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Program Information


Educate medical students in approach to idea and science-generating mentality. Manage academic and student-oriented scientific projects. In addition to medical training expertise; educate ideal doctors sensitive the requirement for community health, generate solution, competent knowledge and skills.

Qualification Awarded

Second Cycle (Master's Degree)

Registration and Admission Requirements

Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YGS and LYS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YGS and LYS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.

Graduation Requirements

Students must successfully finish all courses practices, and clinical trainings set by the program, taking at least 360 ECTS have a right to receive a diploma. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.

Recognition of Prior Learning

Students can apply to be excused from the courses that they previously completed in another graduate institution or equivalent institution. Their requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.The students cannot request to be excused from the the courses in the modules.

Lesson Plan - ECTS Credits

* The courses indicated in this course table shows current course plan information in Student Affairs.

** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.

*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.

Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.

1. Class Yearly Courses
CodeCourseLanguage of InstructionT+UUKECTSDownload
TP1091800MEDICAL ENGLISH IEnglish6424
TP1015391BASIC CLINICAL SKILLS I Turkish0+60-1
01. ModuleIntroduction to Medical ScienceTurkish66+4-5
02. ModuleFrom Molecule to CellTurkish102+10-8
03. ModuleCellular OrganizationTurkish88+18-8
04. ModuleBiological RegulationTurkish88+23-8
05. ModuleFrom Cell to Human BodyTurkish94+28-8
06. ModuleMusculoskeletal SystemTurkish84+18-8
Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload

Program Qualification

Theoretical, Factual

Knows structural (morphological) and operational (functional) properties of the normal human (medical) and disorder (disease) states
Knows diagnostic methods and treatment modalities of disorders (diseases).
Knows the causes of disease conditions, ways of protection and methods of promoting and improving community health.
Knows the methods of developing and applying health related knowledge at advanced level.

Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram Qualification
Theoretical, Factual

1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level.


2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.


3-Defining the importance of ethical principles and ethical committees for individuals and society.


Cognitive, Practical

1- Interpreting and evaluating data using basic knowledge and skills acquired in the field of health, identifying and analyzing problems and taking part/responsibility in studies planned for solution.


2- Using basic computer programs and related technologies related to the field of health.




Ability to work independently and take responsibility

1- Carrying out a given task independently by using the basic knowledge it has about the field of health.


2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.


3- Carrying out activities for the development of employees within the framework of a project under its responsibility.



Learning Competence

1- Evaluating the basic knowledge and skills with a critical approach.


2- Being able to determine learning needs and directing learning.


3- Consciousness of lifelong learning.




Communication and Social Competence

1- Informing the relevant persons and institutions by using the basic knowledge and skills in the field of health, and conveying his/her thoughts and solution suggestions for problems in writing and verbally.


2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.


3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.


4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.


5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.


6-It is monitoring the events on the agenda of the society and the world in the field of health and is sensitive to developments.





Field-based Competence

1- Acting in accordance with social, scientific, cultural and ethical values during the stages of collecting, interpreting, applying and announcing the results of data related to the health field.


2- Acting in accordance with quality management and processes and participates in these processes.


3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.


4- As an individual, he/she is acting in accordance with the laws, regulations, legislation and professional ethics rules related to his/her duties, rights and responsibilities.


5-It is an example to society with its appearance, attitude, attitudes and behaviors.


6-Having experience in working with other health disciplines.


7- Developing solution suggestions by considering professional and ethical values.



Employment Opportunities

Graduates may serve as physicians in public institutions, private sector, research institutes or universities.


Post-graduate education in medicine is carried out in two ways: specialty training according to the rules determined by The Turkish Ministry of Health, and a Doctorate programme (PhD degree) according to the rules of The Turkish Higher Education Council.

Type of Training

Full Time

Assessment and Evaluation

The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's achievement in the semester and the general examination together with the midterm exams and midterm exams, applied studies, group work and similar studies. Students who fail to obtain a minimum score of 50 from the general examination will be considered as failures for all courses. In order to be successful, must have at least 60 points at the end of the term or 2.27 times the number of successes.

Head of Department/Program

Head Of Department


Learning Experiences

Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:

Learning Experiences *

Learning Activities

Tools Used

Discussion Method

Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments.

Demonstration Method

The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice.

Real tools or model tools and equipment, multimedia tools, videos and animations), computer.

Problem Solving Method

Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study

Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer

Case Study Method

Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation.

Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments.

Self Study Method

Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance.

Library, e-library, laboratory, workshop

Role Play and Drama Technique

Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students.

Script text, theater, classroom, conference room, video and audio, visual recordings.

Question - Answer Technique

Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers

Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations)

Experimental Technique

Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment.

Laboratory, workshop, application areas, computer software, standard classroom technologies.

Micro Teaching Technique

Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched.

Camera, video recording devices, checklist, rubric, rating scale, observation form.

Brainstorming Technique

Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments.

Project Based Learning Model

Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products

Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Reverse Brainstorming Technique

Identifying problems, sorting problems, classifying problems

Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments

Simulation Technique

Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices.

Simulation environment, Computer

Problem Baded Learning Model

Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions

Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Storytelling Techniques

Imagining, predicting, identifying the problem, empathizing

Semi-structured problem situation texts

Computer-Internet Supported Instruction

Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills.

Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc.

Inquiry-Based Learning

Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Cooperative Learning

Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together.

In-class and out-of-class, in-school and out-of- school environments.

Experiential Learning

Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment.

Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools

Flipped Classroom Learning

Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed.

Video recordings, online environments, classroom

Lecture Method

Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied)

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Traditional Written Exam

Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis.

Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys

Short Answer Exam

Multiple-Choice Exam

Oral Exam

It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific.

Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales


It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject.

Library, e-library, books, articles

Project Task

Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report

Internet databases, library databases, e-mail, textbooks, or supplementary books


It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades.

Worksheets, question bank, question pool, answer key

Performance Task

It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks.

Problem scenario texts, checklists, rubrics, grading scales

Peer Assessment Technique

Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor.

Peer evaluation form (can use in checklist rubric, grading scale form)

Group Assessment Technique

In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade.

Group evaluation form (can be used in contor list rubric, grading scale form)

Objective Structured Clinical Exam

It is a performance-based application designed to measure students' higher- order thinking skills. It aims to assess students' application and problem-solving skills.

Can use the checklist in rubric, rating scale form

Simulation-Based Evaluation

It is the evaluation of different clinical situations with a simulation or a model.

Can use the checklist in rubric, rating scale form

Course - Program Competencies Relations

ANESTHESIOLOGY and REANIMATION554544543454435004000
BASIC CLINICAL SKILLS I 110002000000000000000
BASIC CLINICAL SKILLS II212202001010100002200
BASIC CLINICAL SKILLS III535335540121333002100
Biological Regulation422110000101100120000
Cardiovascular & Respiratory System500230100204402553300
Circulatory&Respiratory Systems555325543322211003500
CLINICAL BIOCHEMISTRY (Elective)553440500000000000003
EMERGENCY MEDICINE332001310121120002000
Endocrine & Nutrition423000000002300443000
Endocrine & Urogenital Systems431440243305422404400
EVIDENCE BASED MEDICINE434434423343212432223
FAMILY MEDICINE (Elective)440004050400000005000
FORENSIC MEDICINE220222200102220332100
GENERAL SURGERY445555425324554214100
INFECTION DISE. and CLINICAL MICROBIOLOGY (Elective)134153321103131031004
INTERNAL MEDICINE554345433443444333200
Introduction to Clinics333233321011100000003
Introduction to Medical Science412321113243422205200
MEDICAL ENGLISH I000000000000000500000
MEDICAL ENGLISH II000000000000000500000
Neoplasia Hemopoetic System544343323333022200000
Nutrition & Metabolism211110011112100333400
PRECLINICAL OBSERVERSHIP 324231220242222000000
PUBLIC HEALTH225122245431211034233
İlişkili Ders Sayısı / 30/1121038582677470745447575062594942564265411125

Surveys for Students

Öğretim elemanı değerlendirme anketiKesinlikle katılmıyorumKatılmıyorumKısmen katılıyorumKatılıyorumKesinlikle katılıyorumFikrim yok
Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar.
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur.
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur.
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır.
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir.
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir.
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir.
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır.
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır.
Derse düzenli olarak gelir ve zamanı etkin kullanır.
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır.
Güncel konular hakkında öğrencileri bilgilendirir.
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder.
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur.
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur.
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır.
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir.
Ders güncel konu ve konuklarla desteklenir.
Yukarıdaki sorular dışında iletmek istedikleriniz

Numerical Data

Number of Students by years

Student Success

Graduate Success

Ekleme Tarihi: 09/08/2022 - 16:13Son Güncelleme Tarihi: 28/11/2022 - 10:06