MBBS in Georgia

Educational Program Medical Doctor Education level:

Study MBBS in Georgia program Language of instruction: English Type of educational program: Academic, major Name and code of the detailed field: 0912 Medicine Qualification to be awarded: Medical Doctor (MD) Duration of study: 6 Years (12 semesters)

Prerequisite for MBBS Admission in Georgia 

The following are admitted to the English-taught Study MBBS in Georgia program of a Medical Doctor: A person with a certificate of complete general education or a document equivalent to it, who obtains the right to study at Kutaisi University based on ranking the scores obtained on the Unified National Examinations.

To enroll in the program, the entrant is required to pass the following subjects:

  1. A) Georgian language and literature, English language (minimum threshold 80%), biology.
  2. B) One of the following subjects: Chemistry / Mathematics / Physics. Quoted seats for each subject are – 40%, 30%, and 30%.

They have the right to study in the program without passing the Unified National Examinations:

Persons who, based on the order of the Minister of Education and Science of Georgia № 224 / N of December 29, 2011 “On Approval of the Procedure for Submitting and Discussing Documents by Applicants / Master’s Candidates / Students eligible to study at the Higher Education Institution without passing the Unified National Examinations / Common Master’s Examinations” have the right to enroll in the University without passing the unified national exams. The mentioned persons are obliged to prove their English language proficiency at the B2 level by the “Rules for Determining the Language Competence of a Kutaisi University Student”.

The Study MBBS in Georgia program will also allow: 

The order of the Minister of Education and Science of Georgia №10 / N (4.02.2010) on the “Rules for Transfer from the Higher Education Institution to Other

Higher Education Institutions and Approval of Fees” students shall be enrolled by the mobility rules.

The purpose of the program 

Studying MBBS in the Georgia program a Medical Doctor aims to train a competitive professional by modern international standards, who: possesses the theoretical knowledge and practical skills required for professional activities

(1); Guided by the principles of evidence-based medicine

(2); Uses research and communication skills

(3); Share ethical norms and principles

(4); Professionally evolving in an ever-changing environment


Syllabus of MBBS in Georgia

  1. Field knowledge
  • Profound knowledge of biomedical, behavioral, clinical, and social disciplines;
  • Describes the principles of diagnosis and treatment;
  • Describes health promotion and disease prevention;
  • Describes the ethical and legal principles of medical practice;
  • Analyses the role of the doctor in the health care system.
  1. Carry out a consultation with a patient
  • Collects anamnesis;
  • Conducts a physical examination;
  • Assesses the status of the patient’s psycho-emotional state;
  • Makes valid clinical decisions;
  • Gives patients advice and explanations, and supports them.
  1. Assess clinical presentations, order investigations, make differential diagnoses, and negotiate a management plan
  • Assesses the complexity of the clinical manifestation of the disease, and identifies them;
  • Appoints relevant investigators, and interprets the results;
  • Conducts a differential diagnosis;
  • Discusses the disease management plan with patients and their caregivers;
  • Establishes a plan for the management of the patient’s condition, in collaboration with the patient and his environment;
  • Cares for the terminal patient and his / her environment;
  • Manages chronic diseases.
  1. Providing first aid in emergency medical situations (First aid and resuscitation measures)
  • Identifies and evaluates emergency medical conditions;
  • Provides basic first aid, considering age characteristics (children, the elderly); · Implements basic life-saving measures following current guidelines; · Carries out extended life-saving measures by current guidelines;
  • Treats injuries following current guidelines.
  1. Drug prescription
  • Prescribes medication clearly and correctly, considering the age of the patient; · Chooses drugs according to the clinical context;
  • Assesses the suitability of medications and other treatments for potential benefit and risk;
  • Manages pain and distress;
  • Analyses drug compatibility and interaction when prescribing treatment.
  1. Conducting Practical Procedures
  • Evaluates vital signs: pulse, respiration, temperature;
  • Measures pressure;
  • Measures saturation;
  • Washes his/her hands properly; Wears gloves properly;
  • Does venipuncture of the peripheral vein (using a simulator);
  • Performs peripheral vein catheterization (using a simulator);
  • Performs intravenous injection of the drug (using a simulator)
  • Injects subcutaneously and/or intramuscularly (using a simulator or under the supervision of a patient);
  • Delivers oxygen;
  • Describes patient transport and handling techniques;
  • Puts sutures (using a simulator);
  • Handles the wound and puts a bandage;
  • Does bladder catheterization (using a simulator);
  • Describes the technique of taking urine analysis;
  • Takes an electrocardiogram;
  • Interprets an electrocardiogram;
  • Conducts functional tests of the respiratory system;
  • Uses inhalation preparations correctly.
  1. Communicate effectively in a medical context
  • Effectively establishes communication with the patient;
  • Effectively establishes communication with colleagues;
  • Effectively communicates when reporting bad news;
  • Effectively establishes communication with the patient’s environment;
  • Effectively communicates with people with disabilities;
  • Communicates effectively to obtain informed consent;
  • Maintains written communication (including the production of medical records);
  • Copes with aggressive and conflict situations through appropriate communication;
  • Effectively communicates with patients through a support person;
  • Establishes proper communication with law enforcement agencies and the media as needed;
  • Establishes communication with any person, regardless of their social, cultural, religious, and ethnic background.
  1. Use of ethical and legal principles in medical practice
  • Protects privacy;
  • Uses ethical principles and analytical skills during treatment;
  • Obtains informed consent if necessary and makes the appropriate record;
  • Issue a death notice;
  • Requests autopsy in cases provided by the legislation of Georgia;
  • Uses the current norms of Georgian and international legislation during treatment;
  • Effectively manages medical activities in a multicultural society.
  1. Evaluation of psychological and social aspects regarding patients’ disease
  • Assesses the psychological factors of the manifestation of the disease and its impact on the patient;
  • Assesses the social factors of disease manifestation and its impact on the patient;
  • Identifies disease-related stress;
  • Establishes medicament and alcohol dependence.
  1. The use of knowledge, skills, and principles based on evidence
  • Uses evidence in medical practice;
  • Correctly defines and conducts literary research;
  • Critically evaluates published literature. Concludes correctly and uses them in practical activities.
  1. Use information and information technology effectively in a medical context
  • Properly maintains clinical records and keeps them complete;
  • Uses information technology in medical practice;
  • Searches for specific information resources;
  • Stores information and uses it accordingly;
  • Properly maintains and uses personal records.
  1. Ability to apply scientific principles, methods, and knowledge to medical practice and research
  • Properly uses the methodology of conducting scientific research;
  • Develops research design, plans in detail, processes the results obtained, and draws conclusions;
  • Uses the achievements of biomedical sciences in practical activities;
  • Writes reviews/reports at the academic level based on critical analysis of the existing scientific literature in the field of biomedicine;
  • Uses ethical principles of scientific research production.
  1. Implementation of health-promoting events, engagement with public healthcare issues, efficient performance within the healthcare system
  • Chooses treatment with minimal risk of harm to the patient;
  • Takes appropriate measures to prevent the spread of infection;
  • Adequately assesses one’s health problems concerning professional duties;
  • Analyses the importance of involvement in health promotion activities at the individual and population levels.
  1. Professionalism General characteristics of professionalism:
  • Upholds the principles of impartiality, integrity, and ethics;
  • Carries out medical activities with proper quality;
  • Expresses critical and self-critical attitudes, and accepts criticism;
  • Expresses empathy (compassion);
  • Reveals creativity;
  • Reveals initiative, and expresses a desire for success;
  • Demonstrates the ability to constantly update knowledge;
  • Reveals interpersonal skills.
  • Demonstrates group work skills and professionalism in activities:
  • Analyses the limits of its capabilities and asks for help (if needed);
  • Demonstrates leadership skills;
  • Acts independently as needed;
  • Solves problems;
  • Makes decisions;
  • Works in a multidisciplinary team;
  • Establishes communication with experts in other disciplines;
  • Adapts to new situations;
  • Plans and manages organizational processes, and manages time efficiently. Doctor as an expert:
  • Analyses and concludes;
  • Demonstrates learning and teaching skills of others;
  • Demonstrates knowledge in practical activities;
  • Demonstrates research skills; Doctor in a Global Context:
  • Has the ability to work in a multicultural society to realize their diversity;
  • Demonstrates respect for the culture and peculiarities of other countries;
  • Operates in an international context;
  • Speaks a second language;
  • Has general knowledge, beyond the medical field.

Study MBBS in Georgia Structure of the program

Study MBBS in Georgia educational program of a Medical Doctor is partially integrated. The main feature of the integrated program is the vertical and/or horizontal integration of basic and clinical subjects. Vertical integration involves the integration of basic and clinical subjects into one curriculum by system and/or syndrome. In horizontal integration, unification refers to contiguous objects in the basic or clinical aspect, when unification takes place mainly around the system. This approach helps not only to give the student static knowledge but also to develop flexible clinical thinking. An integrated and semi-integrated program creates a curriculum that helps the student develop critical thinking and determine a path to self-development. In an integrated program, different sources of information from different domains intersect in Favor of a unified concept. This, in turn, helps the student to combine knowledge and skills gained from different sources in the context of a real clinical situation. In the process of developing a one-cycle educational program for a Medical Doctor, adjacent basic training courses were integrated around the human body systems within the framework of partial integration. Parts of the presentation and analysis of clinical cases were also included in the same training courses, which serve to bring the student closer to real clinical practice at the very beginning of the education process. The combination of clinical training courses took place around the main directions, which provides the student with systematic thinking in the clinical aspect.

Study MBBS in Georgia educational program of a Medical Doctor includes the field of basic education and free components, namely:

  • Basic education components with a total of 330 credits. between them:
  1. A) Compulsory components of the major field of study with an amount of 320 credits (including a research component of 10 credits and 20 credits for teaching in a clinical skills center/laboratory);
  2. B) 10-credit elective courses in the major field.;
  • The educational program also provides a free component with 30 credits, which is focused on the development of general transfer skills, including:
  1. A) A mandatory free component of 16 credits;
  2. B) Elective free component with 14 credits within which the student is allowed to choose courses from program elective courses.

The Study MBBS in Georgia Medical Doctor program is divided into 4 phases: 

Phase I – Basics of Medicine (I-II Courses) 

The basic phase of medicine includes horizontally integrated modules: human body I, II, III, IV – which include the anatomy, histology/embryology, and radiology of musculoskeletal, cardiovascular, respiratory, digestive, endocrine, and urogenital systems, and give the student knowledge about the structure, functioning and radiological picture of these systems. In the principles of life sciences, I, II, III, and IV – life sciences are integrated: biochemistry, cell and molecular biology, genetics, physiology, biophysics, immunology, and microbiology. In the same phase the student masters neuroanatomy, neurophysiology, and behavioral science in an integrated module of brain, mind, and behavior. Clinical and professional skills I, II, III, IV – these modules from the very first semester of the program include clinical practice, communication with the patient, and the study of practical skills. Within the integrated modules Medicine and Society, I, II and Scientific Reasoning I, II the student is introduced to the basics of public health and scientific research skills in the very first phase. The acquired knowledge prepares students for a full understanding of clinical subjects, which will start in the program next year. These courses will be taught through various teaching-learning methods and activities (lectures, PBL, role-play, practical work, training using simulators, laboratory work, etc.). Students will study regional anatomy through virtual dissection and the use of mannequins.

Phase II – Health and Illness Mechanisms (Course III)

At the pre-clinical training stage, the focus is on discussing aspects of human illness such as pathology, disease development, and treatment mechanisms. In addition, students learn diagnostic thinking by reviewing cases in different medical fields and perfecting their physical examination skills within integrated modules: Basics of Disease and Treatment I, II (Basics of Pathology, Basics of Pharmacology). Introduction to Clinical Diagnosis I, II – Physical Diagnosis, Clinical Skills. Within the longitudinal module of clinical and professional skills, students are involved in solving clinical problems, which, in turn, is carried out through various clinical scenarios (clinical reasoning course). This method focuses on the in-depth analysis and synthesis of information by students, as well as its practical application in a clinical context.

Phase III – Basic Clinical Phase (Course IV-V)

During the IV and V courses, students study the main clinical subjects in the form of clinical rotations – internal medicine (system-based), surgery, obstetrics and gynecology, emergency medicine, pediatrics, psychiatry, radiology, otorhinolaryngology, etc. In parallel, students continue to explore clinical and professional skills that include perfecting professional behavior in the simulation center and clinical setting. These courses are taught in both outpatient and clinical settings.

Phase IV – Final stage of the clinical phase (VI course) 

During the final VI year, students develop and perfect their competencies in internal medicine, surgery, obstetrics and gynecology, infectious diseases, family medicine, geriatrics, pediatrics, and emergency medicine. According to the requirements of the spiral curriculum and the principles of integration, the basic subjects (for example Pharmacology and Medical Genetics) are reviewed within the modules of the graduate courses. Under the same course, a small group of students is given a variety of outpatient and inpatient clinical assignments, the performance of which prepares graduate students for future specialization and postgraduate residency programs. The components of the curriculum, the number of component credits, the prerequisites, and the distribution of the components according to the semesters are defined in the appendix to the program syllabus (see Program Appendix # 4 – Program Study Plan).

Assessment system, assessment forms, methods, and criteria 

the assessment determines the relevance of student achievement to the specific outcomes of the program. In the Study MBBS in Georgia educational program of a Medical Doctor, the assessment of student knowledge is based on criteria that determine whether the student possesses the learning outcomes specified in the course.

The grading system used within the program complies with the “Rules for Calculating Higher Education Programs with Credits” approved by the Minister of Education and Science of Georgia № 3 of January 5, 2007.

The level of achievement of learning outcome is assessed through assessment forms, mid-term assessment, and final assessment, the sum of which is the final assessment. The maximum final grade of the training course is 100 points.

 The MBBS in Georgia grading system includes: 

Five positive gradings: Aa) (A) Frequent – 91-100 grading points;

  1. Ab) (B) Very good – 81-90 points of maximum grading;
  2. Ac) (C) Good – 71-80 points of maximum grading; Ad)
  3. (D) Satisfactory – 61-70 points of maximum grading;
  4. Ae) (E) Sufficient – 51-60 points for maximum grading.
  5. B) Two types of negative grading:
  6. Ba) (FX) Did not pass – 41-50 points of maximum grade, which means that the student needs more work to pass and is given the right to take the additional exam once with independent work;
  7. Bb) (F) Failed – 40 points or less of the maximum grade, which means that the work done by the student is not enough and he/she has to re-study the subject. In the educational program component, in case of receiving a negative grade (FX), the student is allowed to take an additional exam. The student is eligible to take the additional exam even if he/she has accumulated 51 points or more in the final grade, but has not exceeded the minimum competency threshold set for the final exam. An additional exam is scheduled at least 5 days after the announcement of the final exam results.
  8. The number of grades obtained in the final assessment is not added to the grade obtained by the student on the additional exam. The grade obtained on the additional examination is the final grade and is reflected in the final grade of the educational program component.
  9. The share of the final exam in the final evaluation is 40% (40 points), accordingly, the share of the mid-term evaluation is 60% (60 points) of the final evaluation.
  10. The mid-term evaluation is divided into components. A mandatory component of the midterm assessment is the midterm exam, which is held in the 8-9 th weeks (the period of the midterm exam during the curative training is specified in the syllabus of the relevant training course). The content and sharing of the components of the mid-term evaluation are determined by the staff implementing the training course within the relevant syllabus.
  11. The student will be admitted to the final exam in case of exceeding the minimum threshold for midterm assessment. The final exam will be considered passed in case of exceeding the minimum threshold of the final exam.

The following minimum competency threshold is set for the midterm and final exam: 50% of the midterm (the student’s midterm must be at least 30 points to be eligible for the final exam); 50% + 1 of the final exam grades (for the final exam to be considered passed, the final exam grade must be at least 21 points).

Credit will be considered if the sum of the scores obtained is based on exceeding the minimum threshold set for the midterm assessment and the minimum threshold set in the final exam is 51 points or more.

Field of employment and opportunity to continue education

According to the current legislation of Georgia, in case of obtaining a state certificate giving the right to independent medical activity, a graduate of a Study MBBS in Georgia educational program of a Medical Doctor has the right to carry out the independent medical activity (Law of Georgia on Medical Activity, Article 7).

According to the Law on Medical Activities (Article 17), a graduate with higher medical education has the right to carry out the following activities:

  1. A) Pass a postgraduate professional training course and obtain the right to independent medical practice after passing the state certification exam;
  2. B) Carry out research and pedagogical activities in theoretical fields of medicine or other fields of health care, which do not involve independent medical activities;
  3. C) Work as a junior doctor. A graduate of a one-cycle educational program of a Medical Doctor is eligible to continue his / her studies at a postgraduate level (doctoral).


Georgia provides elite medical education to students. That is the explanation for more than 500 Indian students going to Georgia consistently to fulfill their dreams of becoming a specialist. Georgia is one of the celebrated nations offering extensive freedoms for students. The educational plan intended for students satisfies theories and informative spaces. Indian students with low scholarly scores and strong desires can generally think about MBBS in Georgia. Significant educational expenses contrasted with Indian institutions are consistently helpful. Georgia is well known among Indian medical students for giving quality training, a top-notch medical framework, and practice-based learning at the most reasonable cost.

Advantages of MBBS in Georgia


Georgia has the most reliable quality education, and the expense of medical training in Georgia is low.

Georgia has various government-funded medical colleges, and bodies like MCI and WHO recognize many medical universities.

The teaching language in the Georgia MBBS colleges is English, making it simple for Indian students to study at Georgia Medical University.

Georgia has an excellent framework, and the general climate in Georgia is delightful.

Georgia MBBS course has more emphasis on the rational parts of training.

The overall cost for essential items in Georgia is additionally low.

Various colleges, almost every Georgia MBBS college, and school have an Indian mess.

Students have the option to pick hostels or any apartments to live in with high-class faculty and safe living.

Various students search for part-time jobs to bear the expenses or for different reasons. So there is no reason to go house to house for internships since Georgia Medical College gives low-maintenance occupations. You need to apply for that.

The World Health Organization and MCI endorse the MBBS in Georgia.

A-list clinical schooling and clinic foundation

First-rate assistance offices are guaranteed so the students don’t feel far from home.

Various transportation like trains, transports, and vehicles are moderately more secure.

The training in Medical Universities is of the best quality with an unimaginably colossal knowledge foundation.

The MBBS course at Georgia Medical University is less expensive than in numerous other European nations.

The language of guidance in the MBBS universities in Georgia is English.

Students get the chance to partake in worldwide gatherings and classes, which help them acquire information and expertise.

A lot of local people communicate in English, so it is advantageous for understudies from India.

No ragging is allowed in the MBBS Universities in Georgia.

Indian food is accessible in MBBS schools and hotels.

Separate young men and young women hostels. A few hostels even have Indian superintendents

Georgia is an extremely protected country.


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