The foundations of Düzce University Faculty of Medicine were laid in 1992, and the institution commenced its educational activities by admitting its first students in 1996. Since 2006, the Faculty has operated under Düzce University (established by Law No. 5467) as a well-established institution meeting universal standards in modern medical education. Located within the Konuralp Campus, our faculty continues to provide integrated medical education and healthcare services.
The medical curriculum is designed as a student-centered and dynamic structure, fully compliant with the National Core Curriculum (UÇEP).
Integrated Education System: Our educational process is structured on a "from cell to system" and "from normal to pathology" model. In this system, where basic medical sciences and clinical sciences are presented in coordination, theoretical courses are supported by interactive presentation techniques and simulation applications.
Physical Infrastructure: Theoretical education and laboratory studies are conducted in the Morphology Building, which is equipped with advanced technological infrastructure.
Applied Training: Clinical training is carried out at the Düzce University Health Practice and Research Center (University Hospital) with a capacity of 350+ beds, utilizing bedside training methods under the supervision of expert faculty members.
The undergraduate program spans a 6-year period, where each year is sequential and serves as a prerequisite for the following year:
| Phase | Educational Content and Focus |
| Pre-Clinical (Years 1-3) | Covers basic medical sciences, cell biology, systemic anatomy, physiology, histology and embryology, microbiology, pathology, and pharmacology. Preparation for clinical sciences (pathophysiology) is completed at this stage. |
| Clinical Clerkships (Years 4-5) | Focuses on developing clinical skills in internal and surgical branches, and learning diagnostic and treatment processes in the field. |
| Internship (Year 6) | A 12-month period where students practice the art of medicine by taking active responsibility, gaining competence in primary care, preventive medicine, and emergency medicine. |
Each year, our faculty admits approximately 150 high-achieving students (subject to annual quotas) based on the results of the Higher Education Institutions Exam (YKS). Furthermore, in line with our internationalization vision, qualified candidates from around the world are admitted within the framework of the "Düzce University International Student Admission Regulations."
Our graduates are equipped with the skills and knowledge required to serve at every level of the healthcare system with the title of Medical Doctor (MD). Career paths include:
Specialization: Pursuing residency through the Examination for Specialty in Medicine (TUS).
Academic Career: Progressing as a faculty member or researcher within universities.
Primary Healthcare Services: Opportunities in family medicine, occupational medicine, and general practice within public or private healthcare institutions.
Our Corporate Vision: To train well-equipped physicians who are sensitive to societal needs, committed to ethical values, closely follow scientific developments, and fulfill the requirements of universal medicine.
By synthesizing universal medical values with local development dynamics, Düzce University Faculty of Medicine is committed to achieving the following core objectives:
Our faculty adopts a student-centered educational model fully compliant with the World Federation for Medical Education (WFME) standards. Our aim is to train highly qualified physicians who are not only equipped with medical knowledge but are also committed to ethical values, possess critical thinking skills, have internalized the principles of evidence-based medicine, and embraced lifelong learning. This process targets a holistic academic ecosystem encompassing undergraduate basic education, residency training, and continuous professional development stages.
As the most comprehensive healthcare hub in our region, we provide high-quality diagnostic and therapeutic services with our advanced technology and expert academic staff. Our approach to healthcare is not limited merely to the treatment of diseases; it also accepts the following as fundamental responsibilities:
Supporting preventive healthcare services,
Increasing the health literacy of the society,
Developing proactive solutions for regional health problems.
In order to expand the boundaries of medical science, our primary priority is to produce high-impact research that will contribute to international literature. In this direction, we aim to:
Establish active interdisciplinary collaborations with national and international institutes, biotechnology organizations, and other stakeholders,
Encourage innovative projects to transform scientific productivity into clinical applications (translational medicine).
In accordance with Düzce University's "Mission Differentiation Focused on Regional Development" strategy, our faculty of medicine plays a key role in the social and economic development of Düzce province and the Western Black Sea region. We consider it our duty to lead the development of medical education and practice in Turkey by sharing the scientific knowledge and health services we produce with all segments of society.
Visionary Goals and Future Projection of Düzce University Faculty of Medicine
Our Faculty builds its vision toward becoming a "Center of Excellence" in every field—from medical education to scientific research, and from healthcare services to social contribution—upon the following fundamental pillars:
On the path to becoming a globally recognized educational institution:
Universal Standards: To institutionalize international accreditation processes (such as WFME) that ensure our graduates possess the competence to practice medicine anywhere in the world.
Innovative Pedagogy: To offer one of Turkey’s most modern medical curricula by integrating traditional methods with AI-supported educational tools and advanced simulation techniques.
With the aim of being an institution that not only treats but also sets the standards in healthcare:
Advanced Technology and Innovation: To be the hallmark of "Trust and Quality in Health" by offering the latest medical technologies, ranging from robotic surgery to personalized medicine applications, to the people of the region.
Qualified Patient Care: To sustain a holistic healthcare model that maximizes patient safety and satisfaction, managed through multidisciplinary council decisions.
With the goal of being a faculty that leaves a mark on the world of science:
High-Impact Publications: To increase the number of high-quality studies published in high-impact journals that do not just produce data but actively shape the medical literature.
Multidisciplinary Collaborations: To achieve breakthroughs that contribute directly from the lab to the bedside through "Translational Medicine" projects where engineering, basic sciences, and clinical branches work in synergy.
With the responsibility of being an institution that guides society:
Regional Development Partnership: To elevate our university's "Regional Development" mission to the peak in the field of health by developing projects that improve the health dynamics of Düzce and the Western Black Sea region.
Leadership Physicians of the Future: To shape the future of healthcare in Turkey by training physicians who are not merely skilled technicians but also role models for society, possessing ethical leadership qualities and a voice in health policies.
The degree and title awarded to students who successfully complete Düzce University Faculty of Medicine possess academic and professional validity at international standards.
The degree and the competencies it provides can be summarized as follows:
Degree Conferred: Undergraduate Degree in Medicine (Medical Doctor).
Title Awarded: Medical Doctor (MD).
Level of Qualification: According to the Turkish Qualifications Framework (TYÇ) and the European Qualifications Framework (EQF), it is defined as Level 7 (Master’s degree level qualification). By its nature, medical education is an integrated undergraduate program that is considered directly equivalent to a Master's degree.
Diploma Supplement: Graduates are provided with a "Diploma Supplement" issued in English, which enhances the transparency and recognition of the education they received throughout Europe.
International Recognition: Since the curriculum is compatible with the National Core Educational Program (UÇEP) and adheres to European Medical Education standards, graduates have the right to apply for recognition and equivalency processes abroad (through examinations such as USMLE, PLAB, etc.).
The academic degree obtained by students graduating from Düzce University Faculty of Medicine and its level within national/international qualification frameworks are as follows:
Academic Degree: Medical Doctorate (Integrated Bachelor’s and Master’s Degree).
Professional Title: Medical Doctor (MD).
Description: Since medical education is a continuous 6-year program (360 ECTS) by nature, it is an integrated medical degree covering both basic medical sciences and pre-clinical specialty competencies.
This degree is defined at the following levels within the hierarchy of the education system:
TQF / EQF Level: Level 7 (Master’s Degree level) according to the Turkish Qualifications Framework (TQF) and the European Qualifications Framework (EQF).
Short Description (QF-EHEA): It possesses Second Cycle qualifications according to the Framework for Qualifications of the European Higher Education Area.
HEC (YÖK) Legislation: In Turkey, a medical doctorate diploma is legally considered directly equivalent to the authority and rights of a Master’s Degree.
The admission of candidates who are citizens of the Republic of Turkey is conducted through the centralized examination system managed by the Measurement, Selection, and Placement Center (ÖSYM).
Examination Requirement: Achieving a sufficient score in the Numerical (SAY) field of the Higher Education Institutions Exam (YKS) for the relevant year.
Success Ranking Threshold: Meeting the success ranking threshold determined by the Council of Higher Education (YÖK) for admission to medical schools (currently within the top 50,000).
Placement: Being officially placed at Düzce University Faculty of Medicine as a result of the centralized placement conducted by ÖSYM.
Foreign nationals or candidates who have completed their entire high school education abroad are admitted according to the provisions of the "Düzce University International Student Admission Regulations."
Examination and Score Requirements: * TR-YÖS (Examination for Foreign Students in Turkey) results,
Or scores from international exams accepted by the University Senate (such as SAT, ACT, etc.) or national high school graduation exam scores.
Language Proficiency: Since the medium of instruction is Turkish, candidates must possess a C1 level Turkish Proficiency Certificate obtained from TÖMER or equivalent institutions. Candidates without sufficient proficiency are directed to a one-year Turkish preparatory program.
Transfers from other medical faculties to Düzce University are conducted within the framework of the "Regulation on the Principles of Transfer between Associate and Undergraduate Programs, Double Major, Minor, and Credit Transfer between Institutions in Higher Education Institutions."
Inter-Institutional Lateral Transfer: Admission is based on the Grade Point Average (GPA/AGNO) within the designated quotas.
Transfer via Central Placement Score (Annex Article-1): This is conducted provided that the candidate's central exam score in the year of their initial enrollment is equal to or higher than the base score of the department they wish to transfer to for that year.
The following documents are generally required from candidates who have earned the right to enroll:
High School Diploma: Original document or certified copy (Equivalency Certificate for international graduates).
Exam Result Document: Score printout of YKS, TR-YÖS, or an equivalent examination.
Medical Board Report: A medical committee report obtained from a full-fledged hospital containing the statement "There is no medical condition preventing the student from studying at the Faculty of Medicine."
Photographs and Identification: Recently taken biometric photographs and a copy of the national identity card/passport.
1. Academic Achievement and Credit Completion:
Successful completion of all course committees, clinical clerkships, and educational modules within the 6-year (12-semester) medical curriculum.
Completion of a total of 360 ECTS (European Credit Transfer and Accumulation System) credits.
A minimum Cumulative Grade Point Average (CGPA) of 2.00 out of 4.00 is mandatory for graduation.
2. Progression and Phase Requirements:
Pre-Clinical Phase (Years 1-3): Earning the right to progress by obtaining passing grades from all course committees and succeeding in year-end final or makeup examinations.
Clinical Phase (Years 4-5): Successful completion of theoretical, oral, and practical examinations for all clinical clerkships.
Internship Phase (Year 6): Being evaluated as "Successful" by the relevant departments during the 12-month practical training period based on clinical performance and professional ethical standards.
3. Graduation Competencies:
Demonstrating proficiency in basic medical practices and clinical skills defined within the framework of the National Core Educational Program (NCEP/UÇEP).
Adhering to the rules of medical ethics, patient rights, and professional responsibilities.
In the context of Düzce University Faculty of Medicine, "Recognition of Prior Learning" (RPL) refers to the process by which a student's previous education—obtained at a different higher education institution or under specific conditions before enrolling in the university—is evaluated to provide exemption from courses in their current program.
This process is established within a corporate framework as part of Higher Education Quality Assurance in Turkey and compliance with the European Credit Transfer and Accumulation System (ECTS).
At Düzce University, this process is primarily handled under two main categories:
Formal Learning: The exemption of courses in which the student has been successful in another medical faculty or an equivalent undergraduate program (e.g., dentistry, pharmacy), based on the evaluation of content and credit compatibility.
Non-Formal and Informal Learning: The recognition of non-traditional learning such as certificate programs or work experience. However, in clinically and practically intensive programs like the Faculty of Medicine, these types of learning are generally valid only for basic courses such as "Information Technology" or "Foreign Language."
Due to the "Integrated System" (committee system) of medical education, the process is conducted more rigorously compared to other departments:
Course Content Compatibility: The content of the course for which exemption is requested is expected to overlap at least 70-80% with the content of the course committee (committee) in the Düzce University Faculty of Medicine curriculum.
Credit Compatibility: The ECTS credits of the previously completed course must not be lower than the credits of the course for which exemption is sought.
Application Calendar: Applications are generally submitted to the Dean's Office with a petition and certified transcripts/course descriptions at the beginning of the academic year, within a specific period following the registration week (e.g., the first two weeks).
Exemption Exams: Students who achieve a sufficient score in the exemption exams held by the university, especially for "Foreign Language" (English) and "Basic Information Technology" courses, are considered exempt from these courses.
Applications are reviewed by the Faculty Exemption and Adaptation Commission. The Faculty Executive Board makes the final decision based on the commission's report. The decision determines which year and semester the student will be adapted to.
| No | Program Requirements |
|---|---|
| 1 | Describe the normal structure and functions of the organism. |
| 2 | Explain pathogenesis of diseases and the clinical features according to biopsychosocial model |
| 3 | Take the patient’s story and apply the general-system based on physical examination. |
| 4 | Treat life-threatening emergency diseases and transport the patient when needed. |
| 5 | Perform basic medical procedures necessary for diagnosis and treatment of diseases. |
| 6 | Apply ethical principles of the art of medicine |
| 7 | Delivery of health services, knows management, organization and financing and can do practiceand of medical the legal rules and risk management |
| 8 | Apply the principles of preventive medicine, may cooperate with other relevant stakeholders in order to protect the health ofsociety and individuals |
| 9 | Do scientific research, transfer the scientific and technological developments to professional practice |
| 10 | Know at least one common foreign language good enough to keep up with current medical literature and to update his/her knowledge and use statistics and computer programmes to evaluate scientific studies. |
| 11 | Being able to communicate effectively with patients and their relatives. |
| 12 | Adopts lifelong education in the field of medicine and health services and can improve self-education skills. |
Possessing advanced theoretical and practical knowledge supported by textbooks containing up-to-date information in the field, application tools, and other resources.
Identifying the characteristics, needs, and expectations of the target audience to provide health education to healthy/ill individuals, their relatives, and other healthcare professionals.
Demonstrating a safe, rational, and effective approach during the processes of protection, diagnosis, treatment, follow-up, and rehabilitation in healthcare delivery.
Utilizing resources in a cost-effective manner, for the benefit of society, and in compliance with legislation during the planning, implementation, and evaluation of health services in the managed healthcare institution.
Applying the principles of evidence-based medicine during the clinical decision-making process.
Ability to use the advanced theoretical and practical knowledge acquired in the field.
Ability to interpret and evaluate data, identify and analyze problems, and develop solution proposals based on research and evidence by using advanced knowledge and skills.
Integrating knowledge, skills, and attitudes acquired from basic and clinical medical sciences, behavioral sciences, and social sciences for use in healthcare delivery.
Performing invasive and/or non-invasive procedures safely and effectively for the patient during diagnosis, treatment, follow-up, and rehabilitation processes.
Fulfilling duties and obligations within the framework of ethical principles, rights, and legal responsibilities required by the profession.
Evaluating performance in professional practices by considering emotional and cognitive characteristics.
Prioritizing the protection and improvement of one's own physical, mental, and social health and taking necessary actions to achieve this.
1. Ability to Work Independently and Take Responsibility
Ability to independently conduct an advanced study related to the field.
Taking responsibility as an individual and a team member to solve complex and unforeseen problems encountered in field-related applications.
Ability to plan and manage activities for the development of employees under one's responsibility within the framework of a project.
Prioritizing the protection and development of individual and community health in healthcare delivery.
Considering changes in the physical and socio-economic environment at both regional and global scales, as well as changes in the individual characteristics and behaviors of patients.
Demonstrating determined behavior in providing high-quality healthcare by considering the patient’s integrity (holistic approach).
Planning and executing service delivery, education, and counseling processes related to individual and community health in cooperation with all stakeholders.
Evaluating the impact of health policies and practices on individual and community health indicators and advocating for the improvement of healthcare quality.
Exhibiting exemplary behavior and leadership within the healthcare team during service delivery.
Planning and implementing scientific research for the served population when necessary, and utilizing the results of their own or other researches for the benefit of society.
2. Learning Competence
Ability to evaluate advanced knowledge and skills acquired in the field with a critical approach.
Ability to identify learning needs and direct one’s own learning.
Developing a positive attitude toward lifelong learning.
Accessing and critically evaluating up-to-date literature related to the profession.
Using information technologies to increase the efficiency of health services, research, and educational activities.
Effectively managing individual work processes and career development.
Demonstrating the ability to acquire and evaluate new information, integrate it with existing knowledge, apply it to professional situations, and adapt to changing conditions throughout professional life.
Selecting accurate learning resources and organizing the self-learning process to improve the quality of the provided healthcare.
3. Communication and Social Competence
Informing relevant individuals and institutions on field-related issues; conveying thoughts and solution proposals for problems in writing and orally.
Sharing thoughts and solution proposals on field-related issues with experts and non-experts by supporting them with quantitative and qualitative data.
Organizing and implementing projects and activities for the social environment with a sense of social responsibility.
Monitoring information in the field and communicating with colleagues using at least one foreign language at the B1 General Level of the European Language Portfolio.
Utilizing informatics and communication technologies along with computer software at least at the Advanced Level of the European Computer Driving License required by the field.
Demonstrating a biopsychosocial approach in patient management that considers the individual's socio-demographic and socio-cultural background without discrimination based on language, religion, race, or gender.
Advocating for the improvement of healthcare delivery for the protection and development of public health, considering the concepts of social reliability and social obligation.
Communicating positively within the healthcare team and assuming different team roles when necessary.
Working harmoniously and effectively with colleagues and other professional groups in professional practices.
Establishing effective communication with patients, relatives, healthcare workers, other professional groups, and institutions.
Communicating effectively with individuals and groups who require a special approach or have different socio-cultural characteristics.
Demonstrating a patient-centered approach that involves the patient in decision-making mechanisms during diagnosis, treatment, follow-up, and rehabilitation.
4. Field-Specific Competence
Acting in accordance with social, scientific, cultural, and ethical values during the stages of collecting, interpreting, applying, and announcing data related to the field.
Having sufficient awareness of the universality of social rights, social justice, quality culture, protection of cultural values, environmental protection, and occupational health and safety.
Conducting necessary studies for the maintenance and improvement of health status by considering individual, societal, social, and environmental factors affecting health.
Providing healthcare services by considering patient and employee health and safety.
Adhering to "Good Medical Practice" guidelines while practicing the profession.
Being aware of the duties and obligations of healthcare professionals within the healthcare team and demonstrating appropriate behavior.
1. Year-Based Progression System:
Integrated Structure: The faculty implements a "year-based" progression system rather than a course-based one. To progress to the next year, students must successfully complete all course committees and year-end examinations of the current academic year.
Passing Grade: A minimum year-end success grade of 60 out of 100 is required for progression.
2. Transition Between Pre-Clinical and Clinical Phases:
Transition from Phase III to Phase IV: Students who have not successfully completed the first 3 years of basic medical sciences (Pre-clinical phase) cannot start the clinical clerkships in the 4th year.
Transition from Phase V to Phase VI: Successful completion of all clerkships (theoretical and practical) in the 4th and 5th years is a prerequisite for commencing the 6th-year (Internship) period.
3. Post-Graduate Progression (Academic Career):
Specialty Training (TUS): Graduates can progress to residency (specialty training) by succeeding in the Medical Specialty Education Entrance Exam (TUS) organized by ÖSYM.
Graduate Studies: Since the medical degree is equivalent to a Master’s degree (Level 7), graduates are eligible to apply directly to Doctorate (Ph.D.) programs.
Düzce University Faculty of Medicine conducts a 6-year undergraduate program based on an "Integrated Education System," which adopts modern approaches in medical education and is fully compliant with the National Core Curriculum (UÇEP). The program is designed with a holistic perspective extending from basic sciences to clinical applications.
The foundation of the educational model implemented in our faculty is the integrated system, based on interdisciplinary coordination. In this model:
Horizontal Integration: Basic medical science courses (Anatomy, Physiology, Biochemistry, etc.) are presented within a unified framework based on organ systems (Circulatory, Respiratory, Digestive, etc.) rather than individual departments.
Vertical Integration: Theoretical knowledge acquired during the pre-clinical period is correlated with clinical sciences, ensuring the student is prepared for professional practice.
Educational Tools: Theoretical courses are supported by interactive presentations, advanced laboratory practices, bedside training, and field studies.
The program consists of three main phases that follow one another and progress based on academic success requirements:
Basic Medical Sciences and Pre-Clinical Period (Years 1, 2, and 3): The normal structure and functioning of the human organism at molecular, cellular, and systemic levels are examined. Starting from the 3rd year, mechanisms of diseases (Pathology, Pharmacology, Microbiology) and introduction to clinical clerkship courses come to the fore. Trainings are primarily held in the classrooms and laboratories of the modern Morphology Building.
Clinical Clerkship Period (Years 4 and 5): This is the stage where students transform their theoretical knowledge into clinical skills. In this period, conducted within the Düzce University Health Practice and Research Center, patient-oriented practical training is provided in major branches such as Internal Medicine, General Surgery, Pediatrics, and Obstetrics and Gynecology, as well as in sub-specialties.
Internship Period (Year 6): This is a 12-month continuous application phase prior to graduation. Intern doctors practice the art of medicine by taking clinical responsibility under the supervision of faculty members, and reach the highest level of professional competence by taking active roles in emergency services and outpatient processes.
Graduates who successfully complete the program are introduced to the healthcare system as Medical Doctors who:
Can apply the principles of evidence-based medicine,
Are committed to ethical values and sensitive to social health problems,
Possess lifelong learning skills,
Have the vision to practice medicine anywhere in the world.
The Integrated Education System implemented at Düzce University Faculty of Medicine offers a unique, interdisciplinary structure for assessment and grading. Due to the nature of medical education, this process features a highly rigorous and results-oriented measurement and evaluation mechanism.
The institutional operation can be summarized under the following headings:
In this phase, students are evaluated through "Course Committees."
Course Committee Examinations (Midterms): These exams are held at the end of each course committee (averaging every 6-8 weeks). The number of questions for each department (Anatomy, Biochemistry, Physiology, etc.) is determined based on the weight of their respective lecture hours within that committee.
Practical (Applied) Examinations: For laboratory-intensive courses, "Timed Practical Exams" (Zilli Sınav) or laboratory application exams are conducted prior to the theoretical exam. These scores contribute to the committee grade at a specific ratio.
The "Bar" (Threshold) Application: This is the most critical feature of the integrated system. If a student answers fewer than 50% of the questions correctly in any specific department within a course committee, the difference between their score and half of the total points for that department (negative points) is deducted from their total score. This ensures that students give equal attention to all disciplines.
Final and Makeup Examinations: A general examination covering all committees of the relevant year is held at the end of the academic year.
In clinical clerkships, the evaluation process focuses primarily on professional competence.
End-of-Clerkship Examinations: These are conducted at the conclusion of each rotation (e.g., General Surgery). The exam generally consists of three stages:
Written Exam: Measures theoretical knowledge.
Oral Exam (Viva Voce): Measures clinical reasoning skills before a jury of faculty members.
Practical/Bedside Exam: Measures physical examination and clinical skill proficiency.
Grading is conducted in accordance with the Düzce University Associate and Undergraduate Education-Training Regulations:
Passing Grade: To progress to the next year in the Faculty of Medicine, the year-end success grade must be at least 60 out of 100.
Letter Grades: Numerical scores are converted into letter grades such as AA, BA, BB, CB, and CC.
Internship Period (Year VI): Conventional exams are not conducted during this period. Students are evaluated as "Successful/Unsuccessful" based on their attendance, clinical performance, ethical conduct, and medical skills.
For detailed information regarding the regulations, please click here.
To graduate from Düzce University Faculty of Medicine with the title of "Medical Doctor" (MD), candidates must fulfill a holistic set of requirements covering both academic achievement and professional competence.
The graduation requirements can be summarized under the following main headings:
Duration of Education: Successful completion of all courses, committees, and clerkships within the 6-year (12 semesters) medical education curriculum.
ECTS Credits: Completion of a total of 360 ECTS credits is mandatory.
Grade Point Average (GPA/CGPA): A minimum cumulative grade point average of 2.00 out of 4.00 is required for a student to be eligible for graduation.
Pre-Clinical Period (Years 1, 2, and 3): Completion of all progression rights to the next year by obtaining passing grades from all course committees and succeeding in the year-end final or makeup examinations.
Clinical Clerkship Period (Years 4 and 5): Successful completion of theoretical, oral, and practical examinations for all compulsory and elective clinical clerkships (e.g., Internal Medicine, Surgery, Pediatrics, etc.).
Internship Period (Year 6): During this 12-month practical phase, the student must be evaluated as "Successful" by the relevant departments based on clinical performance, ethical conduct, and professional skills. There is no conventional centralized examination in the sixth year; attendance and practical proficiency are essential.
Higher Education Council (YÖK) Mandatory Courses: Successful completion of common compulsory courses, including "Atatürk’s Principles and the History of Turkish Revolution," "Turkish Language," and "Foreign Language."
Financial and Administrative Clearance: Ensuring no outstanding liabilities or ties remain with the university library, laboratories, or financial units.
The type of education implemented at Düzce University Faculty of Medicine is the "Integrated Education System," a model widely recognized and accepted in modern medical education.
The fundamental characteristics of this educational model can be summarized in a corporate language as follows:
Integrated System (Committee System): Courses are not organized by individual departments but are based on body systems (e.g., Circulatory, Respiratory, Digestive systems). In this system, different disciplines such as Anatomy, Physiology, Histology and Embryology, and Biochemistry are taught in correlation under the same subject heading.
Full-Time and Formal Education: The educational process covers a continuous 6-year program.
Compliance with NCEP (UÇEP): The curriculum is fully compliant with the National Core Educational Program (UÇEP), which determines the standards for medical faculties in Turkey.
Integration of Theory and Practice: While the first three years (Pre-clinical period) are predominantly theoretical and supported by laboratory work, the 4th, 5th, and 6th years (Clinical period) focus on bedside practical training within a hospital environment.
