In the 21st century, one of many requirements of education is to enhance the growth of learners and to support a growth mindset. According to this, the role of teachers is shifted from "the holders of knowledge who must transfer it to the students" to a professional who should support the learner's acquisition of knowledge and development of skills in a complex information field. In this regard, the learning outcomes of the "Pathology" course taught in the second and third years at the Faculty of Pharmacy have been revised. Correspondingly, and, in order to contribute to the formation of estimated learning outcomes, the learning and assessment mode has undergone certain changes in this pilot project. Particularly:

1. The main learning material of the object has been transferred to the Moodle platform.
2. Students have been given unlimited entries to try the testing questions and to move forward if they answer correctly.
3. Assessment methods have been defined for each learning outcome:

a) simple memorization of the material - computer-based test via multiple-choice questions (MCQs),

b) comprehension, application of knowledge – short case-based questions in the online Moodle platform,

c) analyzing, extracting (emphasizing) logical connections within the subject - so-called integrated cases (formative assessment was performed online, summative assessment - oral exam).

d) analysis, synthesis, work with literature, searching skills – research work. 

From the student-centered perspective,  to acquire the above-mentioned knowledge, skills, and competencies, a student had the opportunity to decide whether to participate in a class and to attend the class-discussion several times during the week. The selection of teachers for the classes was also made possible.

The assessment was also multicomponent. The faculty and dean-office discussed the "weight" of each of the components so that final decision were made by consensus.

This report summarizes the feedback from both students and faculty after 2 years of the pilot. 

To assess the acceptance and compliance of the pilot several surveys were done after each term. To supplement them and make reliable conclusions they were supplemented by focus groups. To evaluate the inter-dependence of the achieved learning outcomes, the correlation between different components was calculated. Comparison with academic achievements with other subjects was done where possible.

When compared to other subjects included in Academic Program (Physiology, Biochemistry, Organic Chemistry), the percentage of drop-outs was similar (p>0.05). One of the promising outcomes was considered the better content of the final assessment which incorporated not only the passive knowledge but also the skills and competencies. The most fruitful was the development of research skills. Surprisingly, according to the survey conducted among students, none of them considered the research component of their assessment among the most difficult ones. Meanwhile, many of them mention in their feedback that it was the most interesting, efficient, and inspiring component of the "Pathology" course. More tangible was the increase in the content of the assessment, which is a successful try for overcoming difficulty in the assessment of the nuances that can hardly be measured by means of a computer-based test. The correlation between the individual grades was quite large, from 0.81 to 0.97. At the same time, there was some deviation between the research component and a computer-based component of assessment, which, we believe, is the result of preexisting different inclinations and skills. Based on feedback shaped from the data of the surveys made after the course completion, the most important positive signals of the pilot were greater freedom, the opportunity to choose, and the opportunity to learn in his/her own rhythm. There are also shortcomings, particularly the pilot project is more time-consuming for the teachers. Another important and not yet solved problem is the low transferability of results: what worked well in a small faculty of 40-50 students (faculty of pharmacy) may not necessarily be the same at other faculties (like faculty of general medicine) with a much higher number of students.

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