Rules on the organization of the educational process
ABBREVIATIONS USED
AIRT-Ecomed — Limited Liability Partnership “Academy of Innovative Reproductive Technologies”
MH RK — Ministry of Healthcare of the Republic of Kazakhstan
ATS — Academic and Teaching Staff
QMS — Quality Management System
EMCD — Educational and Methodological Complex of the Discipline
AC — Academic Council
1. INTRODUCTION
The purpose of these Rules for the Organization of the Educational Process at AIRT-Ecomed is to regulate the educational process, establish a system for monitoring the quality of training, and define the rights and responsibilities of learners.
These Rules are mandatory for all structural subdivisions and officials of AIRT-Ecomed. Violation of the requirements of these Rules shall constitute grounds for disciplinary measures against Academy officials in accordance with the applicable legislation of the Republic of Kazakhstan and internal regulatory documents.
These Rules shall enter into force after approval by the Academic Council of AIRT-Ecomed. If individual provisions of these Rules conflict with newly adopted legislative acts, such provisions shall cease to have legal effect, and until amendments are introduced into these Rules, AIRT-Ecomed shall be governed by the applicable legislation of the Republic of Kazakhstan.
Matters not regulated by these Rules shall be resolved by the Academic Council of AIRT-Ecomed.
2. GLOSSARY
Academic Calendar — a calendar of educational and assessment activities conducted during the academic year, including days of rest, vacations, and public holidays.
Academic Hour — the scheduled contact time between a learner and a teacher for all types of classes. One academic hour equals one contact hour for lectures and practical/seminar classes.
Active Handouts — active visual and illustrative materials distributed during classes to motivate learners toward successful and creative mastery of the topic, including lecture outlines, references, examples, glossaries, and independent study assignments.
Case Study (CS) — a learning method in which learners analyze a situation, propose possible solutions, and select the most appropriate one. Cases are based on actual factual material or situations closely resembling real-life practice.
Appeal — a procedure conducted to identify and eliminate factors that may have resulted in an unfair or inaccurate assessment of learners’ academic achievements.
Point-Rating Letter Grading System (PRLGS) — a system for assessing academic achievement using points corresponding to the internationally recognized letter grading system with a numerical equivalent, allowing the learner’s academic rating to be determined.
Enrollment in an Elective Component — the procedure for advance registration of a learner for elective disciplines in accordance with the procedure established by the educational institution.
Individual Study Plan (ISP) — a document reflecting the individual educational pathway of a particular learner, prepared for the entire period of study on the basis of the working curriculum and the Catalogue of Elective Disciplines. It contains the list of disciplines for which the learner has registered and the corresponding number of academic hours.
Final Examination — assessment of a learner’s academic achievements aimed at evaluating the quality of mastery of an academic discipline and conducted in the form of an examination.
Catalogue of Elective Disciplines (CED) — a structured and annotated list of all elective disciplines containing a brief description of each discipline, the purpose of study, brief content or principal sections, and expected learning outcomes, including the knowledge, skills, abilities, and competencies to be acquired by learners.
Qualification Profile — a list of knowledge, abilities, and practical skills possessed by a specialist.
Qualification — a characteristic of the level of preparation or readiness to perform a particular type of professional activity or specific employment functions.
Competency — the learner’s ability to apply the knowledge, abilities, and skills acquired during training in professional practice. Competencies are a dynamic combination of knowledge, understanding, abilities, and skills and may be developed through various disciplines and assessed at different stages of training.
Electives — a list of academic disciplines and corresponding academic hours offered by the educational organization and selected independently by the learner.
Assessment of Learners’ Academic Achievements — assessment of learners’ knowledge through various forms of assessment, including current, midterm, and final assessment, independently determined by the educational institution.
Mini-Clinical Evaluation Exercise (Mini-CEX) — an assessment tool used to evaluate a learner’s skills in direct interaction with a patient, including history-taking, examination, and clinical reasoning, with immediate feedback provided to improve learning.
Continuing Professional Development and Non-Formal Education Program — an approved set of disciplines required for the award of a qualification in a particular specialty. Educational programs are developed with consideration of the learning outcomes to be achieved and include a structured set of procedures, types and volumes of educational and practical/clinical work, and learning situations leading to achievement of the intended outcomes.
Educational Process — a purposeful and pedagogically justified process of teaching and education organized by an educational entity implementing an educational program.
Multi-Source Feedback (MSF) — a systematic and objective assessment of a learner’s performance in medical practice, including communication, leadership, teamwork, reliability, and other areas, obtained from individuals with whom the learner works, including physicians, administrative staff, nursing personnel, patients, and others. The assessment shall be included in the learner’s portfolio.
Patient Survey (PS) — an assessment method used to evaluate a learner’s communication skills, interpersonal skills, and professionalism during patient consultation.
Case-Based Discussion (CbD) — an assessment tool used to evaluate a learner’s competency in areas such as clinical reasoning, decision-making, and application of medical knowledge in patient management. It should include discussion of written assignments, such as written case notes and entries in inpatient and outpatient medical records.
Case-Based Discussion (CbD) — an assessment tool used to evaluate a learner’s competency in areas such as clinical reasoning, decision-making, and application of medical knowledge in patient management. It should include discussion of written assignments, such as written case notes and entries in inpatient and outpatient medical records.
Objective Structured Clinical Examination (OSCE) — an assessment tool used to evaluate a broad range of clinical skills, including communication, management of unpredictable patient behavior, clinical examination, procedures, manipulations, interpretation of diagnostic imaging, interpretation of results, and other competencies in simulated situations reflecting real clinical practice.
Core Subjects — a list of academic disciplines and corresponding minimum academic hours established by the standard curriculum for a specialty in continuing professional development and non-formal education and studied by the learner on a mandatory basis.
Audit Assessment Tool (AA) — a method used to assess a learner’s competency in reviewing and auditing medical documentation.
Peer Assessment (PA) — an assessment method allowing learners to evaluate each other’s learning effectiveness. It is intended to involve peers in the assessment process and encourage critical reflection on each other’s work.
Direct Observation of Procedural Skills (DOPS) — an assessment tool used to evaluate a learner’s mastery of practical skills and procedures through direct observation, followed by immediate feedback identifying strengths and areas for improvement.
Portfolio Assessment (PA) — a form of monitoring and assessment of a learner’s achievements and evidence of learning progress based on outcomes, effort, and documented products of educational and cognitive activity, including self-assessment.
Assessment Interview (AI) — a discussion between a teacher and a learner aimed at reviewing the learner’s performance and identifying ways to improve it.
Supplement — a document containing a list of disciplines completed during the relevant period of study, indicating academic hours and grades in both letter and numerical form.
Working Curriculum (WC) — a document developed and approved by the educational organization on the basis of a standard educational plan and taking into account the conditions of specific professional activities and stages of the educational process. The WC contains the complete list of academic disciplines and corresponding academic hours within cycles of basic and specialized disciplines, including both mandatory and elective components, required for completion by the learner.
Handouts — visual and illustrative materials distributed during classes to support successful and creative mastery of a topic, including outlines, lectures, references, examples, glossaries, independent study assignments, and other materials.
Learning Outcomes — acquired knowledge, abilities, skills, and competencies.
Midterm Examination — assessment of a learner’s academic achievements upon completion of a section of an academic discipline.
Self-Assessment (SA) — a learner’s evaluation of their own work for the purpose of critically reflecting on learning progress. It promotes independence and responsibility for learning and helps the learner recognize strengths and weaknesses. It is most commonly used as part of the final assessment process.
Learner’s Independent Work (LIW) — a type of academic activity involving independent work by the learner in each discipline included in the curriculum. During independent work, the learner studies theoretical material, reinforces theoretical knowledge through practical activity, including mastery of practical skills, applies acquired knowledge and practical skills to analyze situations and develop appropriate solutions through group discussions, business games, case analysis, project development, and other activities, and applies acquired knowledge and abilities to develop their own position, theory, or model, including through participation in research activities.
Monitoring and assessment of independent work shall combine two forms: self-monitoring and self-assessment; and monitoring and assessment by the teacher.
Syllabus — an academic program for a discipline containing a description of the discipline, its goals and objectives, a thematic plan specifying the duration of each topic, a brief description of topics, independent study assignments, consultation hours, the midterm assessment schedule, a list of literature, teacher requirements, and assessment criteria.
Learner — a specialist completing postgraduate advanced medical education programs in clinical specialties.
Oral Examination (OE) — an oral examination.
Specialty — a combination of knowledge, abilities, and skills acquired through targeted training and professional experience and necessary for a particular type of activity, confirmed by the relevant educational documents.
Current Assessment of Learners’ Academic Performance — systematic assessment of learners’ academic achievements for each topic of an academic discipline, conducted by the teacher during scheduled classroom and extracurricular activities throughout the cycle.
Multiple Choice Questions (MCQs) — questions in which learners are required to select one answer from several proposed options.
Standard Educational Program for Continuing Professional Development and Non-Formal Education — an educational document developed on the basis of a standard program that determines the content, scope, and sequence of study of a mandatory discipline within the standard educational plan, reflects the range of principal knowledge, abilities, skills, and competencies required for mastery, and is approved by the authorized body of the Republic of Kazakhstan in the field of medical and pharmaceutical education.
Standard Curriculum (SC) — an educational document developed on the basis of the Classifier of Specialties of Higher and Postgraduate Education of the Republic of Kazakhstan that regulates the structure and volume of an educational program by discipline cycles, including a list and minimum number of academic hours of the mandatory component and final assessment, and is approved by the authorized body of the Republic of Kazakhstan in the field of medical and pharmaceutical education.
Academic Discipline — a system of knowledge and abilities reflecting the content of a particular field of activity and mastered within an educational program.
Educational and Methodological Complex of the Discipline (EMCD) — a document consisting of a syllabus, brief lecture notes, assignments for practical and seminar classes and independent work of the learner, and educational and practical materials for independent work by topic and type of class, including cases, problem collections, articles for analysis, and other materials.
Learners’ Academic Achievements — the level of knowledge, abilities, skills, and competencies demonstrated by a learner under a specialized educational program and confirmed by the appropriate assessment on the point-rating scale.
Curriculum — a document defining the list, sequence, and distribution of disciplines included in an educational program, the time required for their completion, and the types of educational and independent activities of the learner.
Examination — a period of assessment of learners in educational organizations.
Elective Disciplines — disciplines forming part of the elective component within the established number of academic hours and introduced by the educational organization. Elective disciplines reflect the learner’s individual training pathway and take into account the specific characteristics of socio-economic development and the needs of a particular region.
3. REGULATORY REFERENCES
1. The educational process at AIRT-Ecomed is organized and implemented in accordance with the following regulatory documents:
- Constitution of the Republic of Kazakhstan dated August 30, 1995.
- Code of the Republic of Kazakhstan “On Public Health and the Healthcare System” (as amended and supplemented as of April 11, 2014).
- Law of the Republic of Kazakhstan “On Education” dated June 7, 1999, No. 389-I (as amended and supplemented as of February 18, 2014).
- SC RK 08-2009 “Classifier of Specialties of Higher and Postgraduate Education of the Republic of Kazakhstan,” dated June 14, 2011 (as amended as of June 14, 2011).
- Resolution of the Government of the Republic of Kazakhstan dated April 27, 2012, No. 536 “On Approval of the Rules for Educational Monitoring.”
- Resolution of the Government of the Republic of Kazakhstan dated May 17, 2013, No. 499 “Standard Rules for the Activities of Higher and Postgraduate Educational Organizations.”
- Order of the Minister of Education and Science of the Republic of Kazakhstan dated December 12, 2007, No. 621 “On Approval of the Standard Form of an Agreement for the Provision of Educational Services.”
- Order of the Minister of Education and Science of the Republic of Kazakhstan dated November 29, 2007, No. 583 “On Approval of the Rules for Organizing and Conducting Educational and Methodological Work” (as supplemented as of May 21, 2008).
- Order of the Acting Minister of Education and Science of the Republic of Kazakhstan dated December 21, 2007, No. 644 “On Approval of the Standard Rules for the Activities of the Methodological (Educational and Methodological, Scientific and Methodological) Council and the Procedure for Its Election.”
- Instruction Letter No. 9 on the development of educational and methodological documentation in organizations of the Republic of Kazakhstan, approved by the Republican Center for Innovative Technologies in Medical Education and Science of the Ministry of Healthcare of the Republic of Kazakhstan, Minutes No. 4 dated April 27, 2010.
- Order of the Minister of Education and Science of the Republic of Kazakhstan dated October 15, 2004, No. 845 “On Approval of Qualification Characteristics for Positions of Academic and Teaching Staff of Higher and Postgraduate Professional Education Organizations.”
- Order of the Ministry of Education and Science of the Republic of Kazakhstan dated March 1, 2001, No. 123 “On Approval of Methodological Recommendations for Planning the Teaching Load of Academic and Teaching Staff of Educational Organizations Providing Higher Professional Education.”
- Resolution of the Government of the Republic of Kazakhstan dated January 19, 2012, No. 109 “On Approval of the Standard Rules for Admission to Educational Organizations Implementing Postgraduate Professional Education Programs” (as amended on July 9, 2013).
- Order of the Minister of Healthcare of the Republic of Kazakhstan dated December 21, 2020, No. ҚР ДСМ-303/2020 “On Approval of the Rules for Additional and Non-Formal Education of Healthcare Professionals, Qualification Requirements for Organizations Implementing Additional and Non-Formal Education Programs in Healthcare, and the Rules for Recognition of Learning Outcomes Obtained by Healthcare Professionals Through Additional and Non-Formal Education.”
- Order of the Minister of Healthcare of the Republic of Kazakhstan dated December 20, 2020, No. ҚР ДСМ-283/2020 “On Approval of the Rules for Confirmation of Continuing Professional Development Results and Assignment and Confirmation of Qualification Levels of Healthcare Workers.”
4. PLANNING OF THE EDUCATIONAL PROCESS
1. Training of specialists under continuing professional development and non-formal education programs shall be carried out on the basis of standard programs.
2. The learner’s academic workload shall be measured in academic hours completed within the relevant disciplines. During the entire period of study, the learner shall complete the required number of academic hours.
3. Planning of the educational process for learners in continuing professional development and non-formal education shall be based on the following curricula:
- Standard Curriculum (SC);
- Working Curriculum (WC);
- Individual Study Plan (ISP).
4. The standard program shall be approved by the Ministry of Healthcare of the Republic of Kazakhstan and shall contain the workload of each mandatory discipline, while the elective component shall be indicated as a total number of hours.
The learner shall independently form an individual learning pathway based on the standard curriculum for the specialty and the Catalogue of Elective Disciplines.
The Working Curriculum for the specialty shall be developed in accordance with the standard curriculum and learners’ Individual Study Plans.
5. The learner shall be responsible for preparing the Individual Study Plan and for fully completing the educational course in accordance with the requirements of the Working Curriculum for the specialty.
The Individual Study Plan shall be developed jointly for each learner for the period of study, agreed with the head of department, and approved by the Deputy Director for Educational and Methodological Work in two copies.
One copy shall be kept in the learner’s personal file in the Postgraduate Education Department and shall serve as the basis for monitoring completion of the educational program, while the second copy shall be retained by the learner.
6. The Working Curriculum shall determine the list and workload of each mandatory discipline in academic hours, the sequence of study, types of classes, and forms of assessment.
The Working Curriculum shall be developed for each academic year and approved by the Director on the basis of a decision of the Academic Council.
The Working Curriculum shall serve as the basis for calculating the teaching workload of academic staff.
7. To ensure that learners are informed about the content of elective disciplines, the Catalogue of Elective Disciplines shall be published.
The Catalogue shall be developed by the departments, compiled by the Educational and Methodological Department, approved at meetings of the Educational and Methodological Council, and communicated to learners.
8. The duration and dates of each academic year shall be specified in the Academic Calendar, which shall be issued and communicated to learners and teachers no later than one month before the beginning of the academic year.
9. Based on the Working Curriculum, the Academic Council shall prepare the class timetable for the academic year.
The timetable shall be approved by the Director of the Department of Science and Postgraduate Education no later than 2 weeks before the beginning of classes.
Based on the timetable, the Educational and Methodological Department and the departments shall prepare class schedules for learners specifying full names.
5. CALCULATION OF ACADEMIC AND TEACHING STAFF POSITIONS
1. Calculation of academic and teaching staff positions involved in learner training means determining teaching assignments and staffing levels for each department in accordance with the Working Curriculum, time standards for calculating all types of work performed by academic and teaching staff, and the number of established positions within the organization.
2. The Planning and Economic Service shall determine the total number of academic and teaching staff positions based on the average annual number of learners.
3. Academic and teaching staff shall be responsible for performing the full volume of educational, scientific and methodological, and clinical work with learners.
4. For the purpose of involving highly qualified specialists, the amount of funds planned for hourly remuneration shall be determined.
5. The Academy’s staffing schedule shall be prepared by the Educational and Methodological, Planning and Economic, and HR Services under the supervision of the Director of Science and Postgraduate Education, approved by the Academic Council, and formalized by order of the Director.
6. When allocating staffing positions within the Academy, the relevant structural subdivisions shall be guided by the following principal principles:
7. adequacy of the staffing schedule to the total volume of educational, methodological, clinical, and scientific work of the department;
8. accessibility of information and participation of all interested structural subdivisions in staffing calculations, ensuring the possibility of adjustment and verification of the accuracy of calculations.
9. The Department of Science and Postgraduate Education shall approve orders relating to organization of the educational process and appendices thereto, including Working Curricula and consolidated time budget data.
Calculation of the teaching workload of departments shall be carried out in accordance with the Working Curriculum, the number of learners, and standards established by standard educational programs.
10. The Department of Science and Postgraduate Education shall calculate the academic workload of departments, including hours relating to the elective component, and submit the calculation to the Academy’s Planning and Economic Service.
11. The Planning and Economic Service shall calculate staffing positions for the upcoming academic year and submit them to the HR Service for preparation of the staffing schedule.
12. Departments shall fill vacant staff positions with appropriate specialists, distribute teaching workload according to teachers’ qualifications, and submit a detailed list of academic and teaching staff to the Department of Science and Postgraduate Education.
13. Staffing levels of academic and teaching staff working with learners may be adjusted as necessary.
14. The staffing schedule and teaching workload are mandatory for implementation.
If these requirements are violated, the head of the relevant structural subdivision shall submit a written explanation addressed to the Director.
15. Regulatory indicators used for calculation of hours and staffing positions may be amended by decision of the Academic Council of the Academy.
16. A report on completion of teaching workload shall be prepared and submitted to the Department of Science and Postgraduate Education once per year, at the end of the academic year.
Table 1. Deadlines for Submission of Staffing Calculation Documents and Responsible Units
| No. | Document | Responsible Structural Unit | Recipient | Submission Deadline |
|---|---|---|---|---|
| 2 | Development and approval of the Catalogue of Elective Disciplines (CED) | Department of Science and Postgraduate Education | Learners | October–November |
| 3 | Enrollment of learners in the elective component | Learners | Department of Science and Postgraduate Education | As learners enroll in cycles |
| 4 | Working Curricula by specialty for learners in continuing professional development and non-formal education for the planned academic year | Department of Science and Postgraduate Education | Accounting Department | December |
| 5 | Report on work with learners and report on completion of teaching workload | Departments | Department of Science and Postgraduate Education | By December 1 |
| 6 | Analysis of work with learners during the academic year and report on completion of teaching workload | Department of Science and Postgraduate Education | — | By December 1 |
| 7 | Orders on organization of the educational process | Department of Science and Postgraduate Education | Accounting Department | December |
| 8 | Order on enrollment of learners by specialty | Department of Science and Postgraduate Education | — | Throughout the year |
| 9 | Calculation of departmental teaching workload and approval of average annual teaching workload of academic and teaching staff | Department of Science and Postgraduate Education | HR Service | By November 30 |
| 10 | Staffing schedule of academic and teaching staff | HR Service | Educational and Methodological Department | By November 30 |
| 11 | Conclusion of employment contracts and supplementary agreements with specialists for the planned academic year | Departments | HR Service | October–November |
6. ORGANIZATION AND STRUCTURE OF THE EDUCATIONAL PROCESS
Basic Rules for Organization of the Educational Process
1. The educational program for learners in continuing professional development and non-formal education shall include:
✓ theoretical and clinical training, including study of basic, related, and specialized disciplines;
✓ final assessment upon completion of each discipline.
2. The principal organizational forms of teaching activity used to implement educational programs for learners in continuing professional development and non-formal education are:
Theoretical Training:
lectures, including overview and problem-based lectures;
seminars;
small-group work;
group discussions;
case studies;
thematic literature reviews;
educational conferences;
research projects;
publication of scientific articles.
Clinical Training:
✓ Patient Survey (PS);
✓ Case-Based Discussion (CbD);
✓ preparation and maintenance of medical records and reporting documentation;
✓ participation in ward rounds and clinical conferences;
✓ simulation-based training;
✓ management of inpatients and outpatients;
✓ participation in ward rounds and multidisciplinary consultations.
Learner’s Independent Work (LIW)
Learner’s Independent Work is a form of academic activity involving independent work by the learner in each discipline included in the curriculum.
During independent work, the learner:
— studies theoretical material;
— reinforces theoretical knowledge through practical activities, including duty shifts, patient management, and mastery of practical skills;
— applies acquired knowledge and practical skills to analyze situations and develop appropriate solutions through group discussions, business games, case analysis, project development, and other activities;
— applies acquired knowledge and abilities to develop an individual professional position, theory, or model, including through participation in research.
Monitoring and assessment of independent work shall combine:
— self-monitoring and self-assessment;
— monitoring and assessment by teachers and other authorized persons.
3. The academic hour shall constitute the unit used to determine the workload of the learner and teacher.
4. The academic volume of continuing professional development cycles shall range from 60 hours/1 week to 240 hours/4 weeks.
5. Learner’s Independent Work shall be organized in accordance with standard programs.
Forms of independent work, including topics, assignments, number of hours, and forms of assessment, shall be specified in the syllabus for the relevant discipline.
6. The average academic workload shall be 60 academic hours per week and 240 academic hours per month.
The number of working days per week shall be 6.
7. Working hours. The beginning and end of the learner’s daily work shall be determined depending on the relevant continuing professional development cycle.
8. The lunch break shall be 1 hour and shall not be included in working time.
The time and specific duration of the break shall be established by the Internal Labor Regulations.
9. Rest period. The generally established day off shall be Sunday.
10. For admission to work in clinical healthcare organizations, learners shall have:
— appropriate workwear;
— a duly completed personal medical record book;
— documented familiarization with the requirements of the clinical training site.
11. A learner who completes a continuing professional development cycle shall be issued a certificate of the prescribed form through the e-License portal.
Upon completion of non-formal education, the learner shall be issued a Participant Certificate indicating the relevant credit units.
7. ORGANIZATIONAL STRUCTURE
1. General management shall be carried out by the Academy administration represented by the Director and department directors according to their respective areas of supervision.
2. The Department of Science and Postgraduate Education shall be responsible for organization of the educational process and work with learners.
3. The principal role in learner training shall be assigned to specialized departments.
4. The collegial bodies of AIRT-Ecomed, including the School of Innovative Reproductive Technologies and the Academic Council, shall participate in resolving the most important matters regulating organization of work with learners in continuing professional development and non-formal education.
8. EDUCATIONAL AND METHODOLOGICAL DEPARTMENT
1. The Department of Science and Postgraduate Education is a structural subdivision of AIRT-Ecomed responsible for organizing and monitoring the quality of training of learners in continuing professional development and non-formal education.
2. Direct management of the Department shall be carried out by the Department Director, who shall be appointed and dismissed by order of the Academy Director in accordance with applicable labor legislation and internal regulatory documents of the Academy.
3. In its activities, the Department shall report:
— to the General Director or authorized person on all matters relating to its activities;
— to the Academic Council of the Academy on matters relating to organization of the educational process and other matters within the competence of the Academic Council.
4. Goals and Objectives of the Department
1) The principal purpose of the Department is to coordinate, plan, and organize the educational process at the Academy for continuing professional development and non-formal education programs.
2) The principal objectives of the Department are:
✓ to contribute to achievement of the Academy’s strategic goals and objectives regarding the quality of training of specialists with postgraduate professional education in accordance with the Academy’s comprehensive development program;
✓ to provide the healthcare sector with highly qualified academic, teaching, and medical personnel with postgraduate professional education;
✓ to monitor and improve educational programs for learners in continuing professional development and non-formal education in order to align them with international standards aimed at developing professionally competent individuals and competitive specialists capable of independently and creatively solving professional tasks, understanding new scientific ideas, and implementing the latest technologies;
✓ to participate in organization of international cooperation relating to development of professional personnel training;
✓ to promote scientific and innovative activities in postgraduate education;
✓ to introduce new teaching technologies, digitalize postgraduate education, and expand access to international global networks.
5. Principal Functions and Areas of Activity of the Department
1) Organization, Monitoring, and Regulation of the Educational Process for Learners in Continuing Professional Development and Non-Formal Education
✓ organize and monitor training of learners for compliance with standard curricula and programs and other regulatory legal acts governing postgraduate education;
✓ plan the educational process, including preparation, coordination, and approval of Working Curricula, teaching assignments for departments, class schedules, calculation of hours for staffing schedules, and other planning documents;
✓ organize preparation and approval of learners’ Individual Study Plans;
✓ monitor implementation of learners’ Individual Study Plans;
✓ coordinate methodological support for all forms of assessment established by the Academy to evaluate learners’ academic achievements, including current and final assessment;
✓ provide consultations and explanations to learners regarding matters of interest;
✓ prepare, coordinate, and approve required documents in accordance with the established procedure, including reports, orders, instructions, and other documents;
✓ form groups of learners;
✓ organize conclusion of agreements for the provision of educational services with learners and customers and timely renewal of agreements where the cost or other terms of education at the Academy change.
2)
Monitor compliance by learners with academic discipline, the Academy’s Internal Regulations, and these Regulations and organize activities aimed at maintaining academic discipline.
3)
Maintain cooperation with state education authorities and educational and healthcare organizations to resolve operational matters falling within the competence of the Department.
4)
Participate directly in development of internal regulatory documents of the Academy relating to organization of the educational process for learners in continuing professional development and non-formal education, including policies, rules, instructions, and other documents; monitor their compliance with regulatory requirements established by the applicable legislation of the Republic of Kazakhstan and ensure their continuous updating.
5)
Organize and monitor implementation of decisions of the Academic Council and other advisory bodies of the Academy and orders and instructions of the Director issued within their competence on matters relating to the Department’s activities.
6)
Organize coordinated and targeted work of the Academy’s structural subdivisions in implementing the objectives and functions assigned to the Department.
7), 8), 9)
— expand the list of specialties for personnel training through accreditation;
— prepare reports on the Department’s activities in all areas;
— maintain other documentation and business correspondence necessary for implementation of the Department’s goals and objectives.
6. The Department shall also perform other functions established by applicable legislation, internal regulatory documents, and organizational and administrative acts of the Academy administration and directly related to implementation of the goals and objectives assigned to the Department.
List of Department Documents
| No. | Document |
|---|---|
| 1 | External regulatory documents governing the Department’s activities: subordinate regulatory legal acts of the Ministry of Education and Science and Ministry of Healthcare of the Republic of Kazakhstan, including state standards, standard curricula, instructional letters, and other documents received for information purposes (copies) |
| 2 | Internal regulatory documents governing the Department’s activities: orders and instructions of the General Director, minutes of the Academic Council relating to Department activities, Regulations on the Department of Science and Postgraduate Education, employee job descriptions (copies) |
| 3 | Extract from the records classification schedule; Quality Management System documentation |
| 4 | Annual Department plan |
| 5 | Annual Department report |
| 6 | Agreements with scientific centers and organizations (copies) |
| 7 | Scientific output, including scientific articles, reports, scientific and methodological manuals, textbooks, monographs, patents, certificates of intellectual property rights, and other materials |
| 8 | Agreements with learners |
| 9 | Plan of educational activities in continuing professional development and non-formal education implemented by the Academy |
| 10 | Orders of the General Director relating to learners in continuing professional development and non-formal education (copies) |
| 11 | Educational and Methodological Complex for continuing professional development, including Working Curricula, syllabi, calendar and thematic plans, assessment materials, and cycle schedules |
| 12 | Documentation relating to non-formal education of healthcare professionals, including programs of master classes, seminars, conferences, and other activities and schedules of non-formal education activities |
| 13 | Register of learner agreements |
| 14 | Grade sheets and journals for continuing professional development and non-formal education cycles |
| 15 | Registers of certificates issued to learners upon completion of continuing professional development and non-formal education |
| 16 | Learner referral/voucher register |
| 17 | Documents and personal files of learners |
| 18 | Minutes of meetings of the Local Ethics Commission and related documents, including SOPs and implementation of decisions |
| 19 | Documentation of the Journal Editorial Office |
| 20 | Survey questionnaires for learners in continuing professional development and non-formal education |
| 21 | Correspondence register, including incoming and outgoing correspondence |
| 22 | Inventories of files transferred to the archive and other related acts |
9. PARTICIPATION OF DEPARTMENTS IN ORGANIZATION AND IMPLEMENTATION OF THE EDUCATIONAL PROCESS
1. The principal role in learner training shall be assigned to specialized departments.
The principal duties of a department are:
✓ to have a complete understanding of the requirements of standard programs for learners in continuing professional development and non-formal education regarding the level of specialist training in terms of knowledge, abilities, and skills in the relevant field, specialty, or discipline provided by the department;
✓ jointly with the Academic Council, develop curricula for specialist training within the profile of the graduating department and coordinate the content of curricula implemented by related departments;
✓ ensure a high level of teaching through use of traditional teaching methods and introduction of new educational technologies;
✓ bear responsibility for the quality of training of learners in continuing professional development and non-formal education cycles.
2. The Department shall perform the following work:
1) prepare educational and methodological materials required for the educational process, including materials for lectures, practical classes, current assessment, interim assessment, independent work, and individual work of learners in continuing professional development and non-formal education cycles;
2) provide learners with all necessary educational and methodological materials;
3) monitor completion of teaching workload, discipline programs, and educational process schedules for supervised learners;
4) provide consultations to learners in the prescribed manner regarding disciplines taught by the department;
5) organize independent work of learners and regularly monitor its completion;
6) organize various types of practical activities for learners and establish direct cooperation with medical organizations for this purpose;
7) select and determine clinical practice sites taking into account learners’ preferences and available opportunities;
8) direct learners toward familiarization with advanced technologies and working methods and promote development and improvement of professional skills, enhancement of scientific potential, and development of creative abilities;
9) use various forms of academic assessment and analyze results of current, interim, and final assessments of learners;
10) establish cooperation with departments of other higher education institutions and exchange experience regarding organization and implementation of continuing professional development and non-formal education cycles; study, summarize, and disseminate effective experience of working with learners;
11) assist supervised learners in obtaining employment within the profile of their chosen specialty and maintain contact with them after completion of the cycle;
12) participate in organizing and conducting career guidance activities for graduates of medical universities.
3. At the beginning of the academic year, each specialized department shall conduct organizational meetings with learners in continuing professional development and non-formal education cycles, with representatives of clinical training sites invited to participate.
Learners shall be familiarized with the goals and objectives, specialty policy, program content and individual assignments, rights and duties, and occupational safety rules and standards applicable during work.
4. The content, organization, and methodology of all types of learner activities shall be reflected in documentation maintained by the department in accordance with these Regulations.
5. The Educational and Methodological Complex of the Discipline, including syllabi for elective disciplines and assessment materials, shall be discussed at a department meeting and approved by the Academic Council of AIRT-Ecomed LLP.
6. Learners shall be familiarized with the cycle program for each discipline, including in electronic form, at the beginning of each discipline.
7. Assessment Materials:
▪ assessment sheets for clinical competencies;
▪ test assignments in the form of questions prepared in accordance with the discipline matrix.
8. The Department has the right to:
▪ submit proposals to the Academy administration concerning amendments to the staffing schedule, hiring, dismissal, transfer, incentives, and disciplinary measures relating to department employees;
▪ submit proposals to the Academic Council regarding expulsion of underperforming learners;
▪ analyze the content and quality of teaching of all disciplines within specialties jointly with relevant departments and teachers and develop proposals aimed at increasing learners’ engagement with their studies and motivation to acquire competencies;
▪ participate in development and coordination of draft instructions, regulations, and other internal regulatory documents relating to activities of the department, the Academic Council, and the Academy;
▪ represent the Academy before external organizations on matters relating to organization and implementation of the educational process for learners in continuing professional development and non-formal education;
▪ develop and propose new elective disciplines.
The Head of Department is personally responsible for:
▪ ensuring that discipline programs developed and implemented by department employees comply with requirements and standard programs for continuing professional development and non-formal education;
▪ planning and completion of teaching workload by teachers;
▪ ensuring preparation of learners for final assessment.
Table 3. List of Documents of Departments Participating in Learner Training
| No. | Document |
|---|---|
| 1 | External regulatory documents governing department activities: subordinate regulatory legal acts of the Ministry of Education and Science and Ministry of Healthcare of the Republic of Kazakhstan received for information purposes and other documents (copies) |
| 2 | Internal regulatory documents governing department activities: orders and instructions of the General Director, decisions of the Academic Council, Regulations on the Department, employee job descriptions (copies) |
| 3 | Extract from the records classification schedule; Quality Management System documentation |
| 4 | Staffing schedule and amendments thereto; timesheets and working time schedules |
| 5 | Annual department plan |
| 6 | Annual department report |
| 7 | Documents relating to educational and methodological work of educational programs, including EMCDs, assessment materials, methodological materials, class timetables, and other documents |
| 8 | Documents relating to scientific activities, including seminar programs, patents, implementation acts, scientific articles, intellectual property certificates, and other materials |
| 9 | Documents relating to internal departmental monitoring, including plan, report, commission membership, reviews of open classes and lectures, and mutual class observation register |
| 10 | Academic journals |
| 11 | Minutes of department meetings and supporting documents, including information materials, reports, memoranda, and certificates |
| 12 | Documentation relating to clinical work, including medical and diagnostic activity register, specialist physician certificates, professional development documents, and other materials |
| 13 | Correspondence register, including incoming and outgoing correspondence |
| 14 | Inventories of files transferred to the Institute archive and other related acts |
10. RIGHTS AND DUTIES OF THE LEARNER
1. A learner of AIRT-Ecomed has the right to:
a) freely access and use the library collection and reading room in accordance with the agreement with AIRT-Ecomed;
b) freely express personal opinions and beliefs;
c) respectful treatment by employees and teachers of AIRT-Ecomed.
2. A learner shall:
a) comply with all requirements of the agreement, Charter, Internal Regulations, and these Regulations;
b) comply with established deadlines for enrollment in elective components and submission of proposals;
c) complete academic disciplines strictly in accordance with the approved Individual Study Plan;
d) attend all types of classes provided for by the curriculum of the relevant specialty;
e) timely complete all types of Learner’s Independent Work;
f) in the event of absence for a valid reason, timely provide supporting documents to the Department of Science and Postgraduate Education;
g) in the event of illness or another valid reason, notify the Department of Science and Postgraduate Education on the same day.
3. Valid reasons for absence from classes, including illness, family circumstances, summons to a military enlistment office, investigative authorities, and similar circumstances, must be supported by documentary evidence.
In the event of illness, the learner shall submit a medical certificate of the prescribed form.
If the learner does not provide a document confirming the reason for absence, the absence shall be considered unjustified regardless of the explanation provided.
4. The following disciplinary measures may be applied for absence from classes without a valid reason:
a) warning, in the event of 1 day of unjustified absence;
b) expulsion, in the event of more than 2 days of unjustified absence.
8. Disciplinary Measures. If a learner commits a disciplinary offense, the following disciplinary measures may be applied:
a) Warning, issued by the Head of Department and formalized by an extract from the minutes of the department meeting;
b) Expulsion, formalized by order of the Director of the Department of Science and Postgraduate Education.
5. Expulsion of a learner shall be carried out by order of the Academy Director for the following reasons:
a) at the learner’s own request expressed in writing;
b) for health reasons on the basis of a medical advisory commission certificate/conclusion;
c) failure to complete the Individual Study Plan.
Table 4. List of Learner Documents
| No. | Document | Issued by | Completed/Provided by |
|---|---|---|---|
| 1 | Tuition Payment Agreement | Department of Science and Postgraduate Education | Learner |
| 2 | Personal documents, including identity document, diploma, specialist certificate, and document confirming the most recent professional development within the previous 5 years | — | Learner |
11. INTERACTION BETWEEN STRUCTURAL SUBDIVISIONS
1. In order to improve the effectiveness of cooperation, all interested structural units and persons shall comply with the requirements and provisions of the Quality Management System in force at the Academy.
2. Information relating to continuing professional development and non-formal education shall be transmitted through the following communication channels, listed in order of priority:
- distribution through the general department;
- email distribution. Each department shall maintain an email address accessible to all employees, and each learner shall have an email address;
- distribution of text messages by SMS to mobile phones of Academy employees and learners through common chats;
- written correspondence.
2. Learners shall be received by the Department of Science and Postgraduate Education on weekdays from 14:00 to 18:00.
12. SYSTEM FOR MONITORING AND ASSESSING LEARNERS’ ACADEMIC ACHIEVEMENTS
1. Monitoring and assessment of learners’ academic achievements shall be carried out using the Point-Rating Letter Grading System.
This system provides for current, midterm, and final assessment within the specialty being studied.
2. To ensure a consistent and comprehensive strategy for assessing learner competencies, each department shall develop a Global Rating Scale (GRS).
3. Current assessment shall be carried out by the teacher conducting practical classes.
Recommended forms of assessment include:
— Oral Examination (OE);
— Multiple Choice Questions (MCQs);
— Direct Observation of Procedural Skills (DOPS);
— Mini-Clinical Evaluation Exercise (Mini-CEX);
— Objective Structured Clinical Examination (OSCE);
— Audit Assessment Tool (AA);
— Self-Assessment (SA);
— Peer Assessment (PA);
— Portfolio Assessment (PA);
— Assessment Interview (AI);
— defense of a research project;
— review of a scientific publication.
4. The forms and content of current assessment shall be determined by the department and included in the Educational and Methodological Complex of the Discipline.
Current assessment shall be graded on a 100-point scale.
5. The admission rating shall consist of grades obtained for practical classes, independent work, duty shifts, expert assessment of medical documentation, and other activities.
Each completed assignment shall be assessed on a 100-point scale.
6. Final assessment shall be conducted in the form of testing by an examiner upon completion of study of the discipline.
Midterm assessment shall consist of two parts:
— theoretical;
— practical.
Where possible, an independent examiner, being a department employee who did not teach the relevant group, should be involved in conducting the midterm assessment.
7. The learner has the right to choose the language of the examination: the state language or Russian.
8. The examination grade sheet for midterm assessment/examination in the discipline shall be completed by the department and submitted to the Department of Science and Postgraduate Education within 3 days after the test.
9. The form and procedure for conducting assessment shall be specified in the Educational and Methodological Complex of the Discipline.
10. The final grade for the discipline shall be entered in the academic journal and examination grade sheet.
11. Following the examination in the discipline, a final grade for the specialty shall be calculated according to the following formula:
Final Discipline Grade = Admission Rating × 0.6 + Practical Skills Grade × 0.2 + Theoretical Knowledge Grade × 0.2.
12. The methodology for final assessment shall be approved at a meeting of the Educational and Methodological Council.
13. When discussing the learner’s performance results, the department shall review the learner’s progress using the ARCP approach — Decisions on Progress.
At the department meeting, a decision shall be made concerning issuance of the prescribed certificate with a supplement.
Table 5. Letter Grading System for Learners’ Academic Achievements
| Letter Grade | Numerical Equivalent | Percentage | Points | Traditional Grade |
|---|---|---|---|---|
| A | 4.0 | 95–100 | 95–100 | Excellent |
| A- | 3.67 | 90–94 | 90–94 | Excellent |
| B+ | 3.33 | 86–89 | 86–89 | Good |
| B | 3.0 | 80–85 | 80–85 | Good |
| B- | 2.67 | 75–79 | 75–79 | Good |
| C+ | 2.33 | 70–74 | 70–74 | Satisfactory |
| C | 2.0 | 65–69 | 65–69 | Satisfactory |
| C- | 1.67 | 60–64 | 60–64 | Satisfactory |
| D+ | 1.33 | 55–59 | 55–59 | Satisfactory |
| D | 1.0 | 50–54 | 50–54 | Satisfactory |
| F | 0 | 0–49 | 0–49 | Unsatisfactory |
13. APPEALS
1. To ensure uniform requirements and resolve disputed matters, an Appeals Commission shall be established for one academic year.
The Chair and members of the Appeals Commission shall be approved by order of the Director.
The Appeals Commission shall review applications submitted by persons who disagree with the results of final assessment.
2. An appeal application shall be submitted by the learner to the Department of Science and Postgraduate Education addressed to the Chair of the Appeals Commission no later than 13:00 on the day following announcement of examination results.
3. The Appeals Commission shall complete consideration of the appeal within 3 days from the date the learner submits the application.
4. The Appeals Commission shall work with each learner individually.
If the learner fails to attend the Appeals Commission meeting, the appeal application shall not be considered.
5. Decisions of the Appeals Commission shall be adopted by a majority vote of the total membership of the Commission.
In the event of an equal number of votes, the Chair shall have the casting vote.
The work of the Appeals Commission shall be formalized by minutes signed by the Chair and all Commission members and reflected in the learner’s “Examination Grade Sheet Taking the Appeal into Account.”
14. FINAL ASSESSMENT
1. The learner’s final examination is a form of assessment of academic achievements intended to determine whether the competencies acquired by the learner comply with the requirements of standard educational programs for continuing professional development and non-formal education specialties.
2. An Examination Commission shall be established to organize and conduct the Final Examination and approved by order of the Director.
The methodology for Final Assessment shall be approved at a meeting of the Academic Council.
3. The Final Examination shall be conducted within the periods specified by the Academic Calendar and Working Curricula.
4. Learners who have fully completed the Individual Study Plan shall be admitted to the Final Examination.
5. Learners who fail the Final Examination shall have the right to retake it during the next examination period in the same academic year together with the next learner group.
6. A learner who disagrees with the results of the Final Examination shall submit an appeal no later than the next business day following the examination.
7. For consideration of appeals, an Appeals Commission shall be established by order of the Director of AIRT-Ecomed from among experienced specialists whose qualifications correspond to the relevant specialty profile.
8. If the appeal is upheld, new minutes of the Commission shall be prepared.
In such case, the results of the original minutes shall be cancelled by making the following notation:
“The grade was revised by Minutes No. ______ dated __________ on page ____.”
The notation shall be signed by all members of the Appeals Commission present.
9. Results of the Final Examination shall be documented in minutes completed individually for each learner.
10. On the basis of the decision of the Examination Commission, the Director of AIRT-Ecomed LLP shall approve an order on completion/expulsion of the learner.
11. A learner who has passed the Final Examination and demonstrated mastery of the relevant professional educational program in the relevant specialty shall be issued a certificate of the prescribed form with a supplement.
12. The supplement to the certificate shall be completed in accordance with grades received in all disciplines within the scope established by the Standard and Working Curricula.
13. Issuance of the certificate of completion of a continuing professional development or non-formal education cycle in the prescribed form shall be carried out on the basis of an order of the Director of the Department of Science and Postgraduate Education regarding graduation.
14. At the same time, the Director shall approve an order on completion/expulsion of learners.
15. The report on Final Examination results shall include tables and an explanatory note.
16. The explanatory note shall include:
- the level of learner preparation in the relevant specialty;
- characteristics of learners’ knowledge demonstrated during testing;
- analysis of the quality of learner training in the relevant specialty;
- identified deficiencies in learner preparation;
- specific recommendations for further improvement of learner training.