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 Bahçeşehir 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.
|Qualification:||Medical Doctor (MD)|
|Educational unit:||School of Medicine and Health Sciences|
|Educational unit:||One-level undergraduate education program
orresponds to Level VII of the European Qualifications Framework and the second level of education
|Language of instruction:||ENGLISH|
|Program Duration:||6 academic years|
|Program capacity:||360 ECTS, 10800 academic hours|
|Academic Workload:||Contact: 6,099 hours from compulsory training courses
Including training in simulation and clinical environment: 2
|Independent work:||3,999 hours|
|Elective courses:||120 hours
Average student's daily academic workload: 7-8 hours
Authorized on the basis of the decision N689586 of July 8, 2021 of the Higher Education Institutions Authorization Council of the National Center for Educational Quality Enhancement of LEPL.
Accredited on the basis of the decision N58 of March 27, 2020 of the Accreditation Council of Higher Education Institutions of the National Center for Quality Development in Education LEPL
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.
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.
Each module / block of the first academic year MED1001-MED1008 includes various natural sciences (such as anatomy, physiology, histology, embryology, biochemistry, pathology, radiology, pharmacology, etc.). The issues in the module are organized according to organ systems in such a way that the student acquires theoretical knowledge around a specific issue from the perspective of various bio-medical disciplines. In addition, clinical issues are vertically integrated into the blocks, which are accumulated through PBL cases. Problem-based teaching (PBL) and case-based teaching (CBL) methods are actively used throughout the program, especially in the interdisciplinary modules MED1001-MED1008, DEN2001 and DEN2003, which enhances integration into the learning process. This format eliminates the possibility of knowledge fragmentation and ensures the development of independent clinical thinking and communication skills at an early stage of learning.
From the second year of training, the study of pathological processes and factors based on organ systems, which is the basis of diseases and is built on existing knowledge, and in the third year of training, the clinical component is built on the existing knowledge of pathological processes within MED3003.
From the fourth academic year onwards, the share of science issues decreases in direct proportion to clinical issues and is embedded in clinical disciplines.
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.
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.
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.
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.
Sector-oriented training courses start from the third year of training as an introductory part of internal medicine, surgery, pediatrics, gynecology, neurology and public health. The theoretical part and teaching in a simulated environment prevails in these training courses, which is further reduced at the expense of teaching in a clinical environment in the main part of the same training courses from the fourth to the end of teaching. The knowledge gained here is a prerequisite for the student to correctly diagnose diseases of different severity in the following semesters and to study the appropriate treatment manipulations.
The teaching of basic dental diseases in the program starts from the fourth year of teaching. The student will study Pediatrics I, Gynecology and Obstetrics I, Urology, Public Health I, Internal Medicine I, General Surgery I, Public Health II training courses where the main focus is on developing clinical thinking and teaching in a clinical setting. In the same year, the course "Patient History" summarizes the knowledge of all issues such as patient relations, history compilation or physical examination.
The fifth year of study is fully devoted to clinical disciplines such as: Neurology, Neurosurgery, Orthopedics and Traumatology, Physical Medicine and Rehabilitation, Geriatrics, Pulmonology, Endocrinology, Forensic Medicine, Radiology, Psychiatry I, Dermatology, Otorhinolaryngology, Infectious Diseases, Anesthesiology and Resuscitation, Ophthalmology, Family Medicine I, Cardiology and Cardiovascular and Thoracic Surgery. These courses are presented with small credits (2-3) and serve to enhance clinical knowledge and skills in various areas of medicine.
In the sixth year of study, the student spends most of his / her time in the clinic, except for the time devoted to elective courses, most of which are also medical.
|CODE||COURSE NAME||M||I sem||II sem||ECTS||Prerequisites|
|MEDC1003||Communication Skills and Academic Reporting I||M||4||NO|
|MED1001||Molecular Basis of Cell||M||5||NO|
|MED1003||Cell, Tissue and Organ Systems||M||5||NO|
|MED1007||Cardiovascular and Respiratory System||M||7||NO|
|MED1011||Philosophy and Ethics in Medicine I||M||2||NO|
|MEDC1004||Communication Skills and Academic Reporting II||M||4||NO|
|MED1002||Gastrointestinal System and Metabolism||M||6||NO|
|MED1008||Sensory Organs and Endocrine System||M||6||NO|
|MED1012||Philosophy and Ethics in Medicine II||M||2||NO|
|Total ECTS credits (Mandatory courses)||30||30||60|
|TTotal ECTS credits (Elective courses)||0||0||0|
|1st Year Total ECTS||60|
|CODE||COURSE NAME||M||III sem||IV sem||ECTS||Prerequisites|
|MED2001||Tissue Damage and Host Response||M||5||MED1003|
|MED2003||Infectious Agents and Mechanisms, Immune Disorders||M||5||MED1008|
|MED2005||Musculoskeletal System Disorders||M||5||MED1005|
|MED2007||Circulatory and Respiratory System Disorders||M||5||MED1007|
|MED2011*||Medical Genetics I||M||2||NO|
|GEO2009*||Georgian Language I/Foreign Language I*||M||6||NO|
|MED2002||Hematology and Oncology||M||5||MED1007|
|MED2004||Gastrointestinal System and Metabolism Disorders||M||5||MED1002|
|MED2006||Neurological and Psychiatric Disorders||M||5||MED1006|
|MED2008||Endocrine and Urogenital System Disorders||M||5||MED1008|
|MED2012||Medical Genetics II||M||2||MED2011|
|NMED2014||Introduction to Psychology and Sociology||M||2||NO|
|GEO2010*||Georgian Language II/Foreign Language II*||M||6||GEO2009|
|Total ECTS credits (Mandatory courses)||28||30||58|
|Total ECTS credits (Elective courses)||2/6*||0/6*||2/12*|
|2st Year Total ECTS||60|
|CODE||COURSE NAME||M||V sem||VI sem||ECTS||Prerequisites|
|MED3001||Good Medical Practice I||M||5||NO|
|MED3003||Integration of Basic Sciences to Clinical Medicine||M||6||MED2001-MED2008|
|MED3005||Legal Aspects of Health Care||M||2||NO|
|MED3007||Research Methodology and Biostatistics||M||4||NO|
|MED3009||Epidemiology and Preventive Medicine||M||2||NO|
|MED3004||Introduction to Internal Medicine||M||4||MED2001-MED2008|
|GEO3011*||Georgian Language III||M||5||GEO2010|
|MED3006||Introduction to General Surgery||M||4||MED2001-MED2008|
|MED3008||Introduction to Pediatrics||M||5||MED2001-MED2008|
|MED3010||Introduction to Gynecology and Obstetrics||M||4||MED2008|
|MED3012||Introduction to Neurological Sciences||M||5||MED2006|
|MED3020||Introduction to Public Health||M||2||MED3004; MED3009|
|MED3014||Good Medical Practice II||M||5||MED3001|
|GEO3016*||Georgian Language IV||M||5||GEO3011|
|Total ECTS credits (Mandatory courses)||28||30||58|
|Total ECTS credits (Elective courses)||2/5*||0/5*||24/10*|
|3st Year Total ECTS||60|
|CODE||COURSE NAME||M||VII sem||VIII sem||ECTS||Prerequisites|
|MED4003||Gynecology and Obstetrics I||M||8||MED3010|
|MED4007||Public Health I||M||4||MED3020|
|MED4002||Internal Medicine I||M||9||MED3004|
|MED4004||General Surgery I||M||8||MED3006|
|MED4008||Public Health II||M||4||MED4007|
|Total ECTS credits (Mandatory courses)||26||26||52|
|Total ECTS credits (Elective courses)||4||4||8|
|4st Year Total ECTS||60|
|CODE||COURSE NAME||M||IX sem||X sem||ECTS||Prerequisites|
|MED5007||Physical Medicine and Rehabilitation||M||3||MED4002; MED3012|
|MED5010||Anesthesiology and Reanimation||M||3||MED4002; MED4004|
|MED5014||Family Medicine I||M||3||MED3014; MED4002|
|Total ECTS credits (Mandatory courses)||27||28||55|
|Total ECTS credits (Elective courses)||3||2||5|
|5st Year Total ECTS||60|
|CODE||COURSE NAME||M||XI sem||XII sem||ECTS||Prerequisites|
|MED6005||Emergency Medicine||M||4||MED5001; MED4002; MED4004;|
|MED6001||Internal Medicine II (Internship I 6000a)||M||8||MED4002|
|MED6003||Gynecology and Obstetrics II (Internship I 6000a)||M||5||MED4003|
|MED6007||Psychiatry II (Internship I 6000a)||M||4||MED5002|
|MED6009||Scientific Project I||M||4||MED3007|
|MED6002||General Surgery II (Internship II 6000b)||M||8||MED4004|
|MED6004||Pediatrics II (Internship II 6000b)||M||5||MED4001|
|MED6006||Family Medicine II (Internship II 6000b)||M||6||MED6001|
|MED6008||Scientific Project II||M||4||MED6009|
|Total ECTS credits (Mandatory courses)||25||23||48|
|Total ECTS credits (Elective courses)||5||7||12|
|5st Year Total ECTS||60|
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.
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.
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.
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
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.
After completing the program, the student:
Can critically evaluate and independently analyze complex, incomplete and contradictory information, explain it simply and clearly to the patient, and then use that information as needed. Can critically approach new information, analyze, summarize, integrate it, draw conclusions and be able to analyze results with relevant arguments.
Able to obtain, process and critically evaluate large volumes of information from a variety of sources. Has the ability to use the information obtained in professional activities.
Able to critically review information, identify complex problems independently, identify ways to solve them, calculate expected outcomes, and make final decisions. Knows and uses additional resources within his / her specialization.
Can work in a group. Has teamwork, professional, subordinate / adaptive skills. Able to set tasks, agree with group members, coordinate activities, adequately assess team members' capabilities, manage conflicts and force majeure situations.
Has the ability to work independently with minimal or zero control. Has self-motivation, is able to make independent decisions and come up with concrete results independently. Is responsible for the work done and can evaluate it objectively.
Has observation, listening, questioning and non-verbal communication skills. Can participate in various types of meetings and express his / her opinion orally or in writing. Can negotiate in a professional context and participate in the search for ways to resolve conflicts.
Can use educational and information resources and manage their own learning process. Understands the principle of continuous learning and the need for continuous professional development. Has the ability to assess their own knowledge and competencies.
Has the ability to deal with news, changes and uncertainties on a daily basis. Responds effectively to changes. Has the ability to assimilate with new technologies.
Has the ability to manage time, prioritize, meet deadlines and get agreed work done. Able to properly plan resources related to their activities. Able to adequately manage his / her own business plans.
Able to adequately assess the limit of their own knowledge and skills. Has the ability to deal with limitations of its own capabilities by taking appropriate action. Has the ability to share the experience of other specialists. Understands the importance of self-development.
Has the ability to work constructively with professionals with diverse values and views. Has the ability to communicate with people of different professions.
Has the ability to demonstrate leadership in both clinical and other situations. Able to work in a group as a leader. Can motivate and inspire others. Has the ability to establish adequate feedback. Able to admit mistakes and take responsibility for consequences. Serves the set goals and objectives (Appendix 1 - Learning Outcomes Map).
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:
|A creative process in which a lecturer and a student are involved simultaneously. The main purpose of the lecture is to understand the basic provisions of the training course. The lecture can be didactic or interactive. In addition, the correct delivery of explanations, instructions and assumptions and the creative analysis of key issues, facts and ideas are essential. The lecture provides a scientific and logical delivery of the main provisions of the subject, which is not loaded with unnecessary details. The lecture provides an accurate analysis of the dialectical process in science and is based on the student's ability to think freely in a specific environment, understanding basic scientific problems and clinical value. The lecture can include the following activities: demonstration, discussion, induction, deduction, analysis and synthesis.|
|A student or group of students performs specific activities (based on acquired knowledge), obtains and processes additional information, and so on. It includes speeches, discussions, conclusions.|
|The process of submitting a limited topic to an audience in a limited time. It is usually a demonstration aimed at informing, persuading or deserving of kindness. It can be performed individually, in pairs or in groups. Presentation in interdisciplinary modules is integrated. This method helps to develop communication skills and different one issue Understanding in terms of discipline.|
Problem-based learning – PBL
|A group of students (7-10 students) work around one problem under the supervision of a facilitator. Effective teamwork is an important part of PBL as well as finding sources independently, setting your own learning goals, being able to learn independently and presenting your own conclusions to the group helps the student to apply the knowledge in practice and develop communication skills. This method is used in the life sciences disciplines and it simplifies the clinical integration of interdisciplinary medical knowledge. This method also promotes analytical thinking skills as well as analysis, synthesis, Develop teamwork and independent learning skills. In addition, he / she develops collaborative learning / work, clinical reasoning and decision making skills, participation in medical discussions and communication with colleagues, professionalism|
Case-based Learning / Case-based discussion (CBL, CBD)
|An active method where students read and discuss complex, evidence-based clinical cases. Students work in small groups to prepare thematic assignments and solve specific problems. Under the supervision of a lecturer, students review the case, generate ideas during a mental attack, make a diagnosis, schedule additional examinations, and establish a treatment plan. The method develops skills of teamwork, clinical reasoning, application of knowledge in practice, analysis and synthesis.|
|Independent practical application of theoretical knowledge in a non-clinical setting. The student works with a microscope, various laboratory instruments, and conducts experiments independently, works on the carcasses, and writes a laboratory report. The method facilitates the development of practical and hardware-with-precision skills.|
Teaching in a simulated environment(TSE)
|Training in an environment close to reality, where anatomical molds, corpses, simulated mannequins, phantoms simulated patient (Body Interct) are used. In this case students master both knowledge as well as clinical skills and clinical thinking. Manipulations are performed, as well as role-playing games where students play the role of patient-doctor.|
Teaching in a clinical environment (TCE)
|Clinical visits are conducted during the first two years, when the student simply attends and observes the process, and from the third year begins as a clinical rotation at the clinic, when the student attends and in some cases participates (within the limits allowed) in the process; In the fifth year, clinical practice is intensively involved in the process under the supervision of a supervisor. In the case of clinical rotations and clinical practice, training with the patient in bed is often used.|
Oral and / or written tests are used to assess knowledge and skills. The program uses both developmental and summative assessment.
Evaluation of practical activity
|Practical lessons in a simulation environment The student works on phantom models, performs syllabus-defined manipulations and is evaluated according to the accuracy and quality of the manipulation. This method assesses the student's practical skills.|
Assessment of procedural skills under direct observation(DOPS)
|The student performs a specific manipulation. The ability to perform clinical manipulation by a student in an accurate sequence and qualitatively in a clinical setting is assessed.|
Mini-Clinical Examination (Mini-CEX)
|Completed in a clinical setting (with a simulation or standard patient) during individual work with a student patient. The student's ability to manage the patient from the initial stage to the end (taking a medical interview, filling in a medical history) is assessed by the student. Skills of physical examination, confidentiality, adequate risk assessment, planning of future examinations and treatment directions, and self-efficacy and patient referral).|
Objectively Structured Clinical Exam OSCE
|It is conducted in a simulated environment to assess practical clinical skills and clinical thinking on mannequins, phantoms, simulated and / or standardized patients. The test includes 8-10 stations (integrated assessment of various clinical subjects).|
Objectively Structured Practical Exam OSPE
|Conducted in biomedical subjects to evaluate the skills of working with microscopes and laboratory equipment and to correctly identify dry cytological-histological normal and pathological preparations|
Student knowledge is assessed on a 100-point scale:
|WEEKLY ACTIVITIES||MIDTERM OR BLOCK TEST||FINAL EXAM|
|Written and oral quizzes, PBL, CBL presentation, laboratory activity||TESTS||Defined individually by the course / block syllabus. Mostly combined writing and speaking, or OSCE / OSPE|
|0-40 points||0-20 points||0-40 points|
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
|81-90 (B)||Very good|
|41-50 (FX)||Failed - Student has the right to take the exam|
|0-40 (F)||Interrupted - the student has to go through the course / block again|
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.