Early and proper diagnosis of arrhythmias is important. However, there is a limited knowledge and skills in identifying and caring for patients with life-threatening arrhythmias among medical students. The aim of this study was to compare 6th year MD program students' pre-post-training knowledge and the ability to detect life-threatening arrhythmias. 140 6th year MD program students took part in this study. Evaluations were performed before and after training in cardiac arrhythmias. Results: The majority of the participants received a high level of knowledge in identifying life-threatening arrhythmias on the ECG strip. Modern teaching methods improve the learning achievements among students.

Covid 19 posed great challenges to the medical education system around the world. Because of restrictions the Department of Clinical Skills and Multidisciplinary Simulation of Tbilisi State Medical University (TSMU) had to start teaching Clinical Skills using Online Learning Format trying to maintain the basic principles and structure of Peyton’s 4-steps approach. The aim of our survey was to evaluate the students attitude to the Online Course of “Clinical Skills 3 “.

Background. Simulation Based Learning (SBL) revolutionized medical education. Today's challenge is to control and improve the quality of the SBL. One way to monitor the quality of the learning process is to conduct regular surveys. Methods.. 4th year medical students were asked to fill out a questionnaire consisting of Likert scale, to assess the training course and SBL in general. Improvement of their knowledge after taking the course was analyzed on the basis of pre- and post-test results. Results. Eighty-two 4th year medical students responses to the 35 questions in the questionnaire were positive and the average score was 4.57 on a 5-point Likert scale. Pre- and post-test analysis proved that the course was really productive. The average points for pretest was 20 points (SD=5,39) and 29 points for pot-test (SD=4,64). Conclusions. “Clinical skills” course has caused a high satisfaction and motivation of the students and improved their knowledge. Knowledge enhancement and skills acquisition took place in a comfortable environment.

Background. Simulation Based Learning (SBL) revolutionized medical education. Today's challenge is to control and improve the quality of the SBL. One way to monitor the quality of the learning process is to conduct regular surveys. Methods.. 4th year medical students were asked to fill out a questionnaire consisting of Likert scale, to assess the training course and SBL in general. Improvement of their knowledge after taking the course was analyzed on the basis of pre- and post-test results. Results. Eighty-two 4th year medical students responses to the 35 questions in the questionnaire were positive and the average score was 4.57 on a 5-point Likert scale. Pre- and post-test analysis proved that the course was really productive. The average points for pretest was 20 points (SD=5,39) and 29 points for pot-test (SD=4,64). Conclusions. “Clinical skills” course has caused a high satisfaction and motivation of the students and improved their knowledge. Knowledge enhancement and skills acquisition took place in a comfortable environment.