pre-graduation training methods

EDUCATION METHODS

Akdeniz University Faculty of Medicine uses different educational methods, including practices that develop students' independent learning skills. In all small group activities, it is ensured that the number of students does not exceed eight. Training guides, which are updated every year, are prepared for students regarding the trainings carried out in small groups. Reflections are used for lectures, and sheets are used for laboratory applications. Educational methods and practices applied in our faculty are given below:

Amphitheater lectures
It is applied in Period I, II and III, which are pre-clinical education. In the pre-clinical period, approximately half of the courses are given as lecture courses.

Classroom lectures
In the clinical period, about half of the courses are given in small groups in the form of class lectures

Laboratory applications
It aims to reinforce the theoretical knowledge of the students and enable them to understand visually. It is included in the pre-clinical period at a rate of 20%.

Clinic Introduction Session
After explaining the normal structure and functioning (such as Anatomy, Physiology, Histology) in semesters 1 and 2, it is the education in which the common diseases of the relevant organ systems, which are frequently included in NCCAP-2020 and common diseases in the society, are explained by the relevant clinical faculty members.

Skill training applications
It is the practice of the skills required by the profession of medicine on models and mannequins with a humanistic approach and with the goal of complete learning before encountering the real patient. It is included in the pre-clinical education program at a rate of 10%.

Education in the clinic
It covers 50% of the clinical education period. These are activities that provide clinical competence under the supervision of an instructor, mostly through bedside training with real patients or by practicing on models.

Symptom Based Education
With the Symptom-Based Education Program, the education program is an education model that is presented in accordance with real life, starting from the patient's complaint, explaining all the diseases that cause this complaint by the relevant clinical faculty members, and explaining how to solve the patient's problem with an approach (such as anamnesis, physical examination, evaluation with examinations, differential diagnosis and diagnosis) in a patient with similar complaints.

Independent study hours
These are the periods in the curriculum and between PBL sessions for students to review what they have learned on certain days and hours of the week and to prepare for new course sessions.

Community-based education practices

Field applications
In order to enable students to recognize and learn the characteristics of the society they will serve, PBL sessions are included in PBL sessions in Term I, Community Based Medicine Block in Term III, and Public Health and Forensic Medicine Internships during the Candidate Doctorate period.

Professional practice outside the unit
Students of the Faculty of Medicine who have successfully completed Term IV are required to make an observational "Health Institution Visit" practice for at least 10 (ten) working days before starting Term V. This practice is carried out in health institutions outside our hospital that meet the criteria determined by the Education and Training Coordination Board in line with the objectives of the practice.
STUDENT-CENTERED PRACTICES

Flipped education
In Flipped Education, the course content is prepared by the relevant faculty member as a video recording in a professional studio. The prepared course content is made available to students online in the education program. A few days after the relevant content is watched by the student, the information content is reinforced by discussing the facts (written or real) in a discussion session where the lecturer and students come together in a discussion session through questions.

Problem Based Learning
Problem Based Learning has been implemented in our faculty since 2002-2003 academic year in the form of a one-week module with an educational facilitator and a small group of 8-10 people in Term 1 and II. It is based on solving a health problem identified on the basis of a scenario. The scenario includes social, biological, behavioral and ethical objectives and includes a realistic and easily understandable phenomenon. There are ten PBLs, five each in Term I and Term II. PBL weeks include independent study hours, field studies and subject-related applications. It covers an area of 10% in pre-clinical education.

Special Study Modules
These are practices within the education program that provide students with the opportunity to study in-depth in a field of their choice by giving them elective opportunities. Each group has at least one advisor and some SCMs can be multidisciplinary. It takes place at a rate of 2% in pre-clinical education. In SCMs, the majority of students are placed in their first choice. Students who cannot be placed in their preferences due to excess demand are placed in the nearest SCM according to the principles determined by the SCM board. SCM studies are presented at the "Mediterranean Medical Student Days" held at the end of the year. SCMs are evaluated with structured forms. SCMs contribute 5% to the final grade for the year.

Social Awareness Projects
TDPs are practices that enable students to increase their sense of belonging to the university and society, to be in different social environments, to instill the awareness that making positive contributions to the society they live in is also a social responsibility, and to take part in a team work that can organize to contribute to society. It is implemented in Term I before the clinical period. TDP studies are presented at the "Mediterranean Medical Student Days" held at the end of the year. TDPs are evaluated by jury evaluation forms.

Voluntary Research Block
Launched as a pilot application in the 2009-2010 academic year, these are elective applications in which 3-4 students take part in Term III and scientific research is carried out under the guidance of an instructor. This year, 72 of our 181 Term III students volunteered and are working under the supervision of twelve different faculty members. For this purpose, an average of four hours of space is allocated in the curriculum on Wednesdays. The evaluation results of the practice have not yet been received. It is planned to continue in line with our first year experiences.

Interactive applications
Poster and presentation studies at the end of the year in the Department of Medical Biology and Genetics, epidemiology and maternal and child health courses in the Department of Public Health, interactive applications in the Pediatrics Candidacy Period