Faculty of Medicine

Yeditepe University Faculty of Medicine (YUTF) has accepted its first students in the 1996-1997 academic year and became the first Medical Faculty of a Foundation University in Turkey. YUTF is 6 years after the language school period and teaching is in English from its first day. Our faculty had 1209 graduates in 18 terms since 2002. Currently, there are 761 students including the preparatory language classes. 135 full-time and 60 part-time, a total of 163 lecturers and 27 research assistants work in YUTF.

In our faculty, basic medical information is given with an integrated education system in the first 2 years. The 3rd year is the period of admission to the clinic and the diseases of the systems described in the first two years are given in an integrated manner. Our students, who continue and successfully complete their compulsory clinical internship in the fourth and fifth years, are entitled to work as interns in the 6th year and graduate with the title of "Medical Doctor" at the end of this period.

The purpose of our training program is to train physicians who; knows the health problems of Turkey and the world; is equipped with the knowledge, skills and attitudes sufficient to provide and manage health services in primary care; knows, observes and applies the ethical rules of the profession; is open to up-to-date information at national and international level, thinks systematically; is researching and questioning, constantly renew and develop; can work as a team; uses technology sufficiently in medical science and related fields; has effective communication skills and leader qualifications.

Also, Yeditepe University Faculty of Medicine has played a pioneering role by being among the firsts in all accreditation systems in order to ensure that the education program achieves all goals. The Medical Education program to train the physicians of the future, is one of the few Private Faculty of Medicine that has the National Medical Education Accreditation. Since the National Medical Education Accreditation Board is recognized by the World Federation of Medical Education (WFME), our YUTF graduates have the chance to continue their careers in any country in the world. In 2007, YUTF with all its hospitals and units, became the first university hospital in Turkey to receive the Joint Commission International (JCI) with Academic Research Hospital accreditation, which focuses on international patient safety. YUTF has shown that success is not a coincidence by renewing the same success in 2010, 2014 and 2018.

If our successful students meet the necessary conditions, they can be accepted to our MD-PhD integrated doctorate program and graduate from our Faculty of Medicine by obtaining their PhD degree.

The high quality of the medical education given by the leading expert academicians in our clinical environments, equipped with the most advanced technologies and where the most advanced diagnosis and treatment methods applied, is an assurance for the future doctors

Prof. Sina ERCAN, M.D.
DEAN

Our university was established by the Istanbul Egitim ve Kultur (ISTEK) Foundation with Law No. 4142 in 1996 and its founder is Bedrettin Dalan. It is a foundation (private) university with a public legal personality and financial and administrative autonomy within the framework of the Higher Education Law.

Yeditepe University provides education for the information age with its contemporary education programs and practices. The main settlement of our university is named “26 August Campus”.

There are classrooms for the first three years of medical education, Basic Medical Sciences Laboratories, Clinical and Vocational Skills Laboratory, and other training areas, the Dean's Office, Department of Basic Medical Sciences on the campus.

In addition, Yeditepe University Knowledge Center, located on the campus, tries to provide the best service with its resources, according to the needs of academic and administrative staff, students and researchers. Books on Medicine and Health Sciences in the Knowledge Center collection are offered to users on open shelves according to the NLM (National Library of Medicine) classification system. The Knowledge Center area is supported by an internet connection from 80 points and each point has wireless internet support. The Knowledge Center operates 24/7.

The Faculty of Medicine Hospital was put into service in the 2005-2006 academic year in Bostancı, on the E-5 Highway. Clinical training continues in our hospital, Bagdat Street Polyclinic, and Balmumcu Eye Diseases Hospital.

In our faculty, basic medical information is given with an integrated education system in the first 2 years. The 3rd year is the period of admission to the clinic and the diseases of the systems described in the first two years are given in an integrated manner. Our students, who continue and successfully complete their compulsory clinical internship in the fourth and fifth years, are entitled to work as interns in the 6th year and graduate with the title of "Medical Doctor" at the end of this period.

Yeditepe University Faculty of Medicine has been granted Full Accreditation Status until 2020 by the Medical Education Programs Evaluation and Accreditation Association (TEPDAD), National Medical Education Accreditation Board (UTEAK). In 2019, YUTF applied to TEPDAD for re-accreditation. As a result of the valuation of the YUTF Undergraduate Medical Education Program Self-Evaluation Report (2019), the UTEAK Visiting Team and ultimately UTEAK decided to re-accredit our faculty for 6 years until 2026.

• Education protocol with the Ministry of Health, 2000
• Campus / Basic Medical Sciences Laboratories, 2000-2003
• Yeditepe University Hospital, 2005
• Renewal of the Education protocol with the Ministry of Health, 2003-2006
• Establishment of Clinical and Vocational Skills Laboratory, Start of Simulated Patient applications, 2005-2006
  
  • The purpose of establishing the Clinical and Vocational Skills Laboratory; primarily to provide skills training to preclinical and clinical entrance level students studying at the Faculty of Medicine. Also it is aimed to provide the necessary training and to evaluate the application invasive and non-invasive clinical procedures known as basic clinical skills such as history taking, physical examination, patient-physician relationship, communication skills and professional skills.
  • Considering the qualification-based education criteria, learning by doing and holistic learning approaches were added to this and humanistic education techniques were applied. ICP is a 3-year block program in our faculty, and carried out independently of committee courses. It is aimed to provide skills training to preclinical and clinical entrance students. In this context, it aims to provide feedback on students' performance, evaluate basic clinical and professional skills, and measure students' competence.
• First compliance effort on National Core Curriculum (NCC) 2005
• Teaching Teachers Course (University of Florida in collaboration with Yeditepe University Faculty of Medicine) , 12-15/12/2005 Teaching Teachers Course, "Epidemiology Methods: Beyond the basics for observational research design and analysis."
• Establishment of the Department of Medical Education, 2007
• Teacher Education Course (University of Illinois at Chicago College of Medicine DME in collaboration with Yeditepe University Faculty of Medicine Dep. of Med. Ed.), Teaching Teachers Course, “Curriculum Development and Change” “Standardized Patient / OSCE”, “Advanced OSCE”, 2007-2008
• The European University Association / SWOT ANALYSIS 2007
• Council of Deans of Medicine / National Board of Medical Education and Accreditation (UTEAK)
  
  • A member was sent to UTEAK upon request. Currently, a faculty member representing YUTF is actively working at UTEAK DEK.
• YUTF hosted the first Visiting Team Training Meeting of UTEAK. 25-26 September 2010
• Relations with the Association for the Advancement of Medical Education (TEGED)
  
  • ​Board Member of the Association for the Advancement of Medical Education, 2010-1012, 2012-2014, 2014-2016
• Improvement of Clinical Education
  
  • Cooperation with the 1^st, 2^nd, and 3^rd level institutions of the Ministry of Health should be carried out within an institutional structure in order to see and follow-up more patients, and to learn from the knowledge and skills of the different organizations.
• Trainer Development Program (YEGEP), 2011
  
  • In this program, a training group consisting of a minimum of 12 and a maximum of 18 of faculty members involved in the educational activities carried out for students, other members of the healthcare team, and colleagues, strengthens their knowledge and skills with effective, current and valid methods in terms of education and assessment-evaluation skills. It is aimed to train all of the participants in Yeditepe University Faculty of Medicine to take responsibility in the management of measurement-evaluation processes.
  • Educational Practices Module 1: 26-27 February 2011 Basic Knowledge and Skills in Medical Education
  • Educational Practices Module 2 : 26-27 March 2011 Introduction to Assessment and Evaluation – Testing Knowledge
  • Educational Practices Module 3 : 30 April-01 May 2011 Testing Students' Skills and Performance Evaluation
• Hosted the National Congress of Association for the Advancement of Medical Education (TEGED) 2014
• Yeditepe University Faculty of Medicine, Department of Medical Education; Established the Trainer Development Program (YEGEP). Education of the trainer courses have been organized within the scope of YEGEP since the beginning of 2015. Our faculty attaches great importance to these trainings. Dean's Office organizes these trainings and they are given by the Department of Medical Education. At the end of the training, the trainees are certified by the Dean's office.
• Yeditepe University Faculty of Medicine has been granted with Full Accreditation until 2020 by the Medical Education Programs Evaluation and Accreditation Association (TEPDAD), National Medical Education and Accreditation Board (UTEAK).
  
  • Yeditepe University Faculty of Medicine applied to the National Medical Education Accreditation Board (UTEAK) of the Medical Education Programs Evaluation and Accreditation Association (TEPDAD), which is recognized by the World Medical Education Federation (WFME) and the Council of Higher Education (YÖK) (February 2013).
  • Yeditepe University Faculty of Medicine Pre-Graduation Medical Education Program has been determined to meet the National Pre-Graduate Medical Education National Standards of Turkey. As a result of the evaluation made by the National Medical Education Accreditation Board, with the decision taken at the meeting of the TEPDAD Board of Directors dated 11.04.2014, the program has been accredited until 01.01.2020.
  • Thus, Yeditepe University Faculty of Medicine became the 21st medical school accredited by the Association for Evaluation and Accreditation of Medical Education Programs, National Medical Education Accreditation Board.
• Yeditepe University Hospital and its affiliates were accredited by JCI (Joint Commission International) on November 2, 2007. In other words, it became the first Turkish University Hospitals Group to document its quality and success at an international level. After being accredited for the second time in 2010, it was accredited by JCI for the third time in 2014, including the new standards for Academic Medical Center Hospitals, proving that its quality is sustainable.

The faculty of Medicine or Medical Faculty aims to train physicians who work to eliminate individual, national, and international health problems, to cure diseases and to find permanent solutions to these diseases, and to increase the quality of life of people.

Students of the high schools with the department of Mathematics and Science are entitled to receive education in the Faculty of Medicine by reaching the determined points. In general, apart from the preparatory language period, in the department, which covers a 6-year undergraduate education, the first 3 years consist of theoretical courses such as preclinical anatomy and science, while the next 3 years consist of clinical courses that include practice. All sub-branches of medical science are given to students during this education.

Basic Medical Sciences
Clinical Medical Sciences
Surgical Medical Sciences

Score type	General quota	Enrolled	Minimum Score	Maximum Score
MS* - Full scholarship	8	8	525,21435	535,07162
MS – Half scholarship	16	16	498,07353	517,62676
MS – Without a scholarship	60	60	456,7505	498,02185

MS = Department of Mathematics and Science in the High School

Our students in the Faculty of Medicine who are successful in terms of ranking and score at the Student Selection and Placement Exam can benefit from scholarship opportunities. You can view the scholarship requirements of the Faculty of Medicine here.

Our University's Faculty of Medicine aims to train physicians who are aware of health problems and developments both in Turkey and in the world; have the knowledge and competence to provide health services; pay maximum attention to ethical rules and apply these rules; pursue new information in the national and international field with their researcher and questioning personality, and prone to teamwork with high communication skills.

Our faculty, which offers education in English, provides its first three years of education with simulation studies. At the same time, OSCE Equipped Clinical and Vocational Skills Laboratory is used for the development of both professional and communication skills; clinical procedures are taught with simulated patients, anatomical models, and audio-visual materials.

In addition to Medical Specialization Education, students can also continue an integrated doctorate program within the Institute of Health Sciences.

 

Employment Status of Our Graduates

 

  Air Force HQ / Family Medicine

• Istanbul Fatih Sultan Mehmet Training and Research Hospital
• Istanbul Training and Research Hospital
• Istanbul Kartal No.1 Family Health Center, Family Physician
• Istanbul University, Faculty of Medicine
• Istanbul Yeni Yuzyil University, Faculty of Medicine
• Istanbullu OSGB Occupational Physician
• Kadikoy District Health Department
• Kafkas University
• Karabuk Eskipazar district integrated hospital
• Kartal Training and Research Hospital
• Kocaeli Public Health Directorate, Cancer Branch Manager
• Koc University Hospital
• Kosuyolu Training and Research Hospital
• Kuzguncuk Ethem Arutan Family Health Center, Family Physician
• Kucukcekmece District Health Department, ACSAP & KETEM
• Malkara State Hospital
• Maltepe University, Faculty of Medicine Training and Research Hospital
• Marmara University Training and Research Hospital
• Medicana Health Group
• Medistate Kavacik Hospital
• Nizip State Hospital
• Okmeydani Training and Research Hospital
• Ministry of Health, Umraniye Training and Research Hospital
• Sancaktepe Training and Research Hospital
• SBU Kartal Dr. Lutfi Kirdar Training and Research Hospital
• İstanbul Sisli Hamidiye Etfal Training and Research Hospital
• Teva Medical Manager
• Trakya University
• Umraniye Training and Research Hospital
• Viransehir State Hospital
• Gilead Sciences
• Goztepe Training and Research Hospital
• Beylikduzu Community Health Center
• Beyoglu Community Health Center
• Bursa Osmangazi District Health Department
• Cekmekoy District Health Department
• Dermalife
• Dumlupinar University Faculty of Medicine
• Duzce University
• Gazi University, Faculty of Medicine
• Gelişim Medical Laboratories / Private Goztepe Hospital
• Yapı Kredi Bank Occupational Physician
• Yeditepe University hospital
• Yeditepe University
• Beykoz Community Health Center
• Medipol University
• Bakirkoy Psychiatric and Neurologic Hospital
• Balikesir University
• Baskent University
• Maltepe University
• Haydarpasa Numune Training and Research Hospital
• Istanbul University
• Jersey Shore University Medical Center
• Agri State Hospital
• Turkiye Yuksek İhtisas Training and Research Hospital
• Babaeski State Hospital
• Bahcelievler Central Family Health Center
• Akyazi No. 3 Family Health Center
• Ortabayir Family Health Center, Family Physician
• Gaziosmanpasa Private Hospital

MISSION
To protect and promote health, nationwide and beyond, by promoting innovation and excellence in education, health care, and research.

VISION
To be the benchmark in standards and performance for the maintenance and development of health.

VALUES and PRINCIPLES
Visionary leadership, investment in people, integrity, teamwork, good governance, strategic management, innovative thinking, problem-solving and commitment to excellence.

EDUCATION, SERVICE, AND RESEARCH PURPOSES

INSTITUTIONAL FRAMEWORK OF AIMS AND OBJECTIVES*

*To transform the objectives into practices that can be measured, monitored, re-evaluated, and improved through strategic planning, detailed definitions of; sequence number of objectives, category of objectives, objective type, and sub-type, objective name, definition of the objective, objective value, current value, indicator, assessment attendant, decision/implementation officer, action plan/work packages/outputs officer; will be made in a separate study.

AIM

For education, service, and research purposes, by legal regulations and current good governance principles, able to monitor external and internal environmental dynamics in real-time, determine strategic orientation, construct organizational structure effectively and dynamically, evaluate effectiveness and outputs, and accordingly determine internal structure and functioning. It is a structure and operation that can be developed.

OBJECTIVES

1. Framework Organizational Structure and Functioning for Education, Service, and Research Purposes:

1.1. By following current legal regulations and good governance practices, appropriate organizational structure (upper management, middle management, technical support staff, managerial support staff, technical core staff) and functioning (aim and objectives, strategy, environment, extend, culture, technology, managerial) for education, service and research purposes.

1.2. It is the real-time monitoring of external and internal environment dynamics related to education, service, and research purposes, and reporting them to the relevant management positions.

1.3. For strategic management; In communication/interaction/reconciliation with internal and external partners, the mission, vision, corporate goals and objectives, operational objectives and targets related to education, service and research functions, and competitive strategies are determined.

1.4. It is the preparation and enforcement of regulations related to education, service, and research functions in consensus with internal and external partners.

1.5. It is the determination of the management and executive organizational structure related to education, service, and research functions.

1.6. It is the determination of directives and working principles related to education, service, and research functions in consensus with internal and external partners.

1.7. It is the execution of administrative processes related to education, service, and research functions following the determined organizational structure and functioning.

1.8. It is the renewal and development of aims and objectives related to education, service, and research functions, regularly or when necessary, to realize the corporate vision and mission per values and principles.

2. Communication and Interaction:

2.1. It is the description, announcement, and operation of a versatile communication and interaction structure (for the internal and external environment and internal and external partners; feedback, announcements, promotions, briefings, assignments, and regulations) for all objectives.

3. Internal and External Partners:

3.1. It is the determination of internal and external, national and international partners, with which the medical faculty will cooperate to achieve its educational, service, and research aims and objectives, and to review them regularly and renew them when necessary.

3.2. It is the regular review and update of the education, service, and research aims and objectives of the medical faculty together with internal and external partners.

4. Determination of Necessities:

4.1. Continuously detecting and updating needs of education, service, and research with feedback or suggestions received from students, healthcare professionals, patients, patient companions, healthy individuals and society, service and product providers, professional organizations and regulatory bodies, and/or from these and other internal and external partners.

4.1.1. It is the regular and necessary evaluation of the internal and external environment concerning education, service, and research functions. (SWOT, feedback, benchmarks, etc.)

4.1.1.1. It is to receive feedback from internal and external partners regularly and when necessary, about the needs in the context of the training, service, and research functions and outputs being carried out, or about their new functional needs.

4.1.1.2. Benchmarking is made at regular intervals and when necessary, with other institutional structures, internal and external, national and international, in terms of education, service, and research purposes.

4.1.1.3. Continually keeping up with the current developments in the national and international medical literature regarding education, service, and research purposes.

4.1.2. Based on the data obtained, it is the updating of existing education, service, and research needs or the determination of new functional needs.

EDUCATIONAL AIMS AND OBJECTIVES*,**

* To transform the targets into practices that can be measured, monitored, re-evaluated, and improved through strategic planning, and detailed definitions of “objective sequential number, objective category, objective type and sub-type, objective name, objective definition, target value, current value, indicator, assessment attendant, decision/implementation officer, action plan/work package/outputs officer, will be made in a separate study.

**Detailed “Strategic Plan Objectives Document” is attached for the trainer component and the training environment/training materials component (for Phase 4/5/6).

AIM

To develop and constantly renew the medical education programs at lifelong learning levels, for the undergraduate and postgraduates, as well as graduate physicians, healthy individuals, patients, patient companions, and society, to contribute to the provision of healthy life in harmony with nature (“ars vivere in concordia cum natura”; “the art of living in harmony with nature”), by and beyond the principles of contemporary adult education and current medical education paradigm.

OBJECTIVES

1. Expected Outputs:

1.1. It is to increase the health awareness of society and individuals through education and thus contribute to the protection of the health of the individual, the society, and the living and non-living environment.

1.2. To provide medical education to students at undergraduate and postgraduate levels.

1.3. To support lifelong learning for graduate physicians, healthy individuals, patients, patient relatives, and society.

2. Design, Implementation, Continuous Renewal and Upgrade of the Education Programs:

2.1. Identifying, communicating, and using needs:

2.1.1. It is the evaluation of the internal and external environment at regular intervals and when necessary. (SWOT)

2.1.2. Benchmarking is made at regular intervals and when necessary, in terms of educational functions, with internal and external, national and international institutional structures.

2.1.3. Receiving feedback or suggestions on training needs at regular intervals and as needed, from students, healthcare professionals, patients, patient companions, healthy individuals and the community, service and product providers, professional organizations, regulatory agencies, or other internal and external partners.

2.1.4. Continuing to monitor the current developments in the national and international medical literature about its educational functions.

2.2. Setting, announcing, and enforcing aim, outputs and objectives:

2.2.1. The purpose is to define the outputs and objectives in consensus with internal and external partners, considering their compliance with the National Core Education Program.

2.2.2. The purpose is to announce the outputs and targets to internal and external partners.

2.2.3. The aim is to ensure that the outputs and objectives are used in the training program.

2.3. Paradigm and model identification, announcement, and implementation:

2.3.1. Depending on the current medical education paradigm, appropriate models are selected, the trainers are trained, they are structured together with the corresponding teaching/learning methods and educational resources and opportunities, and they are used in the medical education program.

2.4. Identifying, announcing, and implementing teaching and learning methods:

2.4.1. It is to determine the teaching and learning methods compatible with the adopted medical education paradigm and model(s), to provide training for trainers, to schedule and plan, to prepare and announce the necessary teaching/learning methods and educational resources and opportunities, and to ensure that they are used in the medical education program.

2.5. Identification, announcement, and implementation of educational resources and opportunities (educational environment, training materials, support systems):

2.5.1. Required for the application of the adopted medical education paradigm, model(s), teaching/learning methods, and measurement-evaluation methods;

2.5.1.1. trainer,

2.5.1.2. administrative support and other support human resources,

2.5.1.3. time,

2.5.1.4. infrastructure,

2.5.1.5. educational resources and opportunities (educational environment, educational materials/tools, and other support systems),

2.5.1.6. planning, preparing, announcing, and ensuring the cost of elements

2.5.2. To provide education with up-to-date scientific and technological educational environments, educational resources, and opportunities.

2.5.3. To support educational processes with administrative support and other support personnel with professional competence and experience.

2.6. Determination, announcement, and application of assessment-evaluation methods:

2.6.1. It is to determine the assessment-evaluation methods suitable for the defined objectives of the medical education program and teaching/learning methods, to provide the training of trainers, to plan by scheduling, to prepare and announce the necessary educational resources and opportunities, and to ensure that they are used in the medical education program.

2.7. Determining, announcing, and enforcing regulations regarding students:

2.7.1. Adopting, announcing, and implementing a policy of recruitment, selection, and number of students in compliance with educational resources and opportunities, in compliance with legal regulations, fair, equitable, and non-discriminatory.

2.7.2. To provide students with representation, continuous communication, consultancy, lifelong learning, independent work, career management, national and international exchange mobility, social, cultural, artistic, and sportive opportunities throughout and through the education program, to announce and make available to them.

2.8. Determining, announcing, and applying regulations regarding trainers:

2.8.1. It is to provide education with a sufficient number of qualified trainers who know and apply the principles of contemporary adult education and current medical education paradigms and constantly improve themselves and their education program, and have a trainer education certificate.

2.8.2. It is the satisfaction of the trainer's needs of the training program. 2.8.3. Announcing and communicating the trainers of the training program to internal and external partners.

2.8.4. To ensure that the training program is implemented by the trainers following its aims and objectives.

2.9. Determination, announcement, and implementation of program evaluation methods:

2.9.1. It is the determination of the necessary methods for the evaluation of all the elements (student, trainer, etc.) that make up the training program, the determination of the practitioners, the necessary preparations for the implementation, the announcement, the collection and analysis of the data by ensuring confidentiality and security, and its use for program evaluation and continuous renewal and development.

2.10. Determining, announcing, and putting into effect the structure of continuous renewal and development:

2.10.1. To continuously renew and develop an ongoing training program obtaining;

2.10.1.1. Collecting and constantly updating the training needs data and/or

2.10.1.2. feedback data received from internal and external partners at regular intervals or when necessary, and/or

2.10.1.3. Benchmarking data made at regular intervals or when necessary with other in-house and external national and international training programs and/or

2.10.1.4. It is to obtain current development data determined by constantly monitoring national and international medical education and research literature in medicine.

2.10.2. Based on the monitoring data, the general strategies, the regulation, the management and executive organizational structure, the operating directive, and the working principles concerning the training function are regularly reviewed and renewed when necessary, in communication/interaction/reconciliation with internal and external partners.

2.10.3. Based on the follow-up data, the current training program in communication/interaction/reconciliation with internal and external partners is reviewed periodically and renewed as necessary;

2.10.3.1. aim, outputs and objectives,

2.10.3.2. paradigm and models,

2.10.3.3. teaching and learning methods,

2.10.3.4. educational resources and opportunities (educational environment, educational materials, support systems),

2.10.3.5. regulations for students

2.10.3.6. regulations on trainers,

2.10.3.7. program evaluation methods,

2.10.3.8. the structure of continuous renewal and development itself

 

SERVICE AIM AND OBJECTIVES*

*To transform the objectives into practices that can be measured, monitored, re-evaluated, and improved through strategic planning, detailed definitions of; the sequence number of objectives, category of objectives, objective type, and sub-type, objective name, definition of the objective, objective value, current value, indicator, assessment attendant, decision/implementation officer, action plan/work packages/outputs officer; will be made in a separate study.

AIM

It is to carry out scientific research to offer the most advanced health promotion, prevention, diagnosis, and treatment methods that concern public health, and to provide a modern, high-quality health service that is suitable for needs and expectations, and that respects patient rights.

OBJECTIVES

1. To ensure the establishment of health service application units or units to support research, education, and practices in the field of health services.

2. To ensure that the most advanced health promotion, prevention, diagnosis, and treatment methods that concern public health are offered as a modern, high-quality health service that complies with needs and expectations, and that respects patient rights.

3. To ensure that scientific research is carried out for the development of the most advanced health promotion, prevention, diagnosis, and treatment methods that concern public health.

RESEARCH AIM AND OBJECTIVES*

AIMS

1. To conduct basic, translational, and clinical research at world standards, which can be published in journals within the SCI and SCI-Expanded indexes, and whose results can be converted into products and services.

2. In parallel with the dynamics in health determinants, it is to conduct research and raise awareness in society, considering the regional and global health needs and priorities of the society.

3. To have an institutional mechanism to identify and update priority and focused research areas and topics, and to encourage freelance research.

4. Ensuring the qualitative and quantitative adequacy of research resources (human resources, knowledge-skills-education, physical infrastructure, time, technology, funding, communication, interaction, and cooperation).

GOALS FOR OBJECTIVES

OBJECTIVE 1. To conduct basic, translational, and clinical research at world standards, which can be published in journals within the SCI and SCI-Expanded indexes, the results of which can be converted into products and services.

Goal 1. The total annual number of scientific publications, number of citations, and citation impact value compared to national, world, and European "league" performances should be in the top 10%, 25%, and 50%, respectively.

Goal 2. An increase in the total annual number of national and international patent applications and documentation, utility models, or industrial design documents compared to the "benchmark criteria".

OBJECTIVE 2. To carry out research and to raise awareness in society, considering the regional and global health needs and priorities of the society in parallel with the dynamics in health determinants.

Goal 1. To have at least 10% of research in the focused research areas 

Goal 2. The use of tools aimed at informing the public about current health problems, needs, and priorities, and research conducted on these issues, by researchers at least once a year, to raise awareness in society.

OBJECTIVE 3. To have an institutional mechanism to identify and update priority and focused research areas and topics and to encourage freelance research.

Goal 1. Establishment of a “Research Strategies Board” to identify and update priority and focused research areas.

Goal 2. Determination of focused research areas by the Research Strategies Board and their announcement by updating them at regular intervals.

Goal 3. Monitoring of research resources (funding, human resources, technological requirements, research collaborations, scientific meeting/training/course organization, scientific meeting/training/course participation, etc.) by the Research Strategies Board, according to the planned categories, and the results of the follow-up annually research once (at the end of the year)

Goal 4. Monitoring by the Research Strategies Board that at least 30% of the funding resources are allocated to freelance research and announcing the follow-up results to researchers and decision-makers once a year (at the end of the year).

Goal 5. Monitoring by the Research Strategies Board that at least 5% of the funding resources are allocated to educational research and announcing the follow-up results to researchers and decision-makers once a year (at the end of the year).

Goal 6. The increase in the research in each category according to the "benchmark criteria" in their categories, the follow-up by the Research Strategies Board, and the announcement of the follow-up results to the researchers and decision-makers once a year (at the end of the year).

OBJECTIVE 4. To ensure the qualitative and quantitative adequacy of research resources (human resources, knowledge-skills-education, physical infrastructure, time, technology, funding, communication, interaction, and cooperation).

Goal 1. Ensuring the quantitative and qualitative adequacy of human resources in the categories of faculty members, specialists, technical personnel, students (undergraduate, graduate, doctoral, and specialist students), and support personnel participating and supporting research activities by the senior management, monitoring by the Research Strategies Board and announcement of follow-up results to researchers and decision-makers once a year (at the end of the year)

Goal 2. Ensuring quantitative and qualitative competence in terms of acquiring, maintaining, and developing the knowledge, skills, and training to be used by researchers in research activities by the senior management, monitoring by the Research Strategies Board, and announcing the follow-up results to researchers and decision-makers once a year (at the end of the year).

Goal 3. Ensuring the quantitative and qualitative adequacy of the physical infrastructure to be used by researchers in research activities by the senior management, monitoring by the Research Strategies Board, and announcing the follow-up results to researchers and decision-makers once a year (at the end of the year).

Goal 4. Ensuring the quantitative and qualitative adequacy of the time to be used by researchers in research activities by the senior management, monitoring by the Research Strategies Board, and announcing the follow-up results to researchers and decision-makers once a year (at the end of the year).

Goal 5. Ensuring the adequacy and adequacy of the interpretative developments in the use of the research by the senior management, monitoring by the Research Strategies Board, and announcing the monitoring results to the death and decision makers once a year (at the end of the year).

Goal 6. Ensuring the adequacy of the quantitative and quality of in-house and non-institutional research funds in the research institution, institution, and the degree of obtaining one of them, monitoring by the Research Strategies and the monitoring results are put into service and decision-making once a year (at the end of the year) and notify to the decision makers.

Goal 7. Ensuring quantitative and qualitative competence for communication, interaction and cooperation opportunities between centers and disciplines at internal and external (national and international) scales to be used by researchers in research activities, by senior management, monitoring, and monitoring results by the Research Strategies Board to be announced to researchers and decision-makers once a year (at the end of the year).

RESEARCH STRATEGIES WORKSHOP REPORT

With Erasmus+ and other student exchange programs, Medical students have the opportunity to study abroad. Especially with Erasmus+, a European Union program, a different culture is seen in the place and students gain experience. The development of social skills along with education provides convenience for students when they enter occupational life.

The Faculty of Medicine cooperates with higher education institutions in different countries of the world, which are respected for their quality in terms of medical education. Here, you can examine the higher education institutions with which the faculty cooperates within the scope of exchange programs and the criteria of student exchange programs.

Whether undergraduate students want a diploma or obtain a certificate from a different department, it is possible with double major and minor programs. In a double major, the courses taken in addition to the major education provide knowledge in a different field. Students who meet the specified conditions, especially with their high-grade averages, can apply for double major and minor programs. You can review the requirements of the Faculty of Medicine regarding double major and minor branches here.