PEDAGOGICAL FOCUS CORRECTION — 18 October 2026
The core lecture helps first-year medical students understand and manage their own learning. Address them as learners. Retrieval (slide 3, 3 min), a personal learning plan (slide 13, 2.5 min) and an AI decision case (slide 20, 3 min) are included in the lecture. In the following two workshops students design how to learn a selected topic and discuss student, teacher and institutional roles. The external evidence game is optional; do not recommend it as a core activity without examining the link between an actual task, a learning goal and observable learning evidence.

INTERACTIVE MEDICAL LEARNING WORKSHOP — IMPLEMENTED DESIGN BRIEF
Updated 18 October 2026 · Turkish and English · 40-minute core lecture

CONTEXT
Build an accessible teaching and group-work site for Dr. Birsen Bilir Özdemir, first-year medical students at İstanbul Okan University. Turkish opens first; English is an equally usable teaching language. This is a teaching aid, not an official university system, accreditation claim or clinical decision tool. Do not publish student names, patient information or real personal records.

TIMING
Prepare two versions of the same 24-slide lecture, each totalling exactly 40 minutes inside a 50-minute period. Reserve 10 minutes for questions, optional video and transition. The supplied Turkish timetable is 19 October 2026, lecture 10.00–10.50, workshops 11.00–11.50 and 12.00–12.50. The English session's clock time was not supplied: use relative timings without inventing a schedule.
00–05: introduction and retrieval exercise (slides 1–3).
05–12: behavioural, cognitive, constructivist and social approaches (4–8).
12–17: learning preferences, retrieval, feedback and spaced practice (9–11).
17–21: self-regulated learning and a personal plan (12–13).
21–24: Miller's assessment framework and evidence (14–15).
24–30: evidence-based medicine, PICO, claim/source/limitations (16–18).
30–36: responsible AI and a fictional ethics case (19–21).
36–40: student, teacher and institution roles; workshop transition (22–24).
The three core activities are included, not added to the 40 minutes. Other prompts are brief checks. Optional labs, the full quiz and videos can be used in workshops or the buffer. Show cumulative slide timings, speaker notes, sources and a 40-minute start/pause/reset timer.

LOCAL OBJECTIVES
26: recognise appropriate scientific and digital sources for evidence-based information and use them in multidisciplinary student panels.
27: explain possibilities and limitations of AI in medicine and medical education; discuss privacy, security, bias, transparency and accountability.
28: evaluate expectations of medical education and responsibility for learning; discuss student, teacher and institutional roles.
Make the connection visible without claiming a single activity certifies graduate competence.

TEACHING CONTENT
Use introductory medical learning examples. Miller is an assessment framework, not a learning theory. Do not endorse matching instruction to fixed learning-style categories. Distinguish preferences, accessibility, prior knowledge and task requirements. Explain retrieval, spaced practice, planning/monitoring/reflection, critical appraisal and the limits of extrapolating study results. Every slide needs one main message, at most three key points, a reflection prompt, time, notes and a source.

INTERACTIONS
1. Miller pyramid: different evidence at each level; simulation performance is not independent clinical competence.
2. Examine, hide, retrieve and compare three concepts. No diagnostic or psychometric claims.
3. Osmosis prediction/observation/explanation: water-permeable membrane, impermeant solute, equal initial pressure and temperature; qualitative model, not a quantitative physical simulator.
4. Clearly labelled fictional AI answer: unsubstantiated learning-style claim and unnecessary personal-data request. Decide, justify, verify and revise.
5. Self-regulated learning: goal, monitoring, reflection and an illustrative 1/3/7-day review plan.
6. Eight formative questions with confidence before answering and a rationale after answering; no official grades.

WORKSHOP
Aim for 4–6 students per shared device; use rotating roles and a paper route if devices are scarce. Roles: facilitator, scribe, evidence checker, timekeeper, spokesperson. Everyone thinks before discussion; select the speaker last. Choose a topic already covered in the committee block.
Six steps: topic/outcome/prior knowledge; methods/activity/assessment; human draft and AI collaboration; verification of two claims; responsibilities/access; submission/revision/transfer.
Record each claim's actual source URL, the relevant evidence in the group's own words and its limits. A real citation is not proof that it supports the claim. Record tool/model/date/purpose/prompt/human changes. The site does not itself call a live AI model: copy a tailored prompt to the external tool. Provide a complete, clearly labelled example and an equivalent critique activity without an AI account.
Require the essential fields for submission; allow incomplete drafts. Use a shared ideas wall, one vote per group per idea, a six-section presentation, peer feedback and an individual exit ticket. Peer rubric: outcome/activity/assessment alignment, evidence, active thinking, ethics/access, roles/AI transparency. Scores 0/1/2 mean absent/partial/clear and justified, for improvement only.

TWO WORKSHOP PERIODS
Workshop 1: 0–5 groups/roles; 5–10 topic/outcome; 10–20 brainstorming; 20–30 human draft, AI prompt and revision; 30–45 two-claim source check; 45–50 roles/access and draft save.
Workshop 2: 0–5 final submission; 5–35 presentations or gallery walk; 35–43 revision; 43–50 exit and transfer to a future panel. Suggest time per group; with more than ten groups use simultaneous gallery feedback and three selected short presentations.

BILINGUAL CLASSROOMS AND DATA
Translate navigation, slides, speaker notes, lab instructions, examples, quiz rationales, AI prompts, source summaries and facilitator controls. Keep actual publication languages accurate and preserve original source links. Turkish and English sessions use separate classrooms, browser credentials, drafts and learning plans. Include the language in shared join URLs. Use language-independent poll values so English answers can be submitted and counted correctly. Do not translate students' own submissions automatically.
Use random room codes, separate random host/group credentials and server-side checks with hashed secrets. Drafts are visible to their own group and the facilitator; submitted products are visible to code holders. Validate payload type and size, source URL schemes, peer targets and duplicate votes. Reject unauthorised controls, edits and deletion. Do not render supplied HTML. Show that the room code grants access to shared class content. Provide private credential backups, draft import/export, host report export, submission locking and deletion with explicit confirmation. Seven-day access expiry is not automatic deletion.

EVIDENCE AND MEDIA
Retain the verified primary-source selection: local TIP101 and Okan GenAI guidance; UÇEP 2020 and the distinct UYYB 2026 working-group publication; TEPDAD 2025 v2 May 2026; separate YÖKAK criteria and guide versions; TYYÇ, TYÇ and EQF; WFME BME 2020; UNESCO, WHO and Turkish data-protection/ethics sources. Do not infer full UÇEP 2026 publication from one competency update, apply a postgraduate thesis policy as a blanket first-year rule, or claim institutional endorsement. This is a purposeful selection, not an exhaustive systematic review. Summaries are original explanations, not complete publication translations.
Provide original teaching films in Turkish and English, burned-in captions, reusable VTT files and full transcripts, plus three short clips in each language. Use public synthetic narration, not a participant voice clone. Do not autoplay. Link to third-party originals; do not download, translate or dub materials without rights. Keep external Turkish videos labelled Turkish and provide an English written/model/video alternative.

ACCESSIBILITY, BACKUP AND VERIFICATION
Provide keyboard access, visible focus, labelled inputs, reduced motion, readable contrast, responsive layout and print styles. Create self-contained Turkish and English offline HTML packs containing slides, notes, worksheet, rubric, quiz with rationales, exit ticket and sources. Offline local work is not a shared live classroom. Package both HTML files, original media, captions, transcripts and implementation briefs in one ZIP.
Check TypeScript, production build, real route behaviour with SQLite/D1, isolation between classrooms, poll compatibility, draft privacy, authorisation, locking and deletion. Validate both decks total 40 minutes and preserve source IDs/URLs, offline packages contain all slides, and media streams/durations/caption ranges are correct. Report any unavailable browser/device verification honestly. Publish the completed update at the existing site address and preserve its audience.

INSTITUTIONAL DESIGN AND SILENT PRESENTATIONS
Use the original Turkish and English Istanbul Okan University logos from its official corporate page, without redrawing, recolouring or changing their proportions. Apply the official website’s observed blue #104B8F, white and yellow #EAD648, with the Faculty of Medicine green #008F70 accent. No complete corporate identity manual was verified; do not claim certified manual compliance. Use clear, academic, concise language. Redesign all screens, decks, original media and offline packs consistently.
Provide media-free HTML slide editions of every short film in both languages: seven canonical scenes, three short decks (3/2/2 slides), and a combined deck. Include manual navigation, keyboard support, presentation mode, facilitator notes, discussion prompts, offline opening and printing. Recommend Learning Experiment at lecture opening, replacing slides 1–2 with a 90-second presentation and 30-second transition, then resume slide 3. Recommend AI and Evidence (60 sec) within workshop 1’s opening five minutes, and Responsibility and Design (60 sec) within workshop 2’s opening five minutes. Do not extend planned session times. Retain narrated videos as optional alternatives.


18 October attachment review: 40-minute web lesson + 10-minute buffer. Supplied 32-slide, 50-minute decks are a separate reference edition. Workshop 1: 5/10/10/10/10/5 min; workshop 2: 7/8/25/5/5 min. Designed learning activity: 15 min. Product: four slides or one page. Device scarcity means sharing between groups of 4–6, not enlarging groups. Two claim records include access, inspected passage, decision, checker and date. Record the initial human plan and member contributions. Use five behaviourally described criteria and a six-question individual exit ticket. Using source notes must not be described as opening the original text.


Response collection update: Each learner registers in My responses with a unique code and private access backup. Eight activities provide server receipts. Individual responses are private to the learner and facilitator. The teacher tracks missing answers, sends private feedback, reviews revisions and downloads CSV/full JSON reports. Group products remain separate. Model answers and criteria support human review of open responses. Offline answers are not automatically submitted. A Turkish PDF and bilingual HTML user guide are included.
