Abstract:

Fast globalization of the world together with accompanying complications in environmental and other aspects of life require particular skills and abilities in the context of professionalism and competences. This is very important to solve critical problems that are in direct connection with well-being and social conditions in general. This is particularly vital while talking about the medicine and the performance of doctors in the context of being able to ensure better health and full life leading possibilities.

The above mentioned gains particular importance for the doctors of the 21st century who have to have the skills and abilities that are far more powerful in terms of saving peoples’ life in comparison with the artificial intelligence. This means that educators have to be alert in terms of thinking about empowering educational programs so that they provide very specific competences and skills to the future graduates besides general skills and competences a person working in the medical field has to have.

Georgian educational system sets new standards for the future professionals. It became particularly vital for the education stakeholders to be well aware of the skills and competences required on the labor market as well as be able to reflect them correctly in the syllabuses and the educational programs. Following the European standards, Georgian educators have to maintain high quality that can be ensured through the relevant knowledge, concrete/field specific skills and no less important values and responsibilities that comprise autonomy, independence, creativity, cooperation contributing to not only personal but the social welfare too.

The methodology applied in the frame of the presented research comprises the analysis of the related literature as well as the observation of the implementation of the learning process through the project-based approach with three target groups of the students of three generations.
The research reveals the opportunities of effective teaching/learning in the medical field. In other words, we aim at revealing the role of project-based learning as an effective way to contribute to the development of high intellectual and cognitive skills and abilities in future doctors so that they are confident and valued in terms of decision-making and communicating with the patients as well as other community members involved in the concrete cases.

The results of the research revealed that the groups of the students who have been intensively participating in the project through being involved in project-based learning gained the skills and values more effectively than the other two generations ,who did not have the chance to experience provision of their input in building the public product in the frame of the project-based learning approach. The students with the experience in dealing with the approach mentioned above proved to be more autonomous, creative, cooperative and decisive ; moreover, they tend to demonstrate self-assessment as well as constructive assessment skills.

The research is focused on provision of recommendations on the techniques, the scope and outcomes of one of the effective tools of teaching/learning in high education institutions specializing in wide-range as well as the medical fields.

Keywords:

Project-based Learning, medical education,