Programme Components

Medical Education Program is structured within the framework of the qualifications defined by the National Medical Education Accreditation Board (UTEAK), within the context of an expanded curriculum that includes the content of the National Core Education Program (UCEP) and reflects IUE FoM’s view of health and medicine.

Program components

IUE FoM program is an integrated program consisting of three phases and lasting 6 years in total. These phases are:

• Phase 1: Basic Medical Education

• Phase 2: Clinical Medical Education

• Phase 3: Internship

PHASE 1

The first phase, which we call Basic Medical Education, covers the education in the first 3 years. In the first 3 semesters of this phase, normal structure and function (phase 1a), and in the second 3 semesters, the mechanisms of diseases (pathologies) (phase 1b) are discussed.

The program progresses in a spiral around 3 areas. These are;

• Scientific basis of medicine

• Clinical basis of medicine

• Human, society and planet

Scientific Basis of Medicine (SBM) consists of educational activities that last for the first 3 years and mainly focused on biomedical sciences, and research and information management. Biomedical sciences are divided into biomedical sciences such as molecular biology, anatomy, physiology, histology, biochemistry, microbiology, pathology, pharmacology, which form the basis of contemporary medicine. The information in this area is organized in the context of “Fundamentals” and concept/organ-system blocks.

Fundamentals blocks are located at the beginning of each phase/sub-phase. In these blocks, the concepts that form the basis of the learning objectives to be addressed in the relevant phase are discussed. For instance, the Fundamentals I block is located at the beginning of Phase 1a and covers the molecular, genetic and cellular mechanisms of life. The following concept/organ-system blocks are built on these basic concepts. In the Fundamentals II block at the beginning of Phase 1b, the basic mechanisms of pathological processes, basic pharmacology and medical microbiology are mainly discussed. In the following concept/organ-system blocks, pathological conditions shaped on these basic concepts and prototypical drugs used in treatment are discussed. In the Fundamentals III block at the beginning of Phase 2, the topics of diagnostic medicine (imaging, clinical pathology, clinical biochemistry and clinical microbiology) that students will use in clinical internships are discussed. In the Fundamentals IV block at the beginning of Phase 3, the topics of Professionalism and Ethics, Leadership and Management, Patient Safety, Evidence-Based Medical Decision Making and Palliative Care, in which students learn different components throughout their education, are addressed holistically.

Concept/organ-system blocks (Mainly the topics in biomedical sciences are covered in these blocks): In the first 3 years (Phase 1a and 1b), the curriculum was organized within the framework of concept/organ-system blocks. These blocks are shown below. While Phase 1a focuses on normal structure and function, pathological processes are addressed in Phase 1b.

The second theme in the context of the Scientific Basis of Medicine courses is research and information management (RIM). The topics critical thinking, medical informatics, biostatistics, epidemiology, and evidence-based medicine are covered under this title. Although the topics are covered in a logical order throughout the phases, they are integrated into the concept/organ-system blocks as much as possible.

Clinical Basis of Medicine (CBM) program has 3 components. These are:

• Technical skills and processes

• Basic communication skills

• Clinical communication skills and clinical reasoning

A structured, integrated program is implemented with technical skills and processes in Class 1, communication skills and system examinations, followed by the practice with a simulated patient in Class 2, and pursued by clinical reasoning training in Class 3. Clinical Reasoning is a structured program to teach differential diagnosis. This program, which is the first one in Turkey, receives very positive feedback from our students.

In Human, Society and Planet (HSP), the topics are covered in Phase 1 in different parts of the course. These topics are:

• Humanities. In these activities with the theme of medicine and art, the students read selected novels and plays and discuss their health/medical aspects. In addition, field studies are carried out to increase the cultural competencies of students.

• Bioethics. Universal ethical rules, conventions, basic information about the ethical decision-making process are discussed in Phase 1 by using active learning methods.

• Planetary Health. In this program, which is structured on the determination that people's health cannot be protected without protecting/improving the health of the planet, students address issues that directly concern human health such as climate change, reduction in biodiversity and environmental pollution. In this context, basic information about occupational health and safety is also covered.
• Field Studies: This program, which is expected to start from the first year and continue until the end of the 6th year, has different components. These are:

• Primary care: In this context, in cooperation with the Health Directorate and the University, the students are enabled to make observations at Family Health Centers and Community Health Centers, and then participate in the practices.
• Elderly Health Program: Students visit the elderly care homes as well as the elderly people assigned to them, and experience the health problems and needs of the elderly at first hand.
• Urban Infrastructure and Health Program: Within the scope of this program, students are enabled to recognize the health-related infrastructure such as water treatment, landfill, etc.

PHASE 2 and PHASE 3

During Clinical Medicine Education and Internship, it is aimed that the students embody what they have learned in the first 3 years on the patient and learn patient management with clinical applications.

Clinical Reasoning theme continues with the lectures and bedside applications by clinical instructors in phase 2, and is supported by Aquifer cases, in which clinical reasoning steps can be carried out by distance learning. On the other hand, therapeutic reasoning practices integrated into internships are carried out in phase 2. For this purpose, Australian “National Prescribing Curriculum” cases are handled within the scope of the portfolio and then the cases are discussed with the faculty members from pharmacology and related clinical fields.

Lifestyle theme is covered in patient management in the form of the effect on the formation of diseases and the lifestyle arrangements that should be recommended in the treatment of the diseases.

Bioethics topics are covered in special sessions during the clinical years as well as in the form of a module on ethical decision making in the "Fundamentals" block at the beginning of the 6th grade.

In Phase 3, the physician candidate is expected to manage the medical conditions under the supervision by exhibiting the expected behaviors of a professional.