The continuous improvement of teaching, learning and assessment system (TLA) in higher educational institutions is one of the main objectives of modern higher education system. It aims to educate a professional capable of self-development, self-education and innovation. It is essential to harmonize traditional academic approaches with modern TLA methods and tools for the correct searching, screening, selection of information sources as well as achieving and certification of learning outcomes (LOs) for efficient learning.

Medical degrees and qualifications awarded by successfully completing the YSMU integrated academic programs correspond to Armenian National Qualifications Framework and European Qualifications Framework 7^th levels and a 2^nd cycle of Dublin descriptors, highlighting the essential research skills and competences within the professional context. In the last decade YSMU successfully established education quality assurance (QA) system, performed self-assessments and completed two State Institutional Accreditations with the international experts’ participation. Evaluation of TLA system effectiveness and student learning through formative assessment is quite an important issue. It provides useful feedback to both the instructors and the students whether course and academic programs intended LOs are achieved. Students’ feedback, academic progress, dropout rates and other indices (key performance indicators) used by university education QA unit help to measure the effectiveness of TLA. It gives teachers and education managers an opportunity to institutionalize effective teaching strategies and revise ineffective ones.

Based on the above, YSMU departments have developed and implemented a new multicomponent TLA system (MTLAS) to improve courses, according to YSMU TLA strategy. This system combines the educational and research components for better learning to ensure achievement of intended LOs. The planning and implementation of the MTLAS was conducted to ensure the perception of educational content; to systematize students' knowledge; to develop critical understanding of educational material and students’ creative thinking; to develop research skills; to promote self-development and self-education; to justify learning pace and finally to improve education quality. The aim of this paper is to elucidate the influence of pilot MTLAS of two courses (Hygiene&Ecology and Pharmacology) of integrated academic programs of YSMU for the improvement of medical education quality at institutional level.

Study describes and analyzes two initial pilots MTLAS run by the Department of Hygiene and Ecology and by the Department of Pharmacology. Education QA conventional principles, methods and toolkits were used to plan and implement MTLAS pilot project (students’ surveys, focus-group meetings, academic progress statistical analysis, dropout rates, SWOT analysis). MTLAS was institutionally approved and monitored. In the Department of Hygiene and Ecology a four component MTLAS was used: multiple choice questions (MCQ) testing (а midterm assessment) - 20% of final grade (FG); daily individual assignments on all topics (20% of FG); students’ research projects (10% of FG) and final oral exam (50% of FG). The components of assessment mentioned above enabled educators to assess students’ knowledge on all levels of Bloom’s taxonomy; beginning with knowledge and skills to practical application. More than 300 students participated in the pilot project. Almost half of the students were involved in the research. Students reviewed literature, performed questionnaire surveys, carried out hygiene research in YSMU laboratories, and conducted filed work. At the Department of Pharmacology the MTLAS combines two components: educational (90% of FG) and research (10% of FG). The educational component of MTLAS used following teaching methods: classical lectures for up to 150 students; practical classes (small group teaching for up to 14 students), in which educational material is presented and discussed by the method of interactive discussion, interviews and debates with the facilitation of an educator; summary classes - formative assessment on a particular chapter, there are 3-4 oral and 1 MCQ testing session (10% of FG); exam with MCQ testing (80% of FG). Research component of MTLAS implies two elements: 1st element - up to 2 brief papers on a particular small assignment question before practical class (2% of FG); 2nd element - research course work supervised by a professor (8% of FG). 811 students participated in the pilot project in 2 semesters.

Survey conducted at the Hygiene and Ecology Department with participation of more than 90% of students give feedback is as follows. Nearly 85% of the participants assume that the final grade is in line with their expectations, and 73% want other departments to implement the same system. The students have also been requested to compare the MTLAS with the existing conventional system of the YSMU. 83% of surveyors assessed MTLAS as “good” or “excellent” and only 9% assessed as bad, while only ¼ of the students assessed the existing conventional assessment system “good” or “excellent”. According to the results of students’ surveys on Pharmacology Department MTLAS, it is positively evaluated by 92.2% of respondents. As for the individual components: the summary classes are positively evaluated by all the students, 79.9% of them approve brief papers, 82.3% of students are satisfied with the course works, 60% of whom conducted this kind of research for the first time. 94% of students highly appreciate the qualitative growth they have experienced under the supervision of a professor. However, students’ access to the necessary up to date literature can be considered low, satisfying only 66% of students. The study shows that MTLAS improves academic performance, increases of number of students who achieved good and excellent marks, develops new skills, and motivates students. Thus, the MTLAS piloted and implemented at the YSMU reinforces TLA that is reflected in improvement of academic progress; increase of students’ satisfaction and decrease of module dropout rate. Further development of MTLAS will obviously contribute to the substantial improvement of YSMU education quality, which is essential on highly competitive international medical education market.

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