Background: The purpose of this study is to investigate students' satisfaction whose were studying in the academic years 2020-2021, 2021 - 2022 with the biology curriculum at "Ach" Medical University, to evaluate the effectiveness of the teaching method, and to improve the planning and execution of future teaching and learning activities based on the students' perceptions. Introduction: One of the ways to evaluate the quality of services of higher education institutions is the student satisfaction survey. The satisfaction of any customer with the service that they receive depends on many factors. We conducted a survey on the satisfaction of students who are the main users of the Biology curriculum at Ach Medical University, and considered that it is necessary to pay further attention to the fact that the results taking and the requirements. Purpose: The purpose of this study is to take a survey of the satisfaction of the students of the biology curriculum of "Ach" Medical University based on the perceptions of the students, give an evaluation and conclusion about the teaching activities and improve the teaching quality and methodology. Materials and Methods: This research is based on the HEdPERF model Beaumont (2012) who has developed a model for evaluating the quality of higher education with 6 factors, each factor having 4 questions and 1-10 points. F of these factors were used in this research [12]. It includes:
1. Training-Lecture Quality, Seminar/Laboratory Quality, Teacher's Teaching Methodology, Importance of Course Content
2. Teacher-Professional knowledge and experience: Ability to support and help students, Recognize the needs of the students, Ability to attract student's attention in training, Communication skills
3. Organization and materiality of study - Organization, Management, Flexibility of the training, Quality, and Availability of training materials and equipment
In the academic year 2020-2021 and 2021-2022, students who studied biology were asked to evaluate the performance of the "Biology" curriculum by answering 30 questions with 3 groups of questions using Google form, and answering one of the points 1, 2, 3, 4, 5 for each question and collected the research material by clarifying. General information of the research participants : 147 first-year students in "Ach" Medical University aged 17-20, 86.4% female and 13.6% male, or 29.4% of all students, participated in the survey. : Result Teaching process of biology course: The participants of the research who studied the biology course through combined online and classroom learning answered that the lecture course was conducted that explains the phenomenon broadly in a scientific unity. They answered that the method of lecturing is appropriate for explaining cases, repeating topics, clarifying interrelationships, the content and quantity of independent work, and practical importance if the tasks are completed. Evaluation methodology of the teaching: The participants said that the lessons are taught clearly, with real-life examples, communication between teacher and students is proper, independent work is checked promptly, the results reporting is done on time and the evaluation is as realistic. When the teacher asks for corrections during class in the future: The students said that if the teacher has more conversations with them, if the teacher speaks louder while taking classes, and some answered that there is nothing to correct. Biology curriculum evaluation: When asked about the environment for implementing the Biology curriculum and the availability of teaching materials, the students said it is moderate. In response to the question of describing the advantage and disadvantages of the Biology curriculum:
• The knowledge and skills of the teacher, as well as the opportunity to learn from other programs are an advantage
• Classrooms, equipment, and e-learning were evaluated as weaknesses. Conclusion
1. According to the satisfaction survey results obtained from 147 students who are representatives of the students who studied Biology in the 1st year of 2021 and 2022 at "Ach" Medical University, it was concluded that the teaching process of biology is 84.8 percent or good.
2. In order to further improve the course's quality and results, and also each student's practice, it was determined that some changes to the ratio of the content of the lectures and seminars, in addition to attending practice classes regularly in the classroom and with mutual discussion, are required.

Kidney transplantation is the best alternative treatment for end-stage renal disease and health-related quality of life and survival of the patients are improved compared with dialysis. Worldwide, more than 1.4 million patients with CKD receive renal replacement therapy with incidence growing by approximately 8% annually.1 Unfortunately, despite significant improvement in graft function, kidney transplants can still fail due to acute rejection and chronic allograft nephropathy.2 Kidney biopsy after transplantation, which has evaluated by Banff 09 classification is usefull method for diagnose of transplanted kidney disease.3,4Kidney graft rejection was diagnosed in 10 renal allograft biopsy specimens (bs) obtained from transplant patients followed up at our institute between 2015 and 2016. All specimens were evaluated as satisfactory which show more than 8 glomerulus under the light microscopy. Each renal cortical tissue was divided into two tips: one piece for routine H&E stain and special stains, including Masson’s trichrome, and PAS stain; another piece for immunofluorescence by frozen section, which were stained with IgA, IgM, IgG and complement component (C3, C4, C1q, C4d). All the renal biopsies were examined by the same pathologist.Out of 117 transplantations, 10 episodes of rejection selected. Among the 10 patients, 30% had an acute T cell rejection and 70% had a chronic allograft nephropathy. Interstitial inflammation (i1-7) was present in 7 bs (70%), tubulitis (t1-4,t2-2) in 6 bs (60%), transplant glomerulitis (g1-1, g2-2, g3-1) in 4 bs (40%), transplant interstitial fibrosis (ci1-2, ci2-2, ci3-2) in 6 bs (60%), tubular atrophy (ct1-6, ct2-2, ct3-1) in 9 bs (90%), mesangial matrix increase (mm1-5) in 5 bs (50%), vascular fibrosis intimal thickeness (cv1-3) in 3 bs (30%), arteriolar hyaline thickening (ah1-5) in 5 bs (50%), tubulitis (ti1-6, ti2-3, ti3-1) in 10 bs (100%) and peritubular capillaritis (ptc1-1, ptc2-2, ptc3-1) in 4 bs (40%). C4d deposition was present very mild in wall of the vessels and peritubular capillaries. Because of not good working Methenamin silver stain, we couldn’t demostrate glomerular basement membrane changes (cg) fully.We suggest that histopathological changes of transplant glomerulopathy might be accompanied by inflammation of the microvasculature, such as transplant glomerulitis and peritubular capillaritis. C4d deposition in the wall of the vessels and peritubular capillaritis is not always present in biopsy specimens of transplant glomerulopathy.