HealthMED - Volume 6 / Number 8 / 2012 Journal of Society for development in new net environment in B&H 2877 Numerically coded learning objectives: a simple solution to follow-up problem of outcomes-based curriculain medical education H. Omer Tontus, M. Yasin Selcuk, A.Haydar Sahinoglu, Ondokuz Mayis University, Medical Faculty, Medical Education Department, Tip Fakultesi Dekanlik, Samsun, Turkey Abstract Demonstrating specific competencies in order to graduate from medical schools is essential for stu- dents and identifying ways to demonstrate students have had these competencies for medical schools. Medical education is making a fundamental transi- tion from a focus on teaching to a focus on learn- ing. Therefore, students and schools can be held increasing accountable for their learning outcomes and objectives. Establishing learning objectives to guide the design and content of an educational pro- gram is a very important principle which supported by educational theory and practice. The degree of applicability of numerical coding system needs to be described on block/system based integrated en- tire curriculum of faculty. Learning Objectives play roles as a guide and framework for medical students in their efforts on graduation from medical schools. These will assist students with understanding the scope of knowledge, skills, values and attitudes ex- pected of them by the end of undergraduate medi- cal education. Well-defined learning objectives will lead the faculty to development of appropriate sys- tems of student evaluation. Key words: Learning objectives, curriculum, medical education, numeric code Introduction The most important responsibility of the Me- dical Faculties is to provide students with a valid, reliable, manageable, comprehensive, assessable and individually satisfying medical education at the highest quality. This education optimally prepares medical students as future’s good profe- ssionals and doctors; who equipped with caring, motivated, competent, productive and humanita- rian attitudes in their chosen career. Medical Fa- culties are committed to educate students in the full range of medical disciplines, with emphasis on practice in the primary care specialties. Cu- rriculum mapping has been instigated as a move towards curriculum management and improved quality assurance processes for future’s medical practitioners (1). Some recent publications have outlined approaches taken by specific medical schools or associations, whether they have created custom built systems or made use of existing so- lutions such as CurrMIT (curriculum management information tool) (1). A curriculum map can guide its users (students, faculty members, teachers, and curriculum planners, evaluators and coordinators) through the various elements of the curriculum and their interconnections as navigation devices (2).Learning objectives are fundamental to educa- tion at any level and simply define what is to be learned (3).When needed, to engage and lead te- achers in a curriculum change or designing proce- ss is not done easily and the road is mostly chaotic. Acceptance of the basis and the need for change is the second most essential condition (4). Edu- cators across the world are charged with the res- ponsibility of producing core learning outcomes for their medical curricula (5). But core outcomes are too wide to assess students’ knowledge in any exams. Deeper level of learning objectives is more feasible when evaluating a school’s program.This paper is focused on analysing the issue of control within the curriculum from an ideological educa- tion perspective with detailed learning objectives model. According to Rees, medical schools in the UK aredeveloping outcomes-based or pro- duct-orientatedcurricula (5). Same things happen in Turkey like many other countries and we tried move forward from core outcome to smaller lear- ning objectives. Researcher accepts, outcomesba- sed education as a very effective way of designing