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BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE

Year 2002, Volume: 15 Issue: 3, 201 - 205, 03.12.2016

Abstract

There are 47 medical schools in Turkey, 39 of which currently have undergraduate medical education. All these schools run their own programs independently. According to the Undergraduate Medical Education Report of the Turkish Medical Association (1), 23 out of 39 schools named their educational system as “integrated”, 9 as “classical", 5 as “integrated + active” and 2 schools as “active”.

References

  • Turkish Medical Association. Undergraduate Medical Education Report. 2000. www. ttb.org.tr/MOTER.
  • Moore G, Block SD, Style CB, Mithcell R. The influence of the new pathway curriculum on Harvard medical students. Acad. Med. 69 (12) Dec 1994;69:983-989.
  • Elçi ÖÇ, Aksakoğlu G. Dokuz Eylül joins the family: active medical education. Letter to the Editor. Med. Educ. 1998;32:222-223.
  • Ralaça S, Ran B, Güney I, Çakın A, Tözün Ti. Students' perception about medical education at Marmara University School of Medicine. Marmara Med. J. 2000; 13:131 -136.
  • Einucanc P, Ti ¡cholas T, Prideaux D. The new medical curriculum at Flinders University, South Australia: from concept to reality. Med. Teach, 2001 ;23:76-79.
  • Bernier GM, Adler S, Ranter S, Meyer WJ. On changing curricula: Lessons learned at two dissimilar medical schools. Acad. Med. 2000;75:595-601.
  • Van Damme W. Change in undergraduate medical education. Annales de la Société belge de medecine tropicale 1995; 75 Suppl 1:57-66.
  • Turkish Parliament Research Commission. Medical Education in Turkey. Volume I: Student Aspect. Ankara. 1991; 125-126.
  • Huppatz C. The Essential role of the student in curriculum planning. Med. Educ. 1996:30:9- 13.
  • Cankur Ti Turan S. Medical education from students' perspective: I- Educational Aspect. Bulletin of Uludag University Medical School. Bursa. Vol. 26 (1-2-3) (1-2): 13-17, 1999-2000
  • Akgigek F, Sagaklioglu F, Sozmen E, Randiloglu G, Demirgdren S, Saymer A. Improvement process of the Medical Education in Ege University Medical School. Bulletin of Ege Medicine, 1999 Feb; Ho: 13, 2-3.
  • Vermunt JD. Metacognitive, cognitive and affective aspects of learning styles and strategies: /l phenomenographic analysis. High Educ 1996;31:25-50.
  • Albenese M. Problem based learning: why curricula are likely to show little effect on knowledge and skills. Med. Edu. 2000:34: 729-738.
  • Evaluation methods: A resource handbook. Me Master University. Program for Educational Development, Program for Faculty Development and Educating Future Physicians of Ontario (EFPO) Project. 1995:1-10.
Year 2002, Volume: 15 Issue: 3, 201 - 205, 03.12.2016

Abstract

References

  • Turkish Medical Association. Undergraduate Medical Education Report. 2000. www. ttb.org.tr/MOTER.
  • Moore G, Block SD, Style CB, Mithcell R. The influence of the new pathway curriculum on Harvard medical students. Acad. Med. 69 (12) Dec 1994;69:983-989.
  • Elçi ÖÇ, Aksakoğlu G. Dokuz Eylül joins the family: active medical education. Letter to the Editor. Med. Educ. 1998;32:222-223.
  • Ralaça S, Ran B, Güney I, Çakın A, Tözün Ti. Students' perception about medical education at Marmara University School of Medicine. Marmara Med. J. 2000; 13:131 -136.
  • Einucanc P, Ti ¡cholas T, Prideaux D. The new medical curriculum at Flinders University, South Australia: from concept to reality. Med. Teach, 2001 ;23:76-79.
  • Bernier GM, Adler S, Ranter S, Meyer WJ. On changing curricula: Lessons learned at two dissimilar medical schools. Acad. Med. 2000;75:595-601.
  • Van Damme W. Change in undergraduate medical education. Annales de la Société belge de medecine tropicale 1995; 75 Suppl 1:57-66.
  • Turkish Parliament Research Commission. Medical Education in Turkey. Volume I: Student Aspect. Ankara. 1991; 125-126.
  • Huppatz C. The Essential role of the student in curriculum planning. Med. Educ. 1996:30:9- 13.
  • Cankur Ti Turan S. Medical education from students' perspective: I- Educational Aspect. Bulletin of Uludag University Medical School. Bursa. Vol. 26 (1-2-3) (1-2): 13-17, 1999-2000
  • Akgigek F, Sagaklioglu F, Sozmen E, Randiloglu G, Demirgdren S, Saymer A. Improvement process of the Medical Education in Ege University Medical School. Bulletin of Ege Medicine, 1999 Feb; Ho: 13, 2-3.
  • Vermunt JD. Metacognitive, cognitive and affective aspects of learning styles and strategies: /l phenomenographic analysis. High Educ 1996;31:25-50.
  • Albenese M. Problem based learning: why curricula are likely to show little effect on knowledge and skills. Med. Edu. 2000:34: 729-738.
  • Evaluation methods: A resource handbook. Me Master University. Program for Educational Development, Program for Faculty Development and Educating Future Physicians of Ontario (EFPO) Project. 1995:1-10.
There are 14 citations in total.

Details

Journal Section Medical Education
Authors

Sibel Kalaça This is me

Çağrı Kalaça This is me

Publication Date December 3, 2016
Published in Issue Year 2002 Volume: 15 Issue: 3

Cite

APA Kalaça, S., & Kalaça, Ç. (2016). BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE. Marmara Medical Journal, 15(3), 201-205.
AMA Kalaça S, Kalaça Ç. BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE. Marmara Med J. March 2016;15(3):201-205.
Chicago Kalaça, Sibel, and Çağrı Kalaça. “BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE”. Marmara Medical Journal 15, no. 3 (March 2016): 201-5.
EndNote Kalaça S, Kalaça Ç (March 1, 2016) BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE. Marmara Medical Journal 15 3 201–205.
IEEE S. Kalaça and Ç. Kalaça, “BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE”, Marmara Med J, vol. 15, no. 3, pp. 201–205, 2016.
ISNAD Kalaça, Sibel - Kalaça, Çağrı. “BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE”. Marmara Medical Journal 15/3 (March 2016), 201-205.
JAMA Kalaça S, Kalaça Ç. BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE. Marmara Med J. 2016;15:201–205.
MLA Kalaça, Sibel and Çağrı Kalaça. “BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE”. Marmara Medical Journal, vol. 15, no. 3, 2016, pp. 201-5.
Vancouver Kalaça S, Kalaça Ç. BEING IN THE TRANSITION PERIOD IN MEDICAL EDUCATION: TURKEY EXPERIENCE. Marmara Med J. 2016;15(3):201-5.