In the rapidly developing world, medical education undergoes constant dynamic changes driven by the socio-economic factors, public demand, changes in the scope of responsibility of medical personell and, of course, the rapid advancements in medicine and science. Modern education is evolving towards creating educational environment, where students encounter real problems to be solved by applying acquired knowledge. This perfectly aligns with the “flipped classroom” learning model, wherein students engage in self-study through online learning materials prior to class followed by interactive group learning activities during class time. The purpose of the study is to elucidate the role of the “flipped classroom” learning model in higher medical education and to explore the possibilities of its implementation. Accessible online publications in English, Armenian and Russian (research and review articles, conference collections, reports) were reviewed. It has been found out that along with the development of IT, the “flipped classroom” model has become more applicable. It gives a student the opportunity to be independent, to work anywhere in a flexible mode, and to revise learning materials multiple times. The model contributes to an in-depth understanding of the topic, provides enough time for student-lecturer communication. The model increases student motivation. The implementation of the “flipped classroom” learning model in the University will require material investments, institutional subscription to electronic platforms, training of teaching staff, managerial and legal solutions. However, the implementation of the “flipped classroom” model ensures improvement of the professional qualities and satisfaction of future doctors.

In the context of intensive competition in the global market for educational services in the healthcare sector, the continuous methodological and organizational improvement of the academic process in medical universities is of foremost importance. Assessment is a key component of the teaching-learning-assessment triad of the educational process. By applying appropriate assessment methodologies, it is possible to identify and verify the achievement of learning outcomes resulting from teaching and learning, as well as alignment of the actual achieved outcomes with the intended ones. This article explores the modern types, forms, methods, and approaches of assessment applied in higher medical education. It highlights recent trends in assessment and discusses the evolution and modernization prospects of the assessment system at Yerevan State Medical University after M. Heratsi. The article presents specific features of assessing different levels of Bloom’s Taxonomy of Cognitive Domains and Miller’s hierarchical model of clinical competence. It clarifies the methodological rationale for a multicomponent assessment system. Key principles for good assessment practice in higher education have been developed. A common acceptance of these principles by internal and external stakeholders is essential for ensuring the quality of assessment. To enhance assessment as a core component of the educational process and to ensure its further advancement, additional investments, faculty training, and organizational-legal solutions will be required.

International accreditation serves as a powerful catalyst for improving educational programs in academic institutions. The purpose of this article is to present the primary assessment methods for students pursuing dental education and to outline potential changes in examination procedures within the YSMU Continuous and Integrated “Stomatology” Educational Program in preparation for accreditation, aligning them with international standards. The article discusses the fundamental principles of student assessment in dental education, highlighting key aspects such as the determination of passing thresholds, unconscious bias, potential disputes, and auditing. It presents both formative and summative assessment methods. Based on international experience and the evaluation criteria required for international accreditation, the assessment mechanisms of the YSMU Continuous and Integrated “Stomatology” Educational Program should undergo significant improvements.

The “Inverted classroom” model is one of the innovative approaches in higher education using information technology, in which the student is given theoretical material for independent study before meeting with the teacher. Analysis of available literature sources with comparison with the situation in a real university showed that the use of this model in medical education has expanded due to the development of multimedia technologies. The introduction of it at a medical university will ensure the modernization of the educational process and improvement of the quality of higher medical education.

Communication is a key condition for high-quality dental care: it increases patient satisfaction, reduces the risk of errors and complaints, ensures accurate diagnosis and optimal treatment. In many degree-level educational programs, there is a gap between the declaration of the importance of communication skills and their actual development and assessment. Integrating comprehensive approaches in accordance with institutional standards and qualification frameworks will ensure graduates are ready for practice and improve the quality of dental care.

A high level of communication skills (CS) among health care workers increases adherence to treatment and improves treatment outcomes. The work clarifies and describes the existing barriers and difficulties in studying, teaching and assessing CS for future doctors, and suggests approaches to improving the educational process. Modern frameworks, models and teaching strategies have been studied to effectively integrate the didactic components of CS into the educational program. Particular attention is paid to the system of training medical personnel in Armenia.