ABSTRACT

The Medical Specialization Board Curriculum Development System (TUKMOS) was established in Turkey to enhance the quality of specialty training in medicine and to ensure standardization on a national scale. This system, which has been mandatory since 2011, has developed core curricula for 88 medical specialties, of which 43 are primary specialties and 45 are subspecialties. This review evaluates the historical development of TUKMOS, the structure of its curricula, their practical implementation, and their impact on medical education. This is a traditional review based on the relevant literature and current official documents. Learning objectives related to clinical and procedural competencies have been defined. However, field data indicate that these curricula are not effectively implemented across all institutions. The main challenges include insufficient involvement of educators, limited use of assessment and evaluation tools, problems in the functionality of external rotations, and the lack of adequate emphasis on scientific research training. The mandatory nature of TUKMOS requires not only the existence of these curricula but also their effective and sustainable implementation in practice. Therefore, raising awareness of TUKMOS among educators and medical residents, and strengthening supervision and monitoring processes, are important steps for improving the quality of specialty training.