David Tvildiani Medical University (GEORGIA)
About this paper:
Appears in: EDULEARN14 Proceedings
Publication year: 2014
Pages: 6177-6182
ISBN: 978-84-617-0557-3
ISSN: 2340-1117
Conference name: 6th International Conference on Education and New Learning Technologies
Dates: 7-9 July, 2014
Location: Barcelona, Spain
It is well known that competency of higher educational programs` graduates should have current knowledge in basic sciences of their according field/specialization. Moreover, there is a lack in consensus and agreement on their (those sciences) extent and/or on how, when and by whom they should be taught and in some cases on how that should be described.

In accordance to the experts’ evaluation, teaching of basic sciences within higher education (including undergraduate medical education) still faces:
(i) unjustified repeating of materials;
(ii) overloading with facts;
(iii) less compliance with graduates` prospective practice in future;
(iv) lack or insufficiency of integration in teaching;
(v) more focus on teaching less on learning.

Accordingly there is understanding of the need for changing, developing and modernizing programs (Medicine), especially at the level of basic sciences, in all universities, including of Georgia.

It is quite complicated and multi-component process and considering modern rapidly changing environment it is very important to:
(a) define,
(b) plan and
(c) conduct its all components in a right way, to decrease or even fill in (in spite of implemented changes - spent time, money, etc) the gap between “extent of graduates` readiness” and “needs of employers and society”.

Present article considers important components of the process, based on the experience of David Tvildiani Medical University program modernization; particularly to:
(a) define “in a right way”: “fitness of purpose” and “fitness for purpose”;
(b) planning “in a right way”: curriculum model and educational strategy; new themes for curriculum; new situation of teaching (“active learning week”), new aims and methods of teaching; new methods of assessment; new structures for staff development (in our case Medical Education Centers);
(c) conduct “in a right way”: out of available human resources defining “who”, “at what stage”, “why and for what” should be included in preparation of the process.

Nowadays, problem-based learning (PBL) is considered to be the most effective means for program modernization, because is consider to be the ideal way of teaching students content and extent of field-specific disciplines. Moreover, PBL enables contextualization of learning and in such a way students gain many skills needed for their future practice.

It should be mentioned that modernization of programs (including MD programs) should be planned and implemented carefully in order to:
(1) avoid “modernization” to remain on paper;
(2) implement changes in practice and ensure that results of graduates regarding their knowledge, skills and readiness for future practice are not worsened in the new program.
Education, Program, Modernization, Problem Based Learning.