INTRODUCTION

Bau International University Batumi's Second Degree Undergraduate Medical Education Program ("Medicine") is in line with the World Medical Education (WFME) Global Standard for Quality Improvement (Basic Medical Education. WFME Global Standards for Quality Improvement. The 2020 Revision) and Provides up-to-date requirements for the national sectoral character of higher medical education. In addition, the WFME distance learning standard in medical education (Standards for distributed and distance learning in medical education. 2021) and the medicine program of Istanbul BahçeÅŸehir University in Turkey, which is a partner institution of BAU International University Batumi, were taken into account during the update.

Outcomes for graduates is a map of the results of the Bau Batumi International University undergraduate medical education program. Adaptation of learning outcomes and current competencies developed by the General Medical Council 2018 (updated 2020) to the Georgian educational space, taking into account the National Qualifications Framework, the updated requirements of the National Sectoral Characteristic of Medical Education, and the learning outcomes of Bahçehir University.

BAU International university Batumi, aims to develop the field of healthcare based on good international practice by training competitively graduated alumni in the field of medicine, which is directly in line with the University's mission.

PROGRAM OVERVIEW

academic load

Program Goals and Objectives

Program Objective The educational program aims to train highly qualified physicians in line with national and international standards with in-depth theoretical and evidence-based scientific knowledge, clinical skills, innovative-technological vision, and liberal values. In addition, the program aims to help students develop ethical values, skills, and skills to continually deepen their knowledge, which is the core of development for the physician. The program will facilitate graduate integration into the world of education and healthcare.

The goal of the program is to train a successful leader and at the same time an effective member of the team, imbued with knowledge of clinical fields of biomedicine and medicine and with the skills of clinical thinking and clinical manipulation, imbued with high human values ​​and a sense of empathy. In addition, the important task of the program is to provide the future physician with the ability to communicate effectively in the professional field with colleagues, patients and patient relatives. The aim of the program is also to enable the student to understand his / her role and responsibilities in the public health system at the regional, state and international levels and, based on all this, to form relevant professional values, accountability and critical self-esteem. The program is focused on developing the student's professional and ethical values, research competence and striving for continuous enhancement of knowledge, which is the basis of professionalism of any specialist in the field of health.

The one-level undergraduate education program in Medicine ensures the implementation of the University's mission, which contributes to the protection and improvement of public health by introducing high scientific and ethical standards of health education, offering new teaching methods, and constantly developing modern educational approaches.

PROGRAM DESCRIPTION

The educational program "Medicine" is built with horizontally integrated transdisciplinary blocks of biomedical components and continuously delivered basic and elective medical and non-medical training courses.

The program is based on the logical and consistent integration of norms and pathology according to organ systems and basic and clinical subjects. The curriculum develops from simple to complex and the courses are organized on the principle of building on each other, with a system of logically assembled prerequisites.

Most clinical training courses are conducted on a rotational basis. Duration is a minimum of one and a maximum of 6 weeks (Appendix 2 - Program Academic Calendar). Each module for the first five semesters covers a variety of disciplines (such as anatomy, physiology, histology, embryology, biochemistry, pathology, radiology, pharmacology, etc.), with modules or issues (e.g. organ systems) arranged in such a way that students acquire Theoretical knowledge around a particular topic from the perspective of different disciplines. Each module defines hours for teaching in a clinical setting and focuses on developing clinical competencies and practical skills from the outset. Problem-based teaching (PBL) and clinical case-based teaching (CBL) methods are actively used throughout the program, especially in interdisciplinary modules that further enhance integration. This format eliminates the fragmented delivery of knowledge and ensures the development of independent clinical thinking and communication skills at an early stage of learning. Later, in the course of clinical rotations, this approach promotes a better understanding of medical disciplines. In addition, each semester provides the development and enhancement of medical professional competencies in the context of knowledge, skills, and beliefs formation.

Communication Skills

Communication Skills The program integrates vertically in the first academic year the courses "Communication Skills and Academic Writing 1 and 2" and "Philosophy and Ethics in Medicine 1 and 2", in which role-playing games and case studies allow the student to study with different types of patients, colleagues, colleagues. Elements of both verbal and written communication with family members, Which is essential when communicating in the medical field. Communication and behavioral skills are developed in the second academic year as part of the Introductory Course in Sociology and Psychology. From the third year of study, "Good Medical Practice 1 and 2" and "Patient History" courses focus on direct clinical communication.

In addition, a foreign student with 22 credits while studying Georgian and a Georgian student with German, English or Turkish also deepen their communication skills, which will help them communicate with the patient during clinical practice in Georgia or abroad.

From the third year to the end, clinical training courses provide a certain dose of deepening communication skills with the patient and not only with the principle of repetition and construction.

Teaching In Simulation Environment

381 hours in the program are devoted to teaching in a simulation environment (TSE). The program from the beginning (still in the first year modules) is focused on the development of clinical practical skills. In the simulation environment, students work on corpses and anatomical models in the anatomical mannequin and corpse lab within the discipline of anatomy and clinical anatomy. Further mannequins and simulators are used to build clinical skills in the "Good Medical Practice 1 and 2" courses through training in a simulation format at the OSCE and Clinical Skills Center. From the third semester, students begin the introductory part of clinical training courses where a large dose of SSG is also built in, while from the fourth semester onwards, simulation training gradually declines, although it remains until the end and is completed in the sixth year of the emergency medicine course. This method of teaching fully prepares the student for teaching in a clinical setting where he / she will have to demonstrate already well-trained skills on simulators and medical mannequins directly to the patient.

Clinical Teaching

The development of clinical competencies and the formation of practical skills take place continuously (in the TCE-clinical learning format) from the beginning to the end of the program, are integrated into various training courses and are delivered in parallel with life-learning disciplines. The clinical components of the interdisciplinary blocks are synchronized with the theoretical issues and are involved in the early stages of the program, ie the student makes clinical visits from the first semester, during which the student spends some time in the clinic to get acquainted with the clinical environment and adapt to the medical team.

Acquired clinical skills are acquired in increments of "Good Medical Practice I", "Good Medical Practice II" and clinical disciplines (IV-X semesters) as part of rotations and clinical practice. This allows the student to work with the real patient in bed under the supervision of the teacher.

The sixth year is fully devoted to clinical practice, where the student has the opportunity to understand how the skills mastered in the simulation environment can be applied to the patient in the clinic and to consolidate these skills in the real-world environment as well as under supervision.

Clinical Environment Training (TCE-SCG) is built into almost all clinical training courses and is completed in clinical practice and includes a total of 1700 contact hours. Most clinical training courses are conducted on a rotational basis. Duration is a minimum of one and a maximum of 6 weeks.

Formation of scientific-research skills

A modern doctor is unthinkable without scientific-research skills. The existing program provides the development of skills required for scientific research through the courses of "Communication Skills and Academic Writing", "Research Methodology and Biostatistics", "Epidemiology and Preventive Medicine" from the first year of teaching and is completed in the XI-XII semester "Scientific Project I And implementation and protection of a research project under II ''. The research component of the program allows students to learn And master scientific research methods, become accustomed to the effective use of scientific sources, be able to analyze research results, and gradually improve research skills. Students learn the principles of evidence-based medicine and critical analysis of information as well as research planning, conducting, writing, and presenting research. Within the framework of the "Science Project II" course, the student must complete research work, write a thesis and present it to the audience. The student can take part in scientific activities carried out by Bau Batumi International University and partner institutions. The research component holds 22 credits in the program.

Structure of the program by years

Curriculum

Clinical Practice

The clinical practice covered in the XI-XII semest eb of the program includes key areas of medicine, namely: emergency medicine, internal medicine, gynecology and obstetrics, psychiatry, general surgery, pediatrics, family medicine. These training courses demonstrate the existing theoretical knowledge and practical skills acquired in the simulation environment, clinical skills and clinical thinking in the fourth and fifth academic years in the SCG format and reinforce the clinical environment with the real patient and medical team.

Portfolio

The program is also focused on personal and professional development. In this regard, the student's activities and achievements during the study are accumulated in a portfolio that is student-centered and through constant feedback promotes his / her professional growth and assesses the basic competencies, self-assessment and lifelong learning skills of the dentist. This format allows for student formative assessment and provides regular feedback between the teacher and the student and the administration and the student. The portfolio allows you to monitor student development and progress.
The portfolio includes three different areas:

1. Extracurricular activity of the student, which reflects the student's achievements; Certificates of conference, training and other activities; Involvement in university activities and additional clinical activity.
2. Case Presentation - Select, process, and present one real clinical case to a mentor and commission once per semester during clinical visits or internships.
3. Student self-assessment - self-assessment once a semester, as well as assessment by teachers, school and university administrations and a mentor. Tutor summarizing feedback on self-assessment and developing a development plan for each student.

Optional Component

The program, in addition to the basic training courses, provides sectoral and non-sectoral elective courses. 25 credits are allocated to the medical exam program, 26 credits to the non-medical elective program in the case of a Georgian citizen, and 4 credits to a foreign citizen, as a foreign citizen is required to study the Georgian language in the form of 22 credits to communicate with patients and colleagues.

learning outcomes

The learning outcomes of the program are consistent with the objectives of the program, its mandatory learning components, national or international good practice analysis findings (including learning outcomes developed by the General Medical Council), and national qualifications framework and industry requirements for a qualified physician.

earning Outcomes and Competencies

Field learning outcomes:

Upon completion of the program Student:

1. Defines (describes) the normal structure and function of the human body from the molecular to the systemic level, causes and changes in disease and the structure and function of the human body in the light of fact-based updated knowledge.

2. Evaluates the clinical case, appoints examinations, knows the widespread diseases in the society and interprets the clinical, laboratory and radiological data of these diseases, makes differential diagnoses; Based on scientific data, list the most effective treatment options, make a choice among them and be able to prescribe medication.

3. Has the knowledge necessary for the diagnosis and treatment of life-threatening diseases, is able to carry out first aid and resuscitation measures.

4. Knows and uses the legal instruments and ethical principles of medical practice; Makes appropriate decisions in the event of ethical conflicts based on this knowledge; Respects the universal rules of ethics "No harm" in the process of activities, taking into account the principles of patient satisfaction, fairness and autonomy; Has a neutral, informal (extrajudiacial) approach to the patient without discrimination and uses this approach as an ethical responsibility.

5. Able to consult the patient, carry out a complete and purposeful collection of medical history (anamnesis) and a full and detailed physical examination.

6. Performs frequently used interventions and practical procedures in diagnosis and treatment, if necessary, refer the patient to the appropriate specialist.

7. Has the skills of effective communication with the patient, the patient's relatives and third parties. Uses the principles of providing and explaining information about the disease and treatment to the patient, informed consent and protection of patient confidentiality.

8. Assess the psychological and social aspects of the patient's disease based on the basic knowledge of the behavioral and social sciences.

9. Effectively uses information and information technologies in a medical context; Properly explains (interprets) sources of information, differentiates fact-based information, can plan and carry out original scientific research and evaluate the results obtained; Thoroughly masters research methods in medicine and monitors scientific and technological advances in his field.

10. Predetermines the risks of disease and injury, identifies individuals at risk or at an early stage of the disease, and takes the necessary measures; Recognizes that the primary responsibility of a physician is to protect human health through prevention and cure, and can assume the responsibility of collaborating with other health professionals and institutions to protect the health of individuals and the community.

11. Uses the principle of life long learning.

12. Demonstrates professionalism.

CATALOGUE OF TEACHING AND LEARNING METHODS

The teaching methodology used in the program integrates theoretical and practical teaching, development of practical and clinical skills in laboratory, simulation and clinical environment.

To achieve the goals of the program, the following methodology will be used:

Evaluation SYSTEM

Oral and / or written tests are used to assess knowledge and skills. The program uses both developmental and summative assessment.

Student knowledge is assessed on a 100-point scale:

The student is awarded a credit in case of receiving at least 51 points out of 100 points and exceeding the competence threshold of the relevant subject/block

Student Knowledge Assessment System

Learning Spaces

BAU Campus

Bau International University, Batumi operates in a new building with well-equipped auditoriums, computer classes, teaching and research laboratories and a library. State-of-the-art infrastructure and opportunities to collaborate with partner clinics ensure the development of clinical/practical and scientific-research skills.

There are 9 teaching and 1 research laboratories in the campus, as well as classes for teaching in a simulation environment:

- Laboratory of Microbiology and Immunology;
- Pharmacogenetics Laboratory and Real-Time PCR Laboratory;
- Laboratory of Cytology, Histology and Physiology;
- Laboratory of Biochemistry and Molecular Biology;
- Anatomy and PBL / CBL class;
- Center for Clinical Skills and OSCE
- Anatomical Carving Laboratory.

The campus also has a rich library with a reading room and secluded spaces for small group work.