Academic Process

The International European University, Malta Campus educational process adheres to the standards of higher education in Malta, and the terms of study are determined by the educational-professional training program for each level of educational qualification. Students must attend all training sessions, which include lectures, practicals, and seminars. The department responsible for each discipline must submit a work program, a set of individual tasks (if applicable), and control tasks for the final assessment to the teaching and training department no later than three months before the start of the academic year.

Lectures prioritize problematic, review, and conceptual-analytical approaches. They serve as a platform for students to develop their knowledge, provide motivation, and facilitate the general-oriented stage of mastering scientific knowledge. Each lecture covers the main theoretical material of one or multiple topics in the discipline, with the subject matter determined by the working curriculum. Lectures are delivered by scientific and pedagogical staff, usually professors, associate professors, and senior lecturers. Occasionally, assistants with a degree may be invited to give lectures. To ensure accountability, the department must keep records of all lecture plans and theses.

Practical lessons are designed to provide students with a detailed examination of the theoretical positions of a particular topic in the discipline and to develop their practical skills and abilities by executing tasks individually under the teacher’s supervision. These classes are conducted in specialized training rooms, laboratories, operating rooms, dressing rooms, and wards near the patient’s bed, with a maximum of five students per bed. The list of topics for practical classes is based on the working curriculum of the discipline. The department is responsible for compiling a schedule of practical classes for each semester, which must be approved by the faculty’s dean. The department also creates methodological developments and instructions for teachers and students to ensure a standardized approach to preparation and work in practical lessons. During the study of basic disciplines in 4-6 years, such as internal medicine, pediatrics, surgery, obstetrics, and gynecology, students are required to conduct 80% of class hours independently during each practical lesson, under the teacher’s supervision.

Seminar lessons are a type of training session in which a scientifically pedagogical worker organizes a discussion on pre-defined problems on a specific topic. Seminar lessons are based on the curriculum of the discipline and are used to teach students how to solve certain types of problems. Seminar lessons can be used in any classroom setting, but they’re most effective when teachers use them as part of their everyday teaching practices. The primary objective of a seminar lesson is to provide students with an opportunity to engage in a deep and meaningful discussion on a particular topic. While this may sound like an easy task, it’s not always as simple as it seems. Seminar lessons are meant to encourage critical thinking and problem-solving skills through active participation by all students. The instructor guides students through the process of analyzing information, formulating arguments based on evidence from sources (textual or visual), presenting their ideas clearly while respecting others’ opinions, listening attentively to others’ presentations, and responding appropriately if necessary.

Laboratory training is a form of studying in which a student, under the direction of a teacher, personally conducts in-person physical and simulation experiments or experiments with the aim of practical confirmation of certain theoretical positions of this discipline, and acquires practical skills in work with medical and biological preparations, laboratory equipment, equipment, computer technology, computer programs, measuring equipment, methods of experimental research in a particular field. Laboratory classes are held in specially equipped training laboratories. The list of topics for laboratory classes is determined by the working curriculum of the discipline.

An individual training session is a form of training that is conducted with individual students in order to increase their level of preparation and disclosure of individual creative abilities, or because of the need to work out a certain number of classes missed for a valid reason. Individual training sessions are organized according to a separate schedule approved by the dean and agreed upon with the head of the department, taking into account the student’s individual plan, and may cover part or full amount of studies from one discipline, and in some cases, the full amount of training for a specific educational qualification level for a separate order of the rector on the submission of the dean for a particular student. Types of individual tasks for certain academic disciplines are determined by a working curriculum in the discipline. Terms of issue, execution, and performing of individual tasks are determined by the schedule developed by the department for each semester. Individual tasks are performed by students independently with the obtaining of necessary consultations by a scientific and pedagogical worker.

Practice is a compulsory component of a special education program. The purpose of the practice is the acquisition of students’ professional skills and abilities for their further use in real production conditions, the education of the needs to systematically renew their knowledge and apply them creatively in practice. Practice is conducted in accordance with the existing programs and the Regulations on practice in the terms provided by the curriculum. The practice provides for continuity and consistency of its implementation when obtaining the required amount of practical knowledge and skills in accordance with different educational qualification levels. It can be industrial or pre-diploma.

Tutorials are typically small discussion groups meeting to discuss matters arising from lectures, work not covered in lectures, essays, or other tasks that have been set or some aspect of the readings. Tutorials are generally referred to as “tuts”, and are led by a tutor, who may be a senior post-graduate student or a member of staff. Tutorials are usually the same length of time as a lecture, one period, or 45 minutes long.

Workgroups/ workshops are an opportunity for students to work in small groups, focusing on certain sections of the work. The purpose here is to develop skills, as well as to work on the concepts related to the course. Workshops or workgroups occupy a longer time than the 45-minute period, usually a double period.

Practical training is an important component in training a doctor. The knowledge and skills, acquired during study at clinical and theoretical departments, are consolidated by the students during practical training held at clinical bases. The clinical bases of practical training include medical preventive establishments, hospitals, and sanitary epidemic stations. In their third year of study, the students of medical faculties pass through practical training on care for patients at in-patient departments of therapeutic, surgical, and pediatric specialization at clinical bases of the department. The students consolidate their skills and abilities in caring for adult patients and children within the duties of a junior medical nurse.

In the 4^th and 5^th years medical students pass through practical training of medical nurses at in-patient departments of therapeutic, surgical, and pediatric specialization at clinical bases of the department. The students consolidate their skills and abilities within the professional duties of middle medical staff, including mastering the technology on fulfillment of subcutaneous, intramuscular, and intravascular stream and drop-by-drop introduction of drugs. The important aspect of the work is devoted to mastery of methods of rendering first care to adult patients and children. Thanks to practical training, the students gain experience in practical work allowing them to orient in clinical situations, establish the correct diagnosis, prescribe the corresponding treatment, and renderer the first aid. The practical training helps the students to adapt to the future workplace and impart practical skills.

Video conferencing is an online technology that allows users in different locations to hold face-to-face meetings without having to move to a single location together. Video conferencing in education allows teachers to connect with students no matter where they are. This lets teachers and students engage in real time both audibly and visually. Students can get a virtual tour of a place too far away for a field trip, and students may also be able to speak to a class of students who live on the other side of the world.

An online lesson is a very effective and popular form of class. Students access class objectives, lecture notes, instructional materials, and exams via the Internet. All online lessons are connected through a live video platform, where students and a teacher have an interactive lesson. These are not pre-recorded videos, but an actual teacher conducting the lesson in real-time.  Students have the ability to ask questions and get feedback.  Students can take lessons from the convenience of their homes and record the lessons for easy playback and review.  This allows them to review the lesson at a later time and continue learning after the lesson ends.

A webinar is an online seminar with one or more presentations often focused on one single topic, which is facilitated by digital technology. The webinar, in the same way as an in-person seminar, is usually held as a synchronous event, where speakers and participants interact within a fixed period of time. Webinars enable students to participate in discussions or other activities. Webinars are an inclusive way of teaching in an online environment, where teachers can give short presentations, and facilitate discussions while introducing devices such as text, images, or video during the lesson.

An examination is an important part of higher education. The measurement of student learning through assessment provides useful feedback to instructors and students about the extent to which students are successfully meeting course learning objectives. An examination is used as a control to qualify a student and as an educational tool to influence the learning process. The form of examination is set by academic regulations and cannot be changed without approval by the board of studies. The form of examination constitutes a framework for planning and delivering teaching.

Written exams include short-answer questions, questions, essay questions, and multiple-choice tests. Short-answer questions test how students recall specific facts. Questions are given to students to check how students can explain the meaning of concepts. Essay questions give a better assessment of how students have understood a subject and their ability to apply their knowledge and do analysis, comparison, evaluation, and synthesis. In multiple-choice tests, the students select the answer from several alternative answers (usually 4-5) for each question. These types of tests mainly focus on detailed knowledge.

Oral exams involve the student’s oral response to exam questions or assignments. Oral exams allow the examiner and the examinee to have a conversation or discussion about a given topic. Oral exams give students a chance to demonstrate their abilities and knowledge in relation to the academic objectives. Practical exams represent a different exam type that tests practical and oral skill sets. Like practicals, they require students to demonstrate their thinking process to justify observations, decisions, and actions, as well as apply their learning from not just a single unit but from the knowledge gained from all units over years of study.