The experience of teaching Medical Biology to foreign medical students at the Ivano-Frankivsk National Medical University under conditions of credit-modular system of organization of training process is summarized in this article. According to the purpose of the research, the results of the academic achievements of students studying in English and Russian at the Department of Medical Biology and Genetics of Ivano-Frankivsk National Medical University over a period of four years (2010–2014) were analyzed.
Academic performance results of 490 students (392 were English-speaking students and 98 were Russian-speaking students) were the objective of the study. The results showed that the academic performance of English-speaking students increased from 2010 to 2014, 132 and 142 points, respectively. This rate was significantly higher compared to Russian-speaking students.
Thus, the analysis of the academic achievements of foreign students under conditions of credit-modular system of organization of training process showed that the knowledge level among English-speaking students was higher as compared to Russian-speaking students.
The average score of English-speaking students during all years of study was responded to various marks on ECTS scale (from “excellent” to “satisfactory”). Russian-speaking students were assessed as “excellent” only in 2014.
A wide range of students’ assessment is one of the disadvantages of the rating system, which can be overcome by a fixed scale.
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