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25 views32 pagesMD Program Eng
The document outlines the MD educational program at David Tvildiani Medical University, detailing its structure, goals, and learning outcomes. The program spans six years, integrating basic and clinical sciences with a focus on problem-based learning and clinical skills. Graduates are expected to possess comprehensive medical knowledge, clinical competencies, and ethical values necessary for medical practice.
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0% found this document useful (0 votes)
25 views32 pagesMD Program Eng
The document outlines the MD educational program at David Tvildiani Medical University, detailing its structure, goals, and learning outcomes. The program spans six years, integrating basic and clinical sciences with a focus on problem-based learning and clinical skills. Graduates are expected to possess comprehensive medical knowledge, clinical competencies, and ethical values necessary for medical practice.
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contactsangamchaurasiaCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MD Educational Program of
David Tvildiani Medical University Content
Terminology used in the text
1. Introduction 7
2. The NEED for the Programme,
3. The Goal of the Program ......
4. Leaming Outcomes of the Program...
5. Duration of the Academic Year and Amount of Credit
6. General Structure of the Program,
7. Program Content, Description and Organization .
7:1. General Content and Description of the Program ..
7.2. Themes of Curriculum.
7.2.1, Basic and Clinical Sciences ..
7.2.2. Clinical and Communication Skil
7.2.3, Public and Population Health ...
7.2.4. Personal and Professional Development...
7.3. Modules of Curriculum .
8. Strategy of Teaching and Leaming..
8.1. Methods of Learing....
9. Assessment Strategy....
9.1, Introduction
9.2. Key Principles of Assessment...
93. General Criteria of Assessment in Themes according to the Education Stages...
9.3.1. Basic and Cli
ical Sciences...
93.2. Clinical and Communication Skills.
9.3.3, Public and Population Health .
9.3.4 Personal and Professional Development .
9.4, Methods of Assessment, Terminology used in the text
DTMU - David Tvildiani Medical University
MD - Medical Doctor
PBL — Problem-Based Learning
Journal Club - group meeting of persons who gether regularly in order to critically discuss
cy ind Works published in periodic scientific editions, as wel as, thes scientife literature.
CBL — Case-based Leaning
CVS - Cardiovascular System
ECTS - European Credit Transfer and Accumulation System
Log-book - Diary for clinical cases
MCS - Musculoskeletal System
HEM - Hematology
RES - Respiratory System
GI - Gastrointestinal System
Neu - Neuroscience
UR - Urinary System
REP - Reproductive System
END - Endocrine System
Peer-Reviewed - process when the issue (e.g.: PhD work of Publication) is evaluated by the
expert group in the field,
MCQ- Multiple Choice Questions
OSCE - Objective Structured Clinical Examination
Mini-CS - Minimal/Focused Clinical Skills
DOPS - Direct Observation of Procedural Skills
CBD ~ Case-Based Discussions
EBMA - European Board of Medical Assessors 1. Introduction
Present document isa revised MD program of DTMU, The document reflects the changes planned,
{valuated (in pitoting regiment) and implemented by the Universi fo thelist five year, which were
focusing on teaching learning and assessment, swell x cuticulum development areas
MD education program isa one stage integrated highest medical education after successful graduation
‘of which the graduate is awarded with the academic degree of MD.
‘Academic proces is held in Georgian and English languages.
Enrollment into one stage MD program is performed according to the rules on obtaining, suspending
and stopping students status, mobility as well as recognition of previous education,
Employment fields of MD are:
* Medical practice as « junior doctor, junior doctor fulfils function of the doctor under
‘supervision and responsibility of lcensed doctor with an authority for independent medical
practice.
+ Pedagogical and Scientific Activity.
‘The penon owning academic degre of MD isauthorzed to cominne study in PAD program or
take residency progam and afer ping unified sate ceric eminaton obtain the ight
ofindependent medical practice, 2. The NEED for the Programme
DTMU MD program has been functioning since 1952 and in 1997 the copyright was insuedoa it (a
CU2YSH. The program was created as an alternative for disciplinary teaching existing in Post Sovia
Ccuvtries including Georgia: its (DTMU MD program) educational methodology was based on the
teaching, learning and asessment integrated around organ-aystems.
Medica simulations were significanestep inthe development of curriculum; students were abletotrain
“Smanagement of rua, injections life-saving basic methods, et. ina “saf-co-paien” settings,
Pantcigation ofthe university in TEMPUS currently BRASMUS «)projece(ePBLne!) since 2012 made
pastble tplementation of Problem-Eased Learning (PBL), thich was a signifcane step for the
development of the program, aswell for profesional (pedagogical) development ofits academic sure
This approach decreased teacher-centered teaching and facilitated student-centered teaching of Basic
‘Sciences and Research Increased the level of program integration and focus on clnial skills using che
Knowledge in practice, eam work, clinical reasoning and professional aspects Defined obligatory list
oF elisiesl presentations embedded into educational modules organize around ongans sytem also
enhances focusing of the program (basic stage) on patients also focusing both at students learning and
Epvazam integration, For the means of embedding clinical presentations into the program conditions
of thes election are frequency (spread) and significance (eg, liechresening condition) fee
indvideah as wel as public heath point of view. This format of teaching and learning far well
Journal Club delivered for training in science skills) also facilitates the students in acknowledgement
of principles of evidence-based medicine, as it encourages students to ask questions, find tee be
‘existing scientific evidences, critically (in relation to the case) evaluate them,
Problem-Based Learning was later developed with “technique of leaning in small sroups ~
interviewing sls", which also means introducing clinical cases and clinical problems in amall groups,
denen Sandardized patient, hisory-taking, physical examination, preliminary diagnris nd
qqrebping the plan of farther paint management. At ft it was piloted with VI yere sadann,
Gurzenly this formar is inchided fom 34 semester tl 58semester organ system diagnose clea (in
Sk module) students rudy more complicated patient cases and stations at the beginning of lineal
‘96e (6° semester) in 118 and 128 semesters abovementioned is continued with more complex cane
FEentfc component of program is changed; for the development of student’ scientific skills new
formats of teaching were piloted and implemented, There i a posit for studen' introns and
eeching learning and assessment increste reputation ofthe university zt natonal and ineernadnal
‘eves gives its graduates the possibilty of more choice for farther study and emplayenent 3. The Goal of the Program
The goal ofthe program isto prepare international level medical staff fundamental knowledge
and acknowledgment, sills and values required for the practice of medical profession,
PEiective ofthe program is organizing contentvolume of academic courses a well as teaching and
learning which will facilitat
* Obtaining modem knowledge in B:
Medical and Clinical Sciences;
* Obtaining clinical skills necessary for corresponding level of study (1 stage of medical study);
* Developing ethical values important for the profession;
‘+ Readiness for cor
tous study and development during future professional activity,
4. Learning Outcomes of the Program
Graduates of the program:
> Have knowledge and understanding of sciences about medical Practice, health and its
Promotion, disorders, traumas and disabilities, as well as their prevention and ‘management.
Graduates demonstrate possibilities of using the knowledge relative to the indi idual, as well
4s in the context of their role in family and society
% Demonstrate Basic and Clinical Skills: collect information from pi
nts systematically,
with compassion and efficiency; perform patients physical examination, choose
corresponding diagnostic procedures, interpret results of abovementioned examinations
and rationalize choice of management plan; choose corresponding treatment for
Patients with specific conditi
Ns; recognize and manage life-threatening conditions,
3
Show properties required for reaching highest standards in medical practice and patient care;
including ethical and legal principles, personal honesty and integrity, principles of evidence-
based patient care; Understand effect of genetic, historical, social, environmental,
Political and behavioral factors on health, disease and illness, vvy
Understand importance of acknowledging other healthcare professionals work and
demonstrate wish and possibility of inter-professional work and learning from other ‘groups
of professionals,
Demonstrate potential of further training in any medical specialty or medical sciences
Demonstrate value of necessity of life-long leaming, development and research
Have mastered following generi/transferrable skills and experience:
© Skills of analysis and synthesis
Evaluate critically complex, incomplete and contradictory data their independent analysis,
clearly verbalize result of analysis and their subsequent use, Show critica attitude to ren,
information, analyze, summarize, integrate different data, make conclusions, and give
evidences andor contradictory arguments during the analysis of received resulte,
© Management of information.
Search for information from various sources, process large volume of information and its
ritical evaluation. Use information obtained in professional practice,
© Problem solving/decision making skills
Define, formulate problems, and determine ways to solve them, analyze expected results
and make final decision independently. Know additional resources in the hamework of
specialty and effective use in case of necessity,
© Communication skills, including in foreign language.
Demonstrates skills of observation, listening, asking questions, as well as non-verbal
pra ication. Express clear and justified opinions (verbally and in written manner) at
professional meetings
© Anability of continuous updating of leaming/knowledge.
Use complete spectrum of educational-information resources, manage self-education
celekencleanoWledge necessity of continual updating of knowledge; assess objectively
self-knowledge and skills.
ity of adaptation to new environment.
Demonstrate practical skills of team working, professional subordination/adaptation, and
‘mastering new technologies,
© Ability of independent work.
Demonstrate skills of efficient time management, selection of protities, meeting
