Aim
Biochemistry is a field of science that analyzes events occurring in health and disease in the human body. The aim of the PhD program in biochemistry is to educate individuals who will understand and apply science and technology in order to understand and treat diseases threatening human life in different dimensions. Doctoral students will be included in this brief information and applications. The main objective of this program is to educate the researchers in the field of biochemistry to gain the competence of analytical thinking, problem solving, project planning and implementation, and to make original contributions to the studies carried out all over the world with the formation and knowledge acquired.Qualification Awarded
Third Cycle (Doctorate Degree)Registration and Admission Requirements
Bachelor's Degree and/or Master's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have succesfully complete all of the courses and take minumum 240 ECTS with a seminar, qualifying exam, dissertation proposal, PhD dissertation have a right to receive a diploma.Recognition of Prior Learning
It is carried out within the scope of Istanbul Medipol University Postgraduate Education Regulations.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| BYKD1121910 | APPLIED BIOCHEMISTRY II | Turkish | 2+4 | 4 | 11 | |
| BYKD1129480 | BASIC TERMS in BIOCHEMISTRY | Turkish | 3 | 3 | 10 | |
| BYKD1121930 | MOLECULAR CELL BIOLOGY and BIOCHEMISTRY | Turkish | 4 | 4 | 10 | |
| BYKD1123280 | HEMOSTASIS BIOCHEMISTRY II | Turkish | 2+2 | 3 | 8 | |
| BYKD1129490 | REPRODUCTION BIOCHEMISTRY | Turkish | 2 | 2 | 6 | |
| BYKD1129510 | DIABETES BIOCHEMISTRY II | Turkish | 2 | 2 | 5 | |
| BYKD1121960 | PHYSIOPATHOLOGY | Turkish | 2 | 2 | 6 | |
| BYKD1121940 | FUNCTIONAL MORPHOLOGY | Turkish | 3 | 3 | 8 | |
| BYKD1122150 | LABORATORY ROTATION I | Turkish | - | 6 | ||
| BYKD1121950 | GENETICS and BIOTECHNOLOGY | Turkish | 4 | 4 | 8 | |
| BYKD1121970 | SCIENTIFIC PROJECT and ANALYSIS TECHNIQUES | Turkish | 2 | 2 | 4 | |
| BYKD1122160 | LABORATORY ROTATION II | Turkish | - | 6 | ||
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| BYKD1221920 | ADVANCED APPLIED TECHNIQUES | Turkish | 1+2 | 2 | 6 | |
| BYKD1221930 | MOLECULAR CELL BIOLOGY and BIOCHEMISTRY | Turkish | 4 | 4 | 10 | |
| BYKD1223320 | CANCER BIOCHEMISTRY II | Turkish | 2 | 2 | 6 | |
| BYKD1214250 | CLINICAL ENZYMOLOGY | Turkish | 2+2 | 3 | 8 | |
| BYKD1221960 | PHYSIOPATHOLOGY | Turkish | 2 | 2 | 6 | |
| BYKD1221940 | FUNCTIONAL MORPHOLOGY | Turkish | 3 | 3 | 8 | |
| BYKD1222150 | LABORATORY ROTATION I | Turkish | - | 6 | ||
| BYKD1221950 | GENETICS and BIOTECHNOLOGY | Turkish | 4 | 4 | 8 | |
| BYKD1221970 | SCIENTIFIC PROJECT and ANALYSIS TECHNIQUES | Turkish | 2 | 2 | 4 | |
| BYKD1222160 | LABORATORY ROTATION II | Turkish | - | 6 | ||
Program Qualification
Theoretical, Factual
Defines macro and micromolecules in cell and body fluids at an advanced level.
Knows how to store and protect the material to be analyzed.
Knows how to identify molecules found in cells and body fluids.
Knows the principles of technologies to be used for routine and research purposes.
Knows how to evaluate the results of the study, interprets and questions.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Developing, deepening and reaching original definitions that will bring innovation to the field with original thought and/or research based on qualifications.
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1 - Defines macro and micromolecules in cell and body fluids at an advanced level. 2 - Knows how to store and protect the material to be analyzed. |
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2- Understanding the interdisciplinary interaction to which the field is related; reaches original results by using new and complex ideas, information that requires expertise in analysis, synthesis and evaluation.
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5 - Knows how to evaluate the results of the study, interprets and questions. 3 - Knows how to identify molecules found in cells and body fluids. |
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3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field.
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4 - Knows the principles of technologies to be used for routine and research purposes. 6 - Knows how to use field-specific tools and equipment |
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4- Knows the importance of ethical principles and ethical committees for individuals and society.
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7 - Knows how to access and interpret field-specific resources and information
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5- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health.
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9 - Combines theoretical and factual knowledge with critical thoughts, conducts independent studies, evaluates the results, compares them with the literature, and gets them accepted by authors and scientific journals.
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| SKILLS | |
| Cognitive, Practical | |
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1- Evaluating, using and conveying new information in its field with a systematic approach.
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9 - Combines theoretical and factual knowledge with critical thoughts, conducts independent studies, evaluates the results, compares them with the literature, and gets them accepted by authors and scientific journals. 10 - Solves a scientific and technical problem, knows where to get help. |
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2- Developing a new thought, method, design and/or application that brings innovation to its field or applying a known thought, method, design and/or application to a different field, investigates, understands, designs, adapts and implements an original subject.
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10 - Solves a scientific and technical problem, knows where to get help.
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3-Being able to write the report of the research he/she has done/participated in and publishes it in a nationally/internationally accepted refereed journal and presents it in scientific meetings.
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12 - Participates in meetings related to the field of biochemistry, presents papers, participates in discussions and congresses, publishes studies in reputable journals specific to the field. 11 - Takes responsibility in joint scientific studies, contributes and works in harmony. |
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4- Conducting critical analysis, synthesis and evaluation of new and complex thoughts.
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9 - Combines theoretical and factual knowledge with critical thoughts, conducts independent studies, evaluates the results, compares them with the literature, and gets them accepted by authors and scientific journals. 10 - Solves a scientific and technical problem, knows where to get help. |
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5-Having high level skills in using research methods in studies related to his/her field.
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10 - Solves a scientific and technical problem, knows where to get help. 11 - Takes responsibility in joint scientific studies, contributes and works in harmony. |
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6- Performing the necessary examination by using other technological tools and devices specific to the field at the level required by the field of health, including computers, and develops new creative solutions to problems.
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6 - Knows how to use field-specific tools and equipment 7 - Knows how to access and interpret field-specific resources and information |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Contributing to the progress in the field by independently carrying out an original study that brings innovation to the field, developing a new thought, method, design and/or application or applying a known thought, method, design and/or application to a different field.
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10 - Solves a scientific and technical problem, knows where to get help.
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2- Performing statistical analysis at a level that can evaluate a scientific article.
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9 - Combines theoretical and factual knowledge with critical thoughts, conducts independent studies, evaluates the results, compares them with the literature, and gets them accepted by authors and scientific journals.
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3- Expanding the boundaries of knowledge in the field by publishing at least one scientific article about the field in national and/or international refereed journals.
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12 - Participates in meetings related to the field of biochemistry, presents papers, participates in discussions and congresses, publishes studies in reputable journals specific to the field.
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4- Leading in environments that are related to the field and require resolution of interdisciplinary problems.
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11 - Takes responsibility in joint scientific studies, contributes and works in harmony.
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| Learning Competence | |
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1- Developing new thoughts and methods related to the field by using high-level mental processes such as creative and critical thinking, problem solving and decision making.
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10 - Solves a scientific and technical problem, knows where to get help. 12 - Participates in meetings related to the field of biochemistry, presents papers, participates in discussions and congresses, publishes studies in reputable journals specific to the field. |
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2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices.
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14 - Can take part in management activities, evaluate the results obtained to improve quality
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3- Applying the principles of advanced professional development and lifelong learning related to the field of health in his/her studies.
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14 - Can take part in management activities, evaluate the results obtained to improve quality
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| Communication and Social Competence | |
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1- Examining and developing social relations and the norms that guide these relationships from a critical perspective and manages actions to change them when necessary.
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13 - Collects, interprets, applies, announces data related to the field of biochemistry, conducts social and cultural studies, and supervises these studies scientifically and socially.
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2- Defending their original views in the discussion of the subjects in their field with experts and establishes an effective communication showing their competence in his/her field.
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13 - Collects, interprets, applies, announces data related to the field of biochemistry, conducts social and cultural studies, and supervises these studies scientifically and socially.
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3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level.
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9 - Combines theoretical and factual knowledge with critical thoughts, conducts independent studies, evaluates the results, compares them with the literature, and gets them accepted by authors and scientific journals.
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| Field-based Competence | |
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1- Contributing to the process of becoming and maintaining the information society of the society in which it lives by introducing scientific, technological, social or cultural advances in its field.
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13 - Collects, interprets, applies, announces data related to the field of biochemistry, conducts social and cultural studies, and supervises these studies scientifically and socially.
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2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field.
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14 - Can take part in management activities, evaluate the results obtained to improve quality
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3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values.
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13 - Collects, interprets, applies, announces data related to the field of biochemistry, conducts social and cultural studies, and supervises these studies scientifically and socially. 10 - Solves a scientific and technical problem, knows where to get help. |
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6-Having experience in working with other health disciplines.
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11 - Takes responsibility in joint scientific studies, contributes and works in harmony.
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5- Choosing and implementing the right statistical methods in his/her studies in the field of health and interprets them correctly. Performing analysis and synthesis.
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9 - Combines theoretical and factual knowledge with critical thoughts, conducts independent studies, evaluates the results, compares them with the literature, and gets them accepted by authors and scientific journals.
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6- Using current developments and information related to the field of health for the benefit of the society in line with the children, family, national values and country facts.
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13 - Collects, interprets, applies, announces data related to the field of biochemistry, conducts social and cultural studies, and supervises these studies scientifically and socially.
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Employment Opportunities
Those who have successfully completed the Biochemistry Ph. D program can work in public institutions, private sector, research institutes or universities.Upgrading
May apply to post-doctoral programmes.Type of Training
Full TimeAssessment and Evaluation
Assessment is done by written exam, oral exam, reading and comprehension of a research article, or expression of a subject. To be considered successful from a course, the grade must be at least 75 in the master program. The ratio of the midterm exam to the success rate is 50% and the overall exam's success rate is 50%.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
Question - Answer Technique | Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers | Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
Micro Teaching Technique | Performance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched. | Camera, video recording devices, checklist, rubric, rating scale, observation form. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Problem Baded Learning Model | Creating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutions | Problem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Inquiry-Based Learning | Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Cooperative Learning | Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together. | In-class and out-of-class, in-school and out-of- school environments. |
Experiential Learning | Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment. | Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools |
Lecture Method | Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied) | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room |
Traditional Written Exam | Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis. | Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys |
Oral Exam | It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific. | Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales |
Homework | It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject. | Library, e-library, books, articles |
Project Task | Identifies, field of application, collecting, and analyzing data, literature review, preparing and presenting report | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADVANCED BIOCHEMISTRY II | 5 | 1 | 4 | 2 | 1 | 1 | 3 | 1 | 3 | 5 | 4 | 4 | 4 | 4 |
| APPLIED BIOCHEMISTRY II | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 3 | 3 | 3 | 3 | 3 | 2 |
| ATHEROSCLEROSIS BIOCHEMISTRY | 3 | 1 | 1 | 2 | 1 | 1 | 3 | 1 | 3 | 3 | 4 | 4 | 4 | 4 |
| BASIC TERMS in BIOCHEMISTRY | 5 | 3 | 5 | 2 | 2 | 2 | 4 | 5 | 3 | 2 | 2 | 2 | 1 | 1 |
| BONE BIOCHEMISTRY | 2 | 1 | 1 | 2 | 1 | 1 | 3 | 1 | 3 | 3 | 4 | 4 | 4 | 3 |
| CANCER BIOCHEMISTRY II | 1 | 1 | 1 | 1 | 2 | 2 | 4 | 3 | 2 | 2 | 2 | 1 | 1 | 0 |
| DIABETES BIOCHEMISTRY II | 3 | 3 | 3 | 3 | 4 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 1 |
| ENSTRUMENTAL ANALYSIS in BIOCHEMISTRY II | 2 | 2 | 2 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 2 | 4 | 1 | 0 |
| FUNCTIONAL MORPHOLOGY | 5 | 1 | 2 | 1 | 0 | 1 | 3 | 5 | 1 | 1 | 4 | 0 | 0 | 0 |
| HEMOSTASIS BIOCHEMISTRY II | 3 | 1 | 1 | 3 | 1 | 1 | 3 | 1 | 3 | 3 | 4 | 4 | 4 | 4 |
| LABORATORY ROTATION I | 1 | 1 | 2 | 2 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 0 |
| LABORATORY ROTATION II | 1 | 1 | 2 | 3 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 0 |
| LIPID BIOCHEMISTRY | 3 | 1 | 4 | 2 | 1 | 1 | 3 | 1 | 3 | 3 | 3 | 4 | 3 | 4 |
| LIVER BIOCHEMISTRY - II | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 0 | 0 |
| MOLECULAR CELL BIOLOGY and BIOCHEMISTRY | 4 | 4 | 3 | 3 | 5 | 4 | 5 | 4 | 4 | 5 | 4 | 3 | 3 | 4 |
| PROTEIN BIOCHEMISTRY and PROTEOMICS | 4 | 2 | 3 | 2 | 3 | 4 | 4 | 3 | 3 | 3 | 4 | 3 | 4 | 3 |
| QUALIFYING EXAM PREPARATION | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| REPRODUCTION BIOCHEMISTRY | 2 | 0 | 1 | 1 | 2 | 1 | 2 | 2 | 3 | 1 | 2 | 0 | 0 | 0 |
| RESEARCH TECHNIQUES in BIOCHEMISTY II | 2 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 5 | 4 | 1 |
| VITAMINS and ELEMENTS | 3 | 1 | 1 | 2 | 1 | 1 | 3 | 1 | 3 | 3 | 4 | 4 | 4 | 4 |
| WATER and ELECTROLYTE BIOCHEMISTRY | 2 | 1 | 1 | 2 | 1 | 1 | 3 | 1 | 3 | 3 | 4 | 4 | 4 | 4 |
| İlişkili Ders Sayısı / 21/29 | 63 | 44 | 53 | 52 | 46 | 45 | 64 | 54 | 57 | 59 | 63 | 58 | 52 | 44 |
Surveys for Students
| Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
|---|---|---|---|---|---|---|
| Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
| Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
| Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
| Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
| Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
| Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
| Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
| Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
| Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
| Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
| Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
| Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
| Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
| Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
| Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
| Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
| Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
| Ders güncel konu ve konuklarla desteklenir. | ||||||
| Yukarıdaki sorular dışında iletmek istedikleriniz |