Program Information
Amaç
The aim of the Faculty of Medicine English Program is to train physicians who possess scientific thinking, are committed to ethical values, adopt a patient-centered approach, consider public health, are open to lifelong learning, and are competent at national and international levels.Kazanılan Derece
UndergraduateKayıt ve Kabul Koşulları
Student admission to the program is specified in “the Student Selection and Placement System (ÖSYS) Higher Education Programs and Quotas Guide”.Mezuniyet Koşulları
The graduation qualification requirements for the Faculty of Medicine English Program are determined in accordance with the provisions of the Ankara Medipol University Associate Degree and Undergraduate Education and Examination Regulations and the Ankara Medipol University Faculty of Medicine Education and Examination Directive.Önceki Öğrenimin Tanınması
In the English Medicine Program, matters related to proficiency/level determination and exemption exams and the English preparatory class are conducted within the framework of the "Regulation on the Principles to be Followed in Foreign Language Teaching and Teaching in a Foreign Language in Higher Education Institutions" and the "Ankara Medipol University English Preparatory Class Education and Training Directive". For horizontal and vertical transfers, it is necessary to fulfill the conditions specified in the Ankara Medipol University Associate Degree, Undergraduate Education and Examination Regulation. Student admission to the English Medicine Program is made according to the principles determined by the Council of Higher Education (YÖK) and the Senate decision, in accordance with the relevant legislation. Students who have previously enrolled in another higher education institution in Turkey or abroad may have their credit and grade transfer requests evaluated by the relevant units, if they apply.Ders Planı- AKTS Kredileri
* Bu ders planı tablosunda gösterilen dersler öğrenci işlerindeki güncel ders plan bilgilerini göstermektedir.
** İlgili dönemde zorunlu dersler mutlaka açılırken, seçmeli ve programa bağlı seçmeli derslerin açılması tercih ve kontenjan durumuna bağlı olarak değişkenlik gösterebilir.
*** Mesleki klinik derslerin teorik ve uygulama ders saatleri, haftalık değil toplam ders saatini ifade etmektedir.
Her hangi bir dersin amaç, öğrenme kazanımları vs. detay bilgilerini görmek için aşağıdaki tabloda dersin ismine tıklayınız.
| 1. Sınıf Yıllık Dersler | ||||||
| Kodu | Ders | Dil | T+U | UK | AKTS | İndir |
| ISM1023091 | SCIENTIFIC EDUCATION PROGRAM I | İngilizce | 40+46 | 63 | 4 | |
| 01.Module | PRINCIPLES OF MEDICINE AND INTRODUCTION TO THE MEDICAL PROFESSION | İngilizce | 39+2 | 40 | 7 | |
| 02.Module | THE FUNDAMENTAL BUILDING BLOCKS OF LIFE | İngilizce | 48+2 | 49 | 7 | |
| 03.Module | CELL AND LIFE CYCLE | İngilizce | 61+4 | 63 | 8 | |
| 04.Module | CELL FUNCTION AND TISSUE | İngilizce | 25+4 | 27 | 5 | |
| 05.Module | MUSCULOSKELETAL SYSTEM | İngilizce | 41+26 | 54 | 8 | |
| 06.Module | BLOOD AND LYMPH SYSTEM | İngilizce | 28+6 | 31 | 5 | |
| 07.Module | CORRIDOR COMMITTEE (BASIC PROFESSIONAL SKILLS I) | İngilizce | 2+27 | 15.5 | 2 | |
| 1. Yarıyıl Ders Planı (Güz Dönemi) | ||||||
| Kodu | Ders | Dil | T+U | UK | AKTS | İndir |
| ISM1111087 | ACADEMIC COMMUNICATION SKILLS I | İngilizce | 28 | 28 | 2 | |
| ATA1120993 | ATATURK'S PRINCIPLES AND REVOLUTION HISTORY | Türkçe | 4 | 4 | 4 | |
| ATA1120994 | ATATURK'S PRINCIPLES AND REVOLUTION HISTORY | İngilizce | 4 | 4 | 4 | |
| DRS1113021 | TURKISH LANGUAGE | Türkçe | 4 | 4 | 4 | |
| TDL1113002 | TURKISH | İngilizce | 4 | 4 | 4 | |
| 2. Yarıyıl Ders Planı (Bahar Dönemi) | ||||||
| Kodu | Ders | Dil | T+U | UK | AKTS | İndir |
| ISM1212484 | ACADEMIC COMMUNICATION SKILLS II | İngilizce | 2 | 2 | 2 | |
Program Yeterliliği
Ability to work independently and take responsibility
Bases medical practice on the principle of “first, do no harm” (primum non nocere).
Manages treatment, rehabilitation and follow-up processes through a shared decision-making approach with the patient.
Demonstrates full compliance with medical ethical principles, professional values and legal legislation.
Carries out crisis management, within the limits of authority and responsibility, in unusual situations arising during service delivery.
Field-based Competence
Adopts the protection of human life and health through preventive measures as a primary professional duty.
Acts in accordance with the healthcare system and current health legislation of the country in which services are provided.
Applies critical thinking and evidence-based methods in resolving health problems.
Communication and Social Competence
Establishes effective communication based on mutual respect with patients, patients’ relatives and healthcare professionals.
Acts as an effective member of the multidisciplinary team in the delivery of healthcare services.
Provides the information and counselling services required in line with patients’ needs.
Collaborates with relevant stakeholders to promote the health of individuals and society.
Displays leadership qualities in professional practice and within healthcare organisations.
Learning Competence
Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning.
| Program Çıktısı TYYÇ Temel Alan Matrisi | |
| Temel Alan Yeterliliği | Program Yeterliliği |
| KNOWLEDGE | |
| Theoretical, Factual | |
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2 - Adopts the protection of human life and health through preventive measures as a primary professional duty. 3 - Evaluates the physiological and pathological changes that occur in body systems across the life cycle, together with their clinical implications. 4 - Conducts patient management processes in line with the principles of evidence-based medicine. 6 - Identifies safe, effective and cost-effective treatment options for patients. 9 - Acts as an effective member of the multidisciplinary team in the delivery of healthcare services. 11 - Collaborates with relevant stakeholders to promote the health of individuals and society. 16 - Applies critical thinking and evidence-based methods in resolving health problems. 18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning. | |
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4 - Conducts patient management processes in line with the principles of evidence-based medicine. 6 - Identifies safe, effective and cost-effective treatment options for patients. 16 - Applies critical thinking and evidence-based methods in resolving health problems. 18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning. | |
| SKILLS | |
| Cognitive, Practical | |
|
2 - Adopts the protection of human life and health through preventive measures as a primary professional duty. 3 - Evaluates the physiological and pathological changes that occur in body systems across the life cycle, together with their clinical implications. 4 - Conducts patient management processes in line with the principles of evidence-based medicine. 5 - Recognises medical emergencies and manages them effectively at the level of first response. 6 - Identifies safe, effective and cost-effective treatment options for patients. | |
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4 - Conducts patient management processes in line with the principles of evidence-based medicine. 6 - Identifies safe, effective and cost-effective treatment options for patients. 8 - Establishes effective communication based on mutual respect with patients, patients’ relatives and healthcare professionals. 10 - Provides the information and counselling services required in line with patients’ needs. 9 - Acts as an effective member of the multidisciplinary team in the delivery of healthcare services. 16 - Applies critical thinking and evidence-based methods in resolving health problems. | |
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4 - Conducts patient management processes in line with the principles of evidence-based medicine. 6 - Identifies safe, effective and cost-effective treatment options for patients. 14 - Uses technology while safeguarding communication protocols, the confidentiality of medical data and patient privacy. | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
|
9 - Acts as an effective member of the multidisciplinary team in the delivery of healthcare services. 15 - Displays leadership qualities in professional practice and within healthcare organisations. 17 - Carries out crisis management, within the limits of authority and responsibility, in unusual situations arising during service delivery. 18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning. | |
|
15 - Displays leadership qualities in professional practice and within healthcare organisations. 16 - Applies critical thinking and evidence-based methods in resolving health problems. 9 - Acts as an effective member of the multidisciplinary team in the delivery of healthcare services. 17 - Carries out crisis management, within the limits of authority and responsibility, in unusual situations arising during service delivery. | |
|
15 - Displays leadership qualities in professional practice and within healthcare organisations. 17 - Carries out crisis management, within the limits of authority and responsibility, in unusual situations arising during service delivery. 13 - Acts in accordance with the healthcare system and current health legislation of the country in which services are provided. 9 - Acts as an effective member of the multidisciplinary team in the delivery of healthcare services. | |
| Learning Competence | |
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16 - Applies critical thinking and evidence-based methods in resolving health problems. 18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning. | |
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15 - Displays leadership qualities in professional practice and within healthcare organisations. 16 - Applies critical thinking and evidence-based methods in resolving health problems. 18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning. | |
|
16 - Applies critical thinking and evidence-based methods in resolving health problems. 18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning. | |
| Communication and Social Competence | |
|
8 - Establishes effective communication based on mutual respect with patients, patients’ relatives and healthcare professionals. 10 - Provides the information and counselling services required in line with patients’ needs. 11 - Collaborates with relevant stakeholders to promote the health of individuals and society. | |
|
4 - Conducts patient management processes in line with the principles of evidence-based medicine. 6 - Identifies safe, effective and cost-effective treatment options for patients. 8 - Establishes effective communication based on mutual respect with patients, patients’ relatives and healthcare professionals. 9 - Acts as an effective member of the multidisciplinary team in the delivery of healthcare services. 10 - Provides the information and counselling services required in line with patients’ needs. | |
|
2 - Adopts the protection of human life and health through preventive measures as a primary professional duty. 8 - Establishes effective communication based on mutual respect with patients, patients’ relatives and healthcare professionals. 11 - Collaborates with relevant stakeholders to promote the health of individuals and society. 13 - Acts in accordance with the healthcare system and current health legislation of the country in which services are provided. 15 - Displays leadership qualities in professional practice and within healthcare organisations. | |
|
18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning.
| |
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14 - Uses technology while safeguarding communication protocols, the confidentiality of medical data and patient privacy.
| |
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2 - Adopts the protection of human life and health through preventive measures as a primary professional duty. 9 - Acts as an effective member of the multidisciplinary team in the delivery of healthcare services. 11 - Collaborates with relevant stakeholders to promote the health of individuals and society. 16 - Applies critical thinking and evidence-based methods in resolving health problems. 18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning. | |
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8 - Establishes effective communication based on mutual respect with patients, patients’ relatives and healthcare professionals. 10 - Provides the information and counselling services required in line with patients’ needs. | |
| Field-based Competence | |
|
12 - Demonstrates full compliance with medical ethical principles, professional values and legal legislation. 13 - Acts in accordance with the healthcare system and current health legislation of the country in which services are provided. 16 - Applies critical thinking and evidence-based methods in resolving health problems. | |
|
13 - Acts in accordance with the healthcare system and current health legislation of the country in which services are provided. 16 - Applies critical thinking and evidence-based methods in resolving health problems. | |
|
1 - Bases medical practice on the principle of “first, do no harm” (primum non nocere). 2 - Adopts the protection of human life and health through preventive measures as a primary professional duty. 11 - Collaborates with relevant stakeholders to promote the health of individuals and society. 17 - Carries out crisis management, within the limits of authority and responsibility, in unusual situations arising during service delivery. | |
|
12 - Demonstrates full compliance with medical ethical principles, professional values and legal legislation.
| |
|
8 - Establishes effective communication based on mutual respect with patients, patients’ relatives and healthcare professionals. 11 - Collaborates with relevant stakeholders to promote the health of individuals and society. 12 - Demonstrates full compliance with medical ethical principles, professional values and legal legislation. | |
|
2 - Adopts the protection of human life and health through preventive measures as a primary professional duty. 3 - Evaluates the physiological and pathological changes that occur in body systems across the life cycle, together with their clinical implications. | |
|
4 - Conducts patient management processes in line with the principles of evidence-based medicine. 5 - Recognises medical emergencies and manages them effectively at the level of first response. 15 - Displays leadership qualities in professional practice and within healthcare organisations. 17 - Carries out crisis management, within the limits of authority and responsibility, in unusual situations arising during service delivery. | |
|
5 - Recognises medical emergencies and manages them effectively at the level of first response. 4 - Conducts patient management processes in line with the principles of evidence-based medicine. 6 - Identifies safe, effective and cost-effective treatment options for patients. 15 - Displays leadership qualities in professional practice and within healthcare organisations. 17 - Carries out crisis management, within the limits of authority and responsibility, in unusual situations arising during service delivery. | |
|
9 - Acts as an effective member of the multidisciplinary team in the delivery of healthcare services. 11 - Collaborates with relevant stakeholders to promote the health of individuals and society. | |
|
4 - Conducts patient management processes in line with the principles of evidence-based medicine. 5 - Recognises medical emergencies and manages them effectively at the level of first response. 15 - Displays leadership qualities in professional practice and within healthcare organisations. 17 - Carries out crisis management, within the limits of authority and responsibility, in unusual situations arising during service delivery. 18 - Manages personal and professional development on an ongoing basis by internalising the skill of lifelong learning. | |
İstihdam Olanakları
Graduates may: · Work as general practitioners in public and private healthcare institution. · Pursue an academic career · Receive specialty training through TUS · Serve in healthcare management and research fields.Üst Dereceye Geçiş
Graduates may receive specialty training through the Medical Specialization Examination (TUS) or apply to graduate programs in related fields.Eğitim Türü
Full TimeÖlçme ve Değerlendirme
In calculating students' achievement grades, the evaluation and grading system specified in the Ankara Medipol University Associate Degree and Undergraduate Education and Examination Regulations and the Ankara Medipol University Faculty of Medicine Education and Examination Directive is applied.Bölüm/Program Başkanı
Head Of Department
Prof.Dr. Işıl İrem BUDAKOĞLUÖğrenme Durumları
Öğrenme durumları öğrencilerin yaratıcı, eleştirel, yansıtıcı düşünme becerilerini mantıksal, matematiksel düşünme becerileri gibi üst düzey düşünme becerilerini geliştirmeyi hedefler. Bunun yanında öğrencilerin meta-bilişsel becerilerini geliştirmeyi hedefler. Öğrenme durumları öğrenme stratejileri, yöntemleri, tekniklerinin yanında kullanılan araç gereçler ile ölçme değerlendirme yöntemlerini kapsamaktadır. Programlarda kullanılan öğrenme durumları aşağıdaki listede verilmiştir:
Öğrenme Durumları * | Başlıca öğrenme faaliyetleri | Kullanılan Araçlar |
|---|---|---|
Question–Answer Technique | Asking questions, critically evaluating responses, generating questions and answers, providing critique, analyzing and assessing creative responses, asking structured questions and producing answers, and asking closed-ended questions and generating responses. | Course textbooks, recommended readings, worksheets, question banks, and multimedia tools (text, images, graphics, drawings, audio, video, cartoons, and animations) are utilized. |
Multiple Choice Exam | ||
Multiple Choice Exam | ||
Patient File | ||
Demonstration | ||
Applied Coaching | ||
Case Studies | ||
Discussion Method | Listening, speaking, questioning, generating responses, developing opinions and inquiry, examining and researching viewpoints, producing critical thinking, and fostering creative thinking. | tandard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video, and animations), computers, projectors, online environments, conference halls, and workshops are utilized. |
Bedside Practice | ||
Lecture Method | Listening and speaking activities are emphasized, and techniques such as direct instruction, conferences, seminars, speeches, statements, and briefings are applied. | |
Bedside Practice | ||
Lecture Method | ||
Multiple choice questions, open-ended questions. | ||
Multiple-Choice Examination | ||
Oral Examination | Oral examinations are conducted to assess student-specific creative, critical, and reflective thinking skills, as well as cognitive abilities such as knowledge, comprehension, application, analysis, and synthesis. | Oral question banks/pools, answer keys, checklists, rubrics, and rating scales are utilized. |
Patient File | ||
Question and answer sessions, Demonstrations, Hands-on coaching, Case studies, Discussions | ||
Question–Answer Technique | ||
Oral Examination | ||
Structured oral exam | ||
Structured oral exam |
Ders - Program Yeterlilikleri İlişkileri
| Ders | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ANESTHESIOLOGY AND REANIMATION | 0 | 0 | 0 | 2 | 4 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 |
| BASIC MEDICAL PRACTICES | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 1 | 1 | 2 | 0 | 1 | 0 | 0 |
| BLOOD AND LYMPH SYSTEM | 0 | 0 | 5 | 0 | 2 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| BRAIN AND NERVE SURGERY | 0 | 0 | 2 | 1 | 1 | 2 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| CARDIOLOGY | 0 | 1 | 2 | 2 | 2 | 2 | 2 | 1 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 |
| CARDIOPULMONARY SYSTEM | 0 | 1 | 2 | 1 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| CARDIOVASCULAR SURGERY | 0 | 0 | 1 | 1 | 1 | 2 | 0 | 1 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| CELL AND LIFE CYCLE | 0 | 0 | 5 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| CELL FUNCTION AND TISSUE | 0 | 0 | 4 | 0 | 2 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 |
| CHEST DISEASES | 0 | 0 | 2 | 3 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| CHILD AND ADOLESCENT MENTAL HEALTH AND DISEASES | 0 | 1 | 1 | 2 | 0 | 1 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 |
| CHILDREN'S HEALTH AND DISEASES | 0 | 2 | 2 | 3 | 1 | 2 | 2 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 1 |
| CIRCULATORY SYSTEM AND RESPIRATORY SYSTEM | 0 | 0 | 5 | 1 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| CORRIDOR COMMITTEE (BASIC PROFESSIONAL SKILLS I) | 3 | 2 | 2 | 2 | 4 | 0 | 0 | 5 | 2 | 2 | 0 | 2 | 1 | 1 | 2 | 3 | 3 | 2 |
| CORRIDOR COMMITTEE (BASIC PROFESSIONAL SKILLS II) | 4 | 2 | 2 | 2 | 3 | 2 | 0 | 2 | 2 | 2 | 0 | 3 | 1 | 1 | 0 | 3 | 1 | 2 |
| CORRIDOR COMMITTEE (BASIC PROFESSIONAL SKILLS III) | 3 | 3 | 4 | 3 | 5 | 1 | 0 | 2 | 3 | 1 | 0 | 3 | 1 | 2 | 2 | 4 | 3 | 2 |
| DERMATOLOGY AND VENEREAL DISEASES | 0 | 0 | 3 | 2 | 0 | 2 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| DIGESTIVE SYSTEM | 0 | 0 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| EAR, NOSE AND THROAT DISEASES | 0 | 0 | 2 | 2 | 1 | 2 | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 |
| EMERGENCY MEDICINE | 0 | 0 | 1 | 3 | 5 | 3 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 1 | 3 | 0 | 4 | 0 |
| ENDOCRINE AND REPRODUCTIVE SYSTEM | 0 | 0 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| ENDOCRINE AND UROGENITAL SYSTEM | 0 | 0 | 3 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| ENTRANCE TO THE CLINIC | 0 | 0 | 0 | 3 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 0 |
| EYE DISEASES | 0 | 1 | 4 | 1 | 1 | 2 | 0 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| FORENSIC MEDICINE | 0 | 1 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 2 | 2 | 0 | 1 | 1 | 0 |
| FUNDAMENTALS OF THE DISEASE AND PUBLIC HEALTH | 0 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 |
| GASTROINTESTINAL SYSTEM | 0 | 0 | 4 | 1 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| GENERAL SURGERY | 0 | 0 | 4 | 1 | 1 | 5 | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 |
| GYNECOLOGY AND OBSTETRICS | 0 | 1 | 2 | 2 | 1 | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| GYNECOLOGY AND OBSTETRICS FIELD INTERNSHIP | 0 | 0 | 0 | 3 | 0 | 4 | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| INFECTIOUS DISEASES AND CLINICAL MICROBIOLOGY | 0 | 1 | 2 | 2 | 1 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| INTERNAL DISEASES | 0 | 1 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 0 | 1 | 1 | 1 | 1 | 0 | 2 | 0 | 0 |
| INTERNAL MEDICINE FIELD INTERNSHIP | 0 | 1 | 1 | 3 | 1 | 3 | 2 | 0 | 1 | 0 | 1 | 1 | 1 | 1 | 0 | 2 | 0 | 0 |
| MENTAL HEALTH AND DISEASES | 0 | 1 | 1 | 2 | 2 | 2 | 2 | 3 | 1 | 1 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 0 |
| MUSCULOSKELETAL AND SKIN SYSTEM | 0 | 1 | 3 | 2 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| MUSCULOSKELETAL SYSTEM | 0 | 0 | 5 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 |
| NEOPLAASIA AND HEMATOPOETIC SYSTEM | 0 | 1 | 3 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 |
| NERVOUS SYSTEM AND SENSORY ORGANS | 0 | 0 | 5 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| NEUROLOGICAL SYSTEMS AND PSYCHIATRY | 0 | 1 | 2 | 2 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| NEUROLOGY | 0 | 0 | 1 | 3 | 1 | 0 | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 |
| OCCUPATIONAL HEALTH AND WORKPLACE MEDICINE | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 1 | 2 | 0 | 0 | 1 | 0 | 1 |
| ORTHOPEDICS AND TRAUMATOLOGY | 0 | 0 | 1 | 2 | 2 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| PEDIATRIC SURGERY | 0 | 1 | 1 | 1 | 2 | 1 | 0 | 1 | 0 | 1 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| PHYSICAL MEDICINE AND REHABILITATION (PTR) | 0 | 0 | 1 | 2 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| PLASTIC, RECONSTRUCTIVE AND AESTHETIC SURGERY | 0 | 0 | 2 | 2 | 1 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| PRINCIPLES OF MEDICINE AND INTRODUCTION TO THE MEDICAL PROFESSION | 3 | 0 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 2 | 1 | 0 | 0 | 1 | 0 | 3 |
| PUBLIC HEALTH | 0 | 5 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 4 | 1 | 4 | 0 | 0 | 1 | 0 | 0 |
| RADIOLOGICAL | 0 | 1 | 1 | 5 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 |
| SCIENTIFIC EDUCATION PROGRAM I | 1 | 0 | 0 | 2 | 0 | 0 | 0 | 3 | 4 | 0 | 1 | 3 | 0 | 2 | 2 | 5 | 0 | 4 |
| SCIENTIFIC EDUCATION PROGRAM II | 2 | 0 | 0 | 1 | 0 | 0 | 0 | 3 | 4 | 0 | 2 | 4 | 1 | 2 | 3 | 5 | 2 | 4 |
| SCIENTIFIC EDUCATION PROGRAM III | 2 | 0 | 0 | 1 | 0 | 0 | 0 | 3 | 4 | 0 | 3 | 3 | 1 | 3 | 4 | 5 | 3 | 3 |
| SOCIAL PEDIATRIC INTERNSHIP | 0 | 3 | 1 | 2 | 0 | 2 | 0 | 1 | 0 | 1 | 3 | 0 | 0 | 1 | 0 | 0 | 0 | 1 |
| THE FUNDAMENTAL BUILDING BLOCKS OF LIFE | 1 | 0 | 4 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| THORACİC SURGERY | 0 | 0 | 0 | 2 | 1 | 3 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| TISSUE DAMAGE AND BASIC PHARMACOLOGY | 1 | 0 | 5 | 2 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 |
| URINARY SYSTEM | 0 | 0 | 5 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 0 |
| UROLOGY | 0 | 1 | 1 | 2 | 1 | 1 | 0 | 1 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 1 | 0 | 1 |
| İlişkili Ders Sayısı / 57/86 | 21 | 42 | 130 | 110 | 60 | 86 | 19 | 59 | 35 | 21 | 32 | 45 | 19 | 26 | 16 | 64 | 17 | 30 |