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School of Medicine

Curriculum

Title of the Program

Undergraduate MD (Medical Doctor) program
Cycle
One-Cycle (Equal to Master degree) - VII Level
Qualification
Medical doctor /MD
Program Leader
Professor Shorena Tukvadze, MD, PhD
Qualifications, scientific and scholarly activities of the program leader is available in the attached
documentation.
George Gabisonia – Assistant
Program scope and description
Undergraduate MD programme is based on ETCS system. It is student oriented and is based on the
academic workload needed for student to achieve to goals of the programme.
Undergraduate Medical Doctor programmes duration is 6 years (12 semesters) and it consists of 360
credits (ETC). 1 ETC credit equals 30 astronomical hours.

During one semester student must accomplish 30 Credits, (30 Credits=900 Hours) and 60 Credits per
academic year Depending on the student’s individual workload, the number of credits per year may be
less than 60 credits or more, but the total amount of credits taken by the student over the 60 credits
count, during the whole period of study on one step medical programme as established by Georgian
regulations (Medicine Sectors benchmarks for higher education), must not exceed 15 Credits.

The student workload in the programme includes contact and independent work and includes:
Total Hours - 10800
Independent Hours - 5023
Contact hours Total - 5206
Lecture hours - 837
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Seminar/practical work hours - 4369
Assessment - 571

Program consists of 4 phases:

Phase I – "From Cell to Body" (I-II yrs)

The foundation Phase covers fundamental concepts about the structure and function of human body,
main concepts of biomedical sciences. During the first two years of study students will start learning
with Introduction to structure of Human Body, Gene, Cell and Tissue, Scientific reasoning, Clinical
and Professional Skills (Communication and Procedural skills, Medical Ethics). These integrated
modules will be taught using different teaching methods (interactive lectures, role playing, practical
work, working in simulation Lab, etc). Students learn key practical skills (interviewing patients) in
clinical settings. Simulation engages students in experiential learning; students use virtual dissection
to investigate regional anatomy of clinical cases, and manage high-fidelity mannequin case scenarios
related to the regional anatomy. PBL (problem-based learning) sessions are delivered as longitudinal
course for 2nd year students.

Phase II – Mechanisms of Health and Disease (III yr)

During the second Phase (preclinical year) the main emphasis is placed on Introduction to Clinical
Medicine (Physical Diagnosis and Clinical Skills), basic Pathology and Pharmacology. This Phase
focuses on the most common symptoms and signs of diseases that best illustrate basic principles.
Students start mastering in physical diagnosis. This year students are trained in diagnostic thinking
through case-based discussions related to different topics of medicine, integrating their knowledge and
preparing for understanding clinical subjects next years. In Professional Development longitudinal
module, they are engaged in clinical problem solving using different clinical scenarios (clinical
reasoning course) emphasizing thoughtful analysis and synthesis of information and its clinical
application.

Phase III - "Clinical Medicine"(IV-V yrs)

During 4th and 5th years students learn main clinical subjects (clinical rotations) - Internal Medicine
(system-based), Surgery, Obstetrics and Gynecology, Emergency Medicine, Pediatrics, Psychiatry,
Radiology, ENT, etc. In parallel they are continuously trained Clinical and Professional Skills
comprising professional behavior in Clinical Skills Lab and clinical settings. These modules are taught
in clinical settings (Ambulatory settings and in Hospitals). At the end of each clerkship students pass
integrated exam (OSCE).

Phase IV – "Preparing for Practice" (VI yr)

Year 6 (graduation) - during graduating year students have clinical attachments mastering and gaining
necessary competencies. According to integration principles and spiral curriculum requirements they
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revisit basic subjects (Clinical Pharmacology and Medical Genetics). Students work in small groups
and are assigned to a variety clinical activity in various inpatient and outpatient settings oriented to
prepare graduating students to their future specialization in residency. By the end of the year students
pass final integrated exam (OSCE).

MD programme mandatory credits - 336 ECTS

MD programme elective credits - 24 ECTS

Language of instruction
English
Program Goals
The aim of the programme is to raise a medical professional in accordance to modern standards, which
will be able to apply principles of evidence based medicine in practice, use relevantly principles of
ethics, research and communication in practice; and be able to establish self and continue
development within constantly changing professional environment.
Enrolment Requirements
All student candidates are eligible to enroll in the program by passing Uniform National
Entrance/General Graduate Examinations. In addition, based on Georgian legislation, Georgian
citizens and citizens of foreign countries can apply who have received complete general education or
its equivalent abroad.
To be enrolled in the program student candidates should know foreign language (English) on B2 level
and should pass foreign language (English) exam of Uniform National Entrance/General Graduate
Examinations. All student candidates who are enrolling without Uniform National Entrance/General
Graduate Examinations should have the documents/certificate which proves knowledge of English on
B2 level.
Prospective student number
100
Sphere of Employment
According to Georgia current legislation, a graduate of one cycle MD programme is not allowed to run
the independent medical practice, she/he can get be employed as a junior doctor, implying performing
the duties of a doctor according to the instructions and under the supervision of an independent
medical practitioner (The Law of Georgia on Medical Practice, Article5). A graduate holding a higher
medical institution diploma have the right to: a) complete postgraduate training programme
(residency) to acquire the right to perform an independent medical practice after passing a state
certification examination; b) carry out research (Master, PhD) and teaching activities in the theoretical
fields of medicine, or other fields of health care that do not imply an independent medical practice
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(The Law of Georgia on Medical Activity, Article 17).
Learning Outcomes/Competencies
Competencies/Learning Outcomes
Generic Competencies
The graduates will be able to:
 Demonstrate comprehensive knowledge of the field-specific
Knowledge and Understanding subjects, theoretical principles and reasearch methodology
used in the medicine;
 Critical approach to new information;
 Analyze and integrate different information and make
relevant conclusions that serves as a basis for further self-
development.
The graduates will possess the following skills:
 Ability to resolve complex problems in multidisciplinary
team using the latest information;
 Conducting research using appropriate and updated
methodology;
 Usage collected information in his/her professional
activities;
 Time-management skills - effectively plan the resources
Skills related to expected activities and to be responsible for the
work done;
 Usage the full spectrum of education and information
resources;
 Participate in meetings and communicate own opinions
verbally and in writing;
 Following the ethical and legal principles in the context of
medicine, be able to protect the rights of the patient;
 Conduct negotiations within a professional context and
participate in conflict resolution with any person,
regardless of its social, cultural, religious or ethnic
background;
 Communication with the colleagues and patients
following the principles of justice, social and democratic
values.
The graduates will be able to:
 Adaptinng working in a team
 Effectively plan the resourses related to expected
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Responsibility and Autonomy activities;
 To be responsible for the work done;
 Understand the neccesity of staying up-to-date with self-
learning;
 Ability to lead a team as well as professional
subordination/adatation and utilization of new
knowledge.

Field-specific competencies
 Comprehensive knowledge of biomedical, clinical and
1. Field knowledge social sciences;
 Comprehensive knowledge of principles of diagnosis and
treatment;
 Deep knowledge of health promotion and disease
prevention;
 Deep knowledge of behavioral sciences and medical
ethics.
 Taking patient's history;
 Performing physical examination;
2. Consulting patients  Assessment patient's mental status;
 Making appropriate clinical decisions;
 Providing relevant explanation, support and advice.
 Recognize and assess the severity of clinical presentations;
3. Assess clinical presentations,  Order appropriate investigations and interpret the results;
order investigations, make  Make differential diagnosis;
differential diagnoses, and negotiate  Demonstrate effective clinical problem solving and
a management plan judgement to address patient problems, including
interpreting available data and integrating information to
generate differential diagnoses and management plan;
 Negotiate an appropriate management plan with patients
and their family members;
 Provide care of a dying patient and his family members;
 Manage chronic illness; Consider the patients’ age, the
nature of chronic disease, psychological impact,
appropriate use of drugs in relevant way while managing
the chronic diseases.
 Identifying and assessing the emergency medical
conditions;
 Treatment of emergency medical conditions;
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4. Providing first aid in emergency  Providing basic first aid; age peculiarities in newborns and
medical situations children;
 Conducting the basic life support and cardiopulmonary
resuscitation activities in compliance with current
guidelines;
 Provide advanced life support according to current
guidelines;
 Conducting the activities for enhance lifetime
maintenance in accordance with the guidelines;
 Treatment traumas according to current guidelines.
 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
5. Drug prescription evaluate potential benefits and risks for the patient;
 Provide patients with appropriate information about their
medicines.
 Treat pain and distress;
 Consider compatibility of drugs before initiation of
treatment;
 Detect and report possible drug-drug interactions and
adverse drug reactions.
 Vital Signs: Pulse, respiration, temperature;
 Measure Blood pressure;
 Venipuncture (using simulator);
 Venous Catheterization (using simulator);
6. Performing Practical Procedures  Drug injection into the vein and us of infusion device
(using simulator)
 Subcutaneous and intramuscular injection (using
simulator or giving to patient under supervision);
 Oxygen therapy;
 Patient Transportation and Treatment;
 Suturing (using simulator);
 Urinary Catheterization (using simulator)
 Urinalysis (Screening Tests–Dipstick);
 Electrocardiography;
 Electrocardiography Interpretation;
 Performing Respiratory Function Test.
 Communicate with patient;
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 Communicate with colleagues;
 Communicate in breaking bad news;
 Communicate with patient’s relatives;
 Communicate with disabled peoples;
7. Communicate effectively in a  Communication in seeking informed consent;
medical context  Written communication (Including the medical records);
 Communicate in dealing with aggression;
 Communicate with those who require an interpreter;
 Communicate with law enforcement agencies and mass
media;
 communicate with any person regardless of his/her social,
cultural, religious and ethnic background;
 Use patient-centred interviewing skills to effectively
gather relevant biomedical and psychosocial information;
 Use communication skills and strategies that help patients
and theirmfamilies make informed decisions regarding
their health.
 Maintain confidentiality;
 Apply ethical principles and analytical skills to clinical
care;
8. The use of Ethical and Legal  Obtain and record informed consent;
Principles in Medical Practice  Issuing death certificate;
 Requiring autopsy (in compliance with the Georgian
Legislation);
 Apply Georgian and international legislation during
treatment;
 Conducting medical practice in multi-cultural
environment;
 Respect the rights and dignity of patients, including the
right of participation in decision making regarding the
medical aid.
 Evaluating the psychological factors of disease detection
and impacts on the patients;
 Evaluating the social factors of disease detection and
9. Evaluation of psychological and impacts on the patients;
social aspects regarding patients’  Recognition of the stress related to disease;
disease.  Recognition of the drug and alcohol abuse;
 Demonstrating the patient oriented skills while
interviewing for gathering the psychosocial and
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biomedical information
 Considering the patients’ nonverbal behaviors for
detecting the psychosocial factors related to the disease.
 Apply evidence in practice;
 Carry out an appropriate literature search;
10. The use of knowledge, skills and  Critical analysis of the published literature, making
principles based on evidence-based conclusion and using them in practice;
medicine  The active use of evidences obtained through different
literature sources and making the conclusions regarding
the health conditions of patient on the basis of assessing
the level of evidence.
 Keep accurate and complete clinical records
 Use information technology in medical practice
11. Use information and information  Access specific information sources;
technology effectively in a medical  Store and retrieve information;
context  Keep personal records (portfolio);
 Follow the requirements of confidentiality and data
protection legislation;
 Apply the principles, methods and knowledge of health
informatics to medical practice.
 Knowledge of research methodology;
 Research designing, planning, result processing and
12. Ability to apply scientific conclusion-making skills;
principles, methods and knowledge  Ability to use the achievements of biomedicine in
to medical practice and research practice;
 Report/review writing skills based on critical analysis of
the research literature in biomedicine;
 The awareness of ethics of conducting scientific research.
 Conducting the treatment that minimizes the risk of
damage to the patient;
13.Implementation of health  Implement measures for the prevention of infection
promoting events, engage with spread;
public health care issues, efficient  Understanding ones’ own health problems and evaluating
performance within the health care ones’ own health with regard to professional
system responsibilities;
 Participation in health promotion events both on
individual and population-wide level;
 Demonstrating the leadership skills for the improvement
of healthcare system;
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 Facilitating the changes in healthcare system for
strengthening the services and improving the results;
 Working with patients and their families for enhancing
the healthy behaviors
 Contributing to the improvement of community and
population health.
Professional attributes
 Probity, honesty, ethical commitment
 Commitment to maintaining good practice, concern for
quality
 Critical and self-critical abilities, reflective practice
 Empathy
 Creativity
 Initiative, will to succeed
 Interpersonal skills
14. Professionalism  Leadership skills
Professional working
 Ability to recognize limits and ask for help
 Ability to work autonomously when necessary
 Ability to solve problems
 Ability to make decisions
 Ability to work in a multidisciplinary team
 Ability to communicate with experts in other disciplines
 Ability to lead others
 Capacity to adapt to new situations
 Capacity for organisation and planning (including time
management)
The doctor as expert
 Capacity for analysis and synthesis
 Capacity to learn (including lifelong self-directed
learning)
 Capacity for applying knowledge in practice
 Ability to teach others
 Research skills
The global doctor
 Appreciation of diversity and multiculturality
 Understanding of cultures and customs of other countries
 Ability to work in an international context
 Knowledge of a second language
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 General knowledge outside medicine
Methods for achievement of education purposes
lecture working in groups seminar practical work
e-learning other

Student oriented teaching method assures students’ active involvement in the study process. Teaching
methods include the case-based teaching, discussions, seminars and projects. The following methods
are used during the education process:

Interactive lectures - 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 to be learned what implies a creative and
active perception of the presented material. In addition, an attention should be paid to the basic thesis
of the material, definitions, indications, assumptions. Critical analysis of main issues, facts and ideas
are necessary. A lecture provides logically consistent acknowledgement of main thesis of the discipline
to be learned. It is based on students’ free-thinking ability in the particular environment and
understanding of the basic scientific problems.

Seminar / Group (team) work - implies dividing a group into teams and preparing verbal presentations
on the indicated issues or papering questions for each other and answering them orally by a speaker.
Gradual study of theoretical knowledge uses theoretical materials independently to solve specific
problems. Students independent work with computer, simulators and manikins. Group work might
also include discussion on the given topics

Laboratory work - is more demonstrative and gives better visualization opportunity of the process.
Student learns experimental setup, must acquire use and regulation of lab devices. Lab gives
opportunity to comprehend theoretical material given during the lecture. Implicates following
activities: experimental ets, video and motional data demonstration etc. during this process knowledge
of covered material is assessed

Learning at simulation training class using simulators and manikins - can be the way to develop health
professionals' knowledge, skills, and attitudes, whilst protecting patients from unnecessary risks.
Simulation-based medical education can be a platform, which provides a valuable tool in learning to
mitigate ethical tensions and resolve practical dilemmas.

Practical work -. It helps to demonstrate and comprehend theoretical knowledge acquired in lecture
and may include following activities:
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 Demonstration of Practical skills – demonstration/observation of learning samples, conduction
operation, which gives opportunity to perceive organs topography accurately, physical
examination of the patient, assessment of examination results, data registration, performing
manipulations, instrumental examinations and result analysis (interpretation of conclusions
and grade assessment of lesion/damage), analysis of laboratory results – supports elaboration of
result analysis and synthesis
 Case study –This is based on the discussion of specific cases. “Case” is so called instrument,
which enables to use theoretical knowledge to solve practical cases. The combination of
theory and practice, the method develops the decision-making skills within time limits.
Student develops analytical skills, group work, alternative reasoning, planning activities and
projecting results.
 Role-playing games - It's a system is made up of material and imaginary factors that create the
most relevant to the reality environment in which students solve problems within their role.
This method develops: the ability to assess their capabilities; the ability to apply theoretical
knowledge in practice; the ability to make the right decisions in emergency situations; the
ability to use an adequate method to assess and solve a problem or set of problems; the ability
to understand professional values and work with these values.

Clinical Practice/ Bedside teaching, clerkship is the important part of the learning process and consists
of planed and intended activity of student. It provides practical skills and strengthening of academic
theoretical knowledge. This method prepares student for future professional activity. There are three
parts involved in “clinical practice” – University, student, and potential employer/practice facility.
Therefore, it is important for all three parts: communication of academic education and theory to real
world. It helps to develop new competences, renewal of educational programs according to the
requirements of changing market.

Discussion – collaborative exchange of ideas among a teacher and students or among students for the
purpose of furthering students thinking, learning, problem solving, 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 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
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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.

Verbal presentation – demonstration of knowledge of theoretical topics, discussion over specific issues
in the form of narration or answering questions.

Presentation- Each student shall prepare a presentation and report it in the group. The presentation
shows the student’s knowledge and gained skills during the course. It may be prepared individually or
in a group work. The aim of the project is to skill students in searching and processing the relevant
references, make them develop own point of view concerning the issue.

Quiz – written task, – checking the knowledge of studied theoretical topics and skills of integration of
the knowledge.

PBL - Problem-based learning sessions - is a learning method based on the principle of using problems
as a starting point for the acquisition and integration of new knowledge. It is the process of acquiring
new knowledge based on recognition of a need to learn. PBL is a student-centered learning method
that involves discussions among students who resolve loosely structured problems to facilitate
learning. The method not only facilitates the acquisition of knowledge but also that of other generic
desirable attributes such as effective communication skills, ability to work in a team (teamwork),
problem-solving skills, self-directed learning ability, ability to share information, appreciate other
points of view and identification of personal strengths and weak-nesses. It enhances critical appraisal,
literature retrieval and encourages ongoing learning within a team environment.

CBL - case based learning - is an active problem analysis method, the aim of method is teaching on the
bases of specific examples (case analysis). This group work is based on the discussion of specific
complicated/atypical cases, which may need search for additional information, diagnostic
differentiation and determination. “Case” is so called instrument, which enables to use theoretical
knowledge to solve practical cases. The combination of theory and practice, the method supports
development of analytical and clinical reasoning, analysis and synthesis skills, working in group and
decision making abilities. Students develop abilities to participate in medical discussions, and effective
communication with colleagues in medical context within time limits. Student develops analytical
skills, group work, alternative reasoning, planning activities and projecting results.

Involvement in scientific research –The educational research is important for the students to improve
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research skills. Participating in the scientific research helps in improving those individuals who really
wish to bring improvement in those practices. This way educational practice helps in overall
improvement of the individual scientific principles.

Evaluation system
Student can accumulate credits during the learning course only in case of successful completion of
work determined by the syllabus and receipt of the positive evaluation, considered by Georgian
legislation.

Students should have minimum of 25 points (total score before final exam) to be allowed to pass final
exam.
Minimum score for final exam is 16 points.

Maximum evaluation of the course is 100 points.

Students’ evaluation is determined according of the following system and quantitative indicators.
Positive evaluations:
(A) Excellent – outstanding performance with only minor errors, 91-100 points;
(B) Very good –above the average standard but with some errors, 81-90 points;
(C) Good –generally sound work with a number of notable errors, 71-80 points;
(D) Average – fair but with significant shortcomings, 61-70 points;
(E) Poor –performance meets the minimum criteria, 51-60 points.
Negative evaluations:
(FX) Fail – some more work required before the credit can be awarded, 41-50 points
(F) Fail – considerable further work is required.
(FX) Fail – student with negative evaluation has right to pass the repeated final exam.
(F) Fail – student with this negative evaluation is obliged to pass the teaching course again.

Student evaluation is a continuous process during the whole semester; accordingly, the final
evaluation is a sum of midterm(s) and final evaluations.
Point of the final exam is 40, midterm evaluation points are 60 and it is divided accordingly to
evaluation components.
In semester’s assessment should be taken into account medium term exam’s score, which is assessed by
score 20;
The rest 40 scores of semesters comprise several rests, seminars, practical activities, conducted by
professor in accordance with syllabus.;
Additional final exam for the student should be in the same semester, not less than 5 days interval
with previous exam;
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To identify the final rating of student and to encourage them, at the end of semesters are calculated
ratings of student’s base on GPA (Grade Point Average).

GPA is equal to credits multiplied by scores received during semester in all the courses passed and the
divided to the number of accumulated credits.

Various methods oriented on the demonstration of the study results are deemed suitable for the
assessment:
Essay evaluates the level of insight of the reviewed issue. It also generally demonstrates an ability to
argumentatively discuss an issue and demonstrate a critical thinking ability
Quiz/Test/Combined Test/Questionnaire provides blitz information about the gained knowledge in
relation to a certain topic.
Case/situation-based task conveys the skill of applying knowledge in practice and finding the way of
solving posed problems.
Oral Presentation, Power Point Presentation ensures versatile information about the quality of
understanding of the presented material and diligence of a student as well as his/her skill to interact
with audience.
Laboratory work – student can fulfill the assigned laboratory work independently, with expression of
thorough knowledge of laboratory techniques.
Discussion – this method is used to assess the skills of logical argumentation, ability to differentiate
between subjective and objective information, integrate relevant information and formulate their own
opinions based on evidence.
Role-playing games / simulation task - the method determines how correctly the student's task is to
take into account the context of the quasi-case situation and its role. Does it make a rational decision
to solve the problem - uses standard and / or outstanding methods.
Analysis of clinical, instrumental and laboratory data ensures efficient assessment of the following
skills: collection of anamnesis, physical examination, data registration, instrumental examination data
and laboratory test reading and interpretation, diagnosis definition and differential diagnosis,
elaboration of a treatment plan.
Demonstration of practical/ Clinical skills ensures efficient assessment of the following skills: physical
examination of a patient, formulation of survey data and registration, manipulations and a doctor’s
assistance, analysis of instrumental and laboratory test results.
Problem solving ensures efficient assessment of a student’s contribution to the discussions, such as
statements, ideas and questions, contribution to a creative "brainstorm”, problem-solving skills, self-
directed learning ability, ability to share information.
Clinical reasoning/Case Analysis – this type of assessment emphasizes the following elements of a
candidate: clinical judgment, the ability to reason, the ability to apply theoretical knowledge into
practice, the ability to interpret examination results and define diagnosis correctly.
The Objective Structured Clinical Examination (OSCE) is an assessment method based on students’
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performance that measures their clinical competence. Students are introduced to different medical
scenarios through a series of Patient Station. The assessment emphasizes the following elements of the
candidate: clinical judgment, clinical skills, ability to reason, as well as problem solving,
communication skills including behavior towards the patient, linguistic dissemination and
perceptiveness.
Midterm Exam is the element of midterm assessment held once in a term at the end of the second
five-week period in the form/method defined in the curriculum. It aims at measuring the gained
knowledge and skills of the covered material.
Final Exam is the component of the final assessment held once a term in order to evaluate the
obtained knowledge and skills in the form/method defined in the curriculum.

Material and technical resources, essential for program implementation

Material resources:
 Space in accordance with law;
 Rooms, conference halls, working rooms, administrative staff rooms;
 Permanent electric supply;
 Toilets;
 Natural light;
 Heating system;
 Fire suppression safety system;
 Evacuation plan;
 Emergency assistance (medical office);
 University security:
 Enough PCs and internet;
 Library with necessary resources.

Human resources:
 Academic personnel, in accordance with Georgian legislation and relevant skills;
 Researchers and teachers, invited as practitioners and research degree holders in the fields.

Annex 1: Programme description and Outcome map

Annex 2: CV – Shorena Tukvadze, MD, PhD