Tıp Lisans Diploması

ISCO:08 2211.01

ISCO:08 2211.01

To train physicians who possess the knowledge and skills necessary to protect, maintain, and improve individual and public health in accordance with societal needs; who adhere to ethical and professional values; who embrace interdisciplinary teamwork; who are capable of continuous professional development; and who can effectively use technology.

Our faculty offers a variety of qualified learning environments that support different stages of medical education. These environments are structured to help students apply theoretical knowledge and develop professional skills.

Students actively benefit from the following learning areas:

Lecture Halls and Classrooms: Our spacious and technologically equipped classrooms support all theoretical education activities.

PBL (Problem-Based Learning) Rooms: Our digitally supported PBL rooms are suitable for small group learning and promote student-centered education.

Skills Laboratory (Skills Lab): Our skills labs, equipped with models and simulators, enable students to safely learn and practice essential clinical skills.

Research and Experimental Laboratories: Fully equipped laboratories in fields such as molecular biology, microbiology, and biochemistry provide opportunities for basic and clinical science research.

Computer Laboratory and Digital Education Infrastructure: Computer labs and robust digital systems support students' individual learning and online access.

Library and Study Areas: Our library offers access to rich printed and digital resources, with quiet study areas for individual learning.

Clinical Practice Settings: Hospital wards, outpatient clinics, and intensive care units affiliated with our faculty serve as essential learning spaces for clinical training.

All these learning environments are continuously developed to provide a contemporary, integrated, and student-centered medical education.

The learning outcomes of the medical school aim to enable students to integrate basic and clinical medical knowledge for holistic patient care, develop ethical and professional attitudes, communicate effectively, acquire lifelong learning skills, and graduate as physicians who prioritize public health.

The main objective of medical education is to train physicians who are competent, ethically grounded, and committed to lifelong learning, capable of protecting and improving individual and public health. Accordingly, our faculty aims its graduates to obtain the following core competencies:

1.Medical Knowledge and Clinical Reasoning

Ability to integrate basic and clinical knowledge with public health, and to demonstrate analytical thinking in diagnosis, treatment planning, and patient follow-up.

2. Clinical and Professional Skills

Proficiency in patient examination, diagnostic and therapeutic interventions, emergency response, and procedural skills within an ethical and safe framework.

3. Communication and Patient Relations

Ability to communicate effectively, empathetically, and clearly with patients, families, colleagues, and healthcare workers.

4. Professional Attitude and Ethics

Commitment to ethical principles, respect for patient rights and confidentiality, and professional behavior aligned with the responsibilities of the medical profession.

5. Community and Public Health

Understanding of health issues at the community level, leadership in preventive medicine, and ability to evaluate health policies.

6. Scientific Research and Evidence-Based Medicine

Skills in scientific thinking, conducting research, analyzing data, and critically evaluating medical literature.

7. Lifelong Learning and Self-Development

Ability to self-assess, seek feedback, improve learning strategies, and actively contribute to professional development.

8. Interdisciplinary Collaboration and Leadership

Capacity to work effectively within healthcare teams, collaborate across disciplines, and assume leadership roles when appropriate

Exams

1) The class passing system is applied in the Faculty of Medicine. In order to

pass to the upper class, it is required to be successful in all the blocks and courses scheduled for that relevant year in the curriculum

2) Open ended questions, multiple choice questions, extended matching, fill in the gaps, Objective Structured Clinical Examination (OSCE), Clinically Oriented Reasoning Exam (CORE) and other similar kinds of examinations and types of questions can be used provided that previously announced. The Dean’s Office and the block committees decide what kind of devices or techniques shall be employed for the administration of the exams.

Block-end Exam

1) The block committee has the authority and the responsibility for the completion of end of the block and the make-up exams. The block coordinator checks the questions and the exam, and ensures that the required documents and questions are kept safely until the exam is made. After the completion of the exam, he/she receives the answer sheets and / or the evaluation documents or the data from the responsible staff and ensures that they are kept safely until the results are announced. After the announcement, examination documents are sent to the dean’s office to be archived.

Year-end and make-up exam

1) Year-end and make-up exams are structured by the class coordinators and co-coordinators. The class coordinator receives the answer sheets and / or the evaluation documents or data from the responsible staff at the end of the exam and ensures that the results are kept safely until the results are announced. After the announcement, examination documents are sent to the dean’s office to be archived after the exam results are announced.

Progress Exams

1) It is an exam which tests all objectives of Medical Doctors Education

Program and all classes take it simultaneously. Progress exam is undertaken at least twice a year by the Progress Exam Committee. The date of the exam announced 2 weeks before the exam.

2) There is no make-up or substitution exam for progress exams.

3) Four false answers nullify one true answer in progress exams.

4) Students in class I-V take all progress exams. Student’s exam note will be accepted as zero (0) in the case of missing an exam without an excuse. If there is a valid excuse and accepted by the Faculty Board, that exam will be excluded in the calculation of the student’s score.

5) Exam results of the students are evaluated by relative evaluation system depending on the required passing degrees for each class from I to V.

Exam analyses

1) Quality of the multiple-choice questions exams will be analyzed within

the 45 days after the exam by the Assesment and Evaluation Board and Student Affairs Office and presented to the Block Board to be evaluated.

Multidisciplinary practices

1) Multidisciplinary practices are determined by the program board among

the relevant class and block objectives by taking into consideration the skill objectives of the national CEP (national core educational program). The annual program of multidisciplinary practices is carried out by multidisciplinary practice board and block boards. The qualification report of each skill is filled by the instructor who gives the skill training, OSCE is made at the end of the year. Competence should be provided from all skills.

Students who have not been able to get the report card competence during the programmed training process must complete their inadequacy in compensation program. Students who cannot be qualified for all the skills declared in a school year cannot take OSCE.

2) Qualification report: Each student must certify that s/he has fulfilled the skills announced in one academic year at least once in the level of conscious proficiency.

3) Objectively Structured Clinical Exam (OSCE): They are the structured exams in which the multidisciplinary practices are evaluated at the end of the academic year.

Evaluation

1) The assessment of the exams are done by a maximum point of 100. When calculating the equivalents of the year end points in the 4 point system, the grade conversion table stipulated by the Council of Higher Education is taken as a basis. Success/ failure/absenteeism / exemption is made according to the grade and rating system in Table 1.

Calculation of year-end success score

1) At the first, second and third classes of Medical Program, to be able to

pass to the upper grade classes, the end of year achievement score must be 70 or higher in a maximum score of 100. The year- end achievement score is calculated with the multipliers in Table 2. In the calculation of points, the result is expressed by maximum of two digits after the dot. Final marks are scrolled to integer. (For example: 69.49= 69/ Fail; 69.50= 70 /

Successful)

a) Block Success Score:

i. Block-end Exam: The exam that is done at the end of the block.

ii. Calculation of block success score: The weighted average of the block-end exam in class 1-3, that is calculated by taking the block credit into consideration, has a 50% effect on the yearend success score.

b)PBL score: It consists of two components that contribute equally: PBL performance score and PBL exam score. The contribution of PBL score to the year-end success score is 10%.

i) During PBL sessions, student performance is assessed on a structured form.

ii)PBL exam score: It refers to the quiz in the second PBL session. If the student misses the exam, s/he is considered to have answered all the questions false. Students who cannot take the exam due to an excuse accepted by the Board of Directors are exempted from the quiz.

c) (Amendment:08.11.2018-2018/425) Progress exams: The average of the last two progress exams in Class 1-3 contributes to the year-end success score by 5%. For Class 1, 5% of the highest grade in the last two progress exams contributes to the year-end success score.

d) Multidisciplinary practices: Qualification must be obtained from all professional and clinical skills applications determined in the pre-graduate medical education program and the contribution to the year-end success score is 10%.

e) Final exam: It is a structured exam that includes the objectives of all blocks except elective blocks after completion of the curriculum. The final score must be at least 60 out of 100 points for the calculation of year-end success score. Students, who have a final exam score below 60 points, will have to take the make-up exam even if the year-end success score is 70 or higher with the participation of other contributing assessment grades.

Task Periods

(Class IV and V) student’s assessment is made according to the factors in Table 3, taking into the account the following components:

a) (Amendment: 08.11.2018-2018/425) In order to be successful in class 4-5, it is required to succeed from each block of the related class. The 4th and 5th class students must obtain a passing score of 70 out of 100 or above from all the blocks of that class to pass to the upper class, and must have provided the condition under sub-paragraph c). Block success score is calculated by factors in Table 3. In the calculation of the scores, the two digits after the comma are processed. The final scores are rounded to an integer (for example: 69.49 = 69 /Failed, 69.50 = 70 / Successful). A student who cannot fulfil the condition of success in all of the blocks of a class cannot begin an upper class education. In case of failure, only the failed blocks are repeated.

b) (Amendment: 08.11.2018-2018/425) The 5 % of the average score obtained by the student in the last two progress exams held in Classes 4-5 is added to each block score.

c) In order for a student to be successful in Classes 4-5, the student must take at least 50% of the highest score that can be obtained from each of the relevant clinical skills and patient management skills exams in each block exam. Otherwise the student is considered failed even if s/he obtains passing score from other components.

d) In the assessment of combined blocks in which the multiple disciplines carrying out of non-integrated programs (Mental disorders and elective block, Eye and Ear Nose Throat Diseases, Rash Diseases and Obstetrics and Gynecology), each discipline will be considered as a separate block and 70% success rate will be required for each.

(2) TASK Performance Score: It consists of the average of Task-end assessment score and bedside practice scores.

a) Bed-side practice performance score: Students' performance throughout the task and their participation in the clinical applications are evaluated. Its contribution to the block success score is 5%.

b) Task-end assessment score: It is a score that is given to the students during the presentation of patients and following the evaluation of the files prepared by students at the end of TASK.

Its contribution to the block success score is 10%.

(3) Clinical Skill Exam: It is a clinical skill exam conducted at the end of the block according to the block objectives. It is measured and evaluated by OSCE.

(4) Patient Management Skills Exam: It is a constructed written exam evaluating the symptoms, patient and disease management algorithms.

(5) Task Skill Application Report Card: These are the reports used for the application of occupational skills in Class IV and Class V which are determined in our Medical Education Program.

Education and evaluation of class 6 (year of family medicine=internship)

1) At the end of the fifth year, successful students who completed all the educational activities belong to the period defined as phase three, start their Family Medicine education.

a) The student maintains his / her education according to the education program that prepared by the department where he / she is trained and approved by the program board. Within the framework of the program, students are required to comply with the working conditions of the department, (participate in health services and laboratory study in working and off-hours, participate in patient visits, case presentations, conferences, seminars and similar) and perform these activities personally. Students' practices that in the internship skills report card must be approved by the responsible instructor. Internship scores of sixth grade students are determined according to Table 4.

b)The applications of the students who want to complete the maximum three months of their education in other medical faculties can be released by the Faculty Administrative Board decision providing the positive feedback of the related department and the internship faculty.

Applications must be submitted at least two months prior to the beginning of the internship.

c)Students from other national medical faculties and foreign medical faculties may perform one or more internships in our faculty with the approval of their faculty and our Faculty Administrative Board.

d) In order to graduate, class 6 students have to get a net of 25% of the total number of questions at least in one of the development exams since the beginning of the internship. Score average of development exams is added to the score average of final by 5%.

e) Family medicine students are evaluated according to the internship evaluation form criteria.

f) For the failed students, there is no make-up exam and the internship must be repeated. The year-end achievement score of family medicine is calculated according to the weighted average of the internship points at the rate of European Credit Transfer System.

In order to ensure the quality of higher education programs;

• YÖK is responsible for the planning, organization, management and supervision of education, training and other activities carried out in higher education institutions.
• "University Monitoring and Evaluation Reports" belonging to higher education institutions prepared annually within the framework of the criteria determined by YÖK are published. The reports containing quantitative and qualitative evaluations directed at higher education institutions prepared according to these reports are shared with the public by YÖK.
• "Foundation Higher Education Institutions Report" containing academic, administrative and financial data of foundation higher education institutions is published annually by YÖK. These reports, which contain quantitative and qualitative evaluations made for foundation higher education institutions, are shared with the public by YÖK.

Quality assurance of undergraduate programs in higher education is provided according to the "Procedures and Principles for Providing Quality Assurance of Higher Education Diploma Programmes":

1. Creation and Approval of Curriculum:

1.1. YÖK determines the minimum standards and criteria for the opening of undergraduate departments and programs in higher education institutions.

1.2. The curriculum of undergraduate programs in higher education institutions and the learning outcomes that each program will bring to the student are determined by the senates of higher education institutions in accordance with the basic principles determined by YÖK on these issues.

1.3. The curriculum of National Core Education Programs is implemented by higher education institutions with the approval of YÖK after being accepted by the relevant Deans Council.

2. Measurement-Evaluation: The measurement and evaluation of the learning outcomes that each undergraduate program will provide to the students is carried out in accordance with the education and training and examination regulations prepared by higher education institutions in accordance with the basic principles determined by YÖK in this regard.

3. Documentation: Undergraduate students who successfully complete the course credits and other obligations determined by higher education institutions receive a bachelor's degree.

4. Self-Evaluation-External Evaluation: Higher education institutions enter the "Institutional Evaluation Reports" of the previous year into the Information System prepared by the Higher Education Quality Council (YÖKAK) at the beginning of each year in the context of continuous monitoring. YÖKAK shares the "Institutional Feedback Report" it has prepared regarding the external evaluation of higher education institutions with the public. In addition, accreditation decisions given by accreditation institutions authorized or recognized by YÖKAK also indicate that the quality of the qualifications of the programs is assured. YÖKAK carries out regular review activities related to the qualifications determined by the legislation.

• To have graduated from a secondary education institution or from a foreign secondary education institution recognized as equivalent by the Ministry of National Education, and to have met the admission requirements of undergraduate programs of higher education institutions.

• To have been placed into the relevant undergraduate program of a higher education institution through the centralized examination conducted by the Measurement, Selection and Placement Center (ÖSYM), in accordance with the procedures and principles determined by the Council of Higher Education (YÖK).

• For admission to the Turkish Medical Program, a high school diploma and the results of the national Undergraduate Placement Examination are taken into consideration. For the placement of international students, the OMÜ Higher Education Examination (OMÜ-YÖS) score is considered. For the admission of international students to the Turkish-Medium Medical Program, a Turkish language proficiency certificate at the C1 level according to the Common European Framework of Reference for Languages (CEFR) from TÖMER or its equivalent, or at A or B levels according to the OMÜ Turkish Language Teaching Practice and Research Center's exam results, is required.

Medical school graduates whose diplomas are approved by the Ministry of Health can work as Family Doctors or Specialist Physicians in public or private health institutions. There is a two-year compulsory service requirement for all physicians who graduate from medical school.

1. Law No. 2547 on Higher Education

1.1. Regulation on the Principles of Transferring Credits Between Programs at Associate Degree and Undergraduate Levels in Higher Education Institutions, Double Major, Minor and Inter-Institutional Credit Transfer

2. Law No. 2547 on Higher Education (Additional Article-35)

2.1. Regulation on Higher Education Quality Assurance and Higher Education Quality Board

The document is valid continuously.