS).

Flipped learning method – enables students not only to obtain knowledge but also apply knowledge into practice under the mentorship of a lecturer within released auditorium time. The method fits to individual capacity of the students and gives a possibility to identify/control time and frequency for the adoption of new information. In contrast to the traditional/classic model, functions of individual space and group space are flipped: student acquires new information outside of the auditorium, following the material given by the teacher. Student individually plans and organize the time and frequency of learning material and practice with their own natural study rhythm. During the auditorium time, the student applies acquired knowledge into practice and improves clinical skills. This method develops not only remembering but also analysis, synthesis, and knowledge application skills.

Case Based Learning (CBL) is an active method where students read and discuss complex, evidence-based clinical cases or standardized patients. Prior to the presentation of the case, theoretical materials are given, which helps them to prepare for the case. Students are divided into small groups to solve thematic assignments. With the supervision of the lecturer, students
discuss cases, brainstorm ideas, and afterward summarize their own knowledge and identify topics necessary for solving given cases. This method develops the following skills: teamwork, clinical reasoning, analysis, and synthesis.

Bedside Teaching is an interactive method that is conducted in the clinic, directly at the patient’s bed. A small group of students perform clinical tasks under the lecturer’s observations and upon the patient’s consent. In this method of teaching, the student connects theoretical knowledge with practical experience and takes on new knowledge in many ways: touch,
smell, and hearing. Before the beginning of the lecture, the lecturer chooses the appropriate patient and prepares the study under the level of the students’ group. The method of bedside teaching develops important skills and values such as: collecting anamnesis, communication skills, clinical ethics, clinical thinking, humanism, professionalism, and the role of the
doctor and social responsibility.

Problem-Based Learning (PBL). Discussion of situational tasks – difficult/atypical cases that may require additional information on the disease, determining diagnosis, and making differential diagnostics; Method is used during the studies of life science disciplines, which facilitates clinical integration of interdisciplinary basic medical knowledge. The students will
be presented with a clinical problem (case), without prior knowledge/information, and they will discuss it without the instructor in groups. Students will brainstorm, find the necessary information, and make conclusions. This method facilitates the development of analytical thinking – analysis and synthesis skills, teamwork and independent learning skills; as well as
the development of collaborative learning/working skills; clinical reasoning and decision-making skills, skills of participation in medical discussions, effective communication in medical contexts – communication with colleagues, professionalism.

Research project – This is a student’s individual work under supervision and includes research and development of scientific literature, setting up research goals and tasks, planning and conducting research analyzing the results, and making conclusions. The method may include activities such as laboratory activity, collecting and analyzing data, working on
research papers, and presentations. The method encourages analytical thinking, ethics, analysis and synthesis ability, and independent learning skills. Develop skills in participating in scientific discussions and communication with colleagues.

Presentation is the process of presenting a topic to an audience. It is typically a demonstration, lecture, or speech meant to inform, persuade, or build goodwill. Presentation is performed well when results are presented, convincingly, and precisely. It can be executed individually, in pairs, or groups. After the discussion presenter answers questions from the audience. This
method supports the development of communication skills.

Consultation with the supervisor – contact hours with the supervisor when the student receives information about the plan of writing a thesis, searching materials, processing, concluding the content of the work, technical conclusion of the work, and preparation for the presentation.