Bologna Process: elective lectures and internships in medical curriculum and the role of anatomy electives

Objectives:Due to objectives of Bologna Process, updated programs of School of Medicine, Hacettepe University were putinto practice in 2013–2014 academic years. Progress of elective lectures and internships in undergraduate medical education and the role of anatomy were discussed. The outcomes of all data were obtained from the experiences of three academic years. Methods: Before Bologna Process, electives were present in the curriculums of Phase I and VI. Beginning with this process; twoelective committees were added to curriculums of Phase I–III. In Phase IV and V, electives were organized as being part of internship. The new approach to elective lectures and internships were discussed both from point of medical students and lecturers. Results: Phase I-III students showed two major tendencies: choosing elective lectures related to medicine and choosing the oneswhich were in same campus. They also had two major complaints: difficulty of some electives and some undesired electives dueto packaging system or related to extreme number of students. From the point of anatomy, students preferred to choose anatomy electives which were useful for anatomy curriculum. Lecturers complained from the extreme number of students, low number of electives and decreased number of theoretical hours. The extreme number of students and low number of electivesseemed the major problems. Therefore, decreasing the number of elective lectures can be a solution. Additionally, the remaining time from these electives can be added to basic medical lectures. Conclusion:Excited lecturers with ideal number of students can perform the best education. From the point of anatomy,many elective clinical anatomy lectures are essential for drawing the attention

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