Aim
The aim of the program is to educate Doctor of Science that adopts being nationally and internationally scientific, educates, researches and practices, transfers knowledge to the area he/she works in the field of Physical Theraphy and Rehabilitation.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 |
FTRD1113105 | PHYSIOLOGY of ADVANCED EXERCISES | Turkish | 2 | 2 | 9 | |
FTRD1113111 | ADVANCED FUNCTIONAL ANATOMY | Turkish | 3 | 3 | 9 | |
FTRD1110990 | MUSCULOSKELETAL REHABILITATION | Turkish | 2 | 2 | 9 | |
FTRD1113103 | NEUROPHYSIOLOGICAL REHABILITATION | Turkish | 2 | 2 | 9 | |
FTRD1113104 | SPORT INJURIES | Turkish | 2 | 2 | 9 | |
FTRD1113106 | ERGOTHERAPY | Turkish | 2 | 2 | 9 | |
FTRD1113107 | ORTHOTICS-PROSTHETICS REHABILITATION | Turkish | 2 | 2 | 9 | |
FTRD1113108 | AGEING & PHYSICAL ACTIVITY | Turkish | 2 | 2 | 9 | |
FTRD1115086 | ADVANCED PULMONARY REHABILITATION | Turkish | 2 | 2 | 9 | |
FTRD1118760 | COGNITIVE REHABILITATION | Turkish | 2 | 2 | 9 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
FTRD1246910 | SEMINAR | Turkish | - | 2 | ||
FTRD1213111 | ADVANCED FUNCTIONAL ANATOMY | Turkish | 3 | 3 | 9 | |
FTRD1214048 | ADVANCED RESEARCH METHODS | Turkish | 3 | 3 | 8 | |
FTRD1211120 | PAIN PHYSIOTHERAPY | Turkish | 2 | 2 | 9 | |
FTRD1213102 | REHABILITATION in BALANCE & GAIT DISORDERS | Turkish | 2 | 2 | 9 | |
FTRD1213113 | PHYSICAL THERAPY in PERIPHERAL NERVOUS SYS. DISE. | Turkish | 2 | 2 | 9 | |
FTRD1213114 | PHYSIOTHERAPY & REHABILITATION in CHILD DISEASES | Turkish | 2 | 2 | 9 | |
FTRD1213115 | EXERCISE METHODS in PHYSIOTHERAPY | Turkish | 2 | 2 | 9 | |
FTRD1213116 | HAND REHABILITATION | Turkish | 2 | 2 | 9 | |
FTRD1215087 | ADVANCED CARDIAC REHABILITATION | Turkish | 2 | 2 | 9 | |
FTRD1214021 | FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATION | Turkish | 2 | 2 | 6 |
Program Qualification
Theoretical, Factual
Has scienfic and basic knowledge based on evidence which he/she specializes in physical therapy and rehabilition area.
Has the knowledge to evaluate, plan treatments, practice and scientific perspective which he/she specializes in physical therapy and rehabilition area.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
KNOWLEDGE | |
Theoretical, Factual | |
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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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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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 importance of ethical principles and ethical committees for individuals and society.
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5- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health.
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SKILLS | |
Cognitive, Practical | |
1- Evaluating, using and conveying new information in its field with a systematic approach.
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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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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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4- Conducting critical analysis, synthesis and evaluation of new and complex thoughts.
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5-Having high level skills in using research methods in studies related to his/her field.
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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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COMPETENCIES | |
Ability to work independently and take responsibility | |
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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2- Performing statistical analysis at a level that can evaluate a scientific article.
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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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4- Leading in environments that are related to the field and require resolution of interdisciplinary problems.
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Learning Competence | |
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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2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices.
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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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Communication and Social Competence | |
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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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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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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Field-based Competence | |
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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2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field.
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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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6-Having experience in working with other health disciplines.
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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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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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Employment Opportunities
Those who successfully complete the program can take part in public institutions, private sector, research institutes. If they are successful in Academic Staff and Postgraduate Education Exam (ALES) and foreign language exams, they can take part in faculty or academic staff at universities.Upgrading
May apply to post-doctoral programmes.Type of Training
Full TimeAssessment and Evaluation
Assessment is made in the form of written exam, oral exam and presentation of an article or a topic. The success of a course is determined by the course grade. To be successful in a course, the grade must be at least 75 in the doctorate program. Success score is determined by taking 50% of midterm and general exam grades.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 |
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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. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video 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) |
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. |
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 |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
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 |
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 |
Quiz | It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades. | Worksheets, question bank, question pool, answer key |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
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ADVANCED CARDIAC REHABILITATION | 4 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | 4 |
ADVANCED FUNCTIONAL ANATOMY | 4 | 3 | 2 | 2 | 2 | 1 | 0 | 0 | 1 |
ADVANCED PULMONARY REHABILITATION | 5 | 4 | 4 | 5 | 5 | 4 | 4 | 5 | 5 |
ADVANCED RESEARCH METHODS | 5 | 3 | 2 | 2 | 2 | 0 | 0 | 2 | 2 |
AGEING & PHYSICAL ACTIVITY | 3 | 3 | 2 | 4 | 0 | 1 | 0 | 1 | 2 |
COGNITIVE REHABILITATION | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
ERGOTHERAPY | 3 | 3 | 3 | 4 | 2 | 2 | 2 | 2 | 2 |
EVALUATION & ANALYSES in PHYSIOTHERAPY | 5 | 5 | 4 | 5 | 3 | 2 | 2 | 2 | 2 |
EXERCISE METHODS in PHYSIOTHERAPY | 5 | 5 | 4 | 4 | 5 | 4 | 3 | 4 | 5 |
HAND REHABILITATION | 5 | 5 | 3 | 5 | 4 | 3 | 2 | 2 | 3 |
INTENSIVE CARE PHYSIOTHERAPY | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 |
MUSCULOSKELETAL REHABILITATION | 4 | 5 | 3 | 3 | 5 | 4 | 3 | 3 | 0 |
NEUROPHYSIOLOGICAL REHABILITATION | 4 | 4 | 3 | 4 | 3 | 2 | 2 | 2 | 2 |
OBESITY PHYSIOTERAPY | 3 | 5 | 2 | 4 | 1 | 2 | 1 | 1 | 3 |
ORTHOPEDIC REHABILITATION | 5 | 5 | 4 | 5 | 3 | 2 | 2 | 2 | 2 |
ORTHOTICS-PROSTHETICS REHABILITATION | 5 | 5 | 3 | 4 | 4 | 3 | 3 | 2 | 2 |
PAIN PHYSIOTHERAPY | 5 | 5 | 4 | 4 | 3 | 3 | 2 | 1 | 0 |
PHYSICAL THERAPY in CENTRAL NERVOUS SYSTEM DISEASES | 5 | 5 | 4 | 4 | 5 | 4 | 3 | 4 | 5 |
PHYSICAL THERAPY in PERIPHERAL NERVOUS SYS. DISE. | 5 | 5 | 4 | 4 | 5 | 4 | 3 | 4 | 5 |
PHYSIOLOGY of ADVANCED EXERCISES | 4 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
PHYSIOTHERAPY & REHABILITATION in CHILD DISEASES | 4 | 4 | 3 | 3 | 3 | 4 | 2 | 2 | 5 |
QUALIFYING EXAM PREPARATION | 2 | 3 | 2 | 3 | 2 | 2 | 2 | 1 | 1 |
REHABILITATION in BALANCE & GAIT DISORDERS | 5 | 5 | 2 | 5 | 3 | 2 | 2 | 1 | 2 |
SEMINAR | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 3 | 3 |
SPORT INJURIES | 2 | 4 | 2 | 3 | 2 | 2 | 2 | 2 | 2 |
VESTIBULAR SYSTEM and REHABILITATION | 1 | 4 | 4 | 5 | 2 | 3 | 4 | 2 | 2 |
WOMEN HEALTH | 5 | 5 | 4 | 5 | 2 | 3 | 2 | 2 | 0 |
İlişkili Ders Sayısı / 27/28 | 111 | 115 | 86 | 105 | 84 | 75 | 62 | 64 | 70 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
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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 |