Program Information
Aim
The aim of the Master program is to prepare its graduates with the knowledge and skills needed to follow advancements in the field. The program aims to graduate individuals who can have successful careers in industrial and academic environments, working on design, development, production, and research, have a systematic approach in problem-solving, can effectively work in teams, have social, environmental, economical, and ethical awareness and responsibility, and have leadership skills.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English ProficiencyGraduation Requirements
Students who have successfully completed 120 ECTS by taking 7 technical courses , a graduate seminar, Scientific Research Techniques and Ethic course and a Thesis with the minimum GPA of 3.0 have a right to receive a diploma.Recognition of Prior Learning
Students can transfer certain number of courses that they have successful completed in their previous graduate school.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 |
| SSMY1163560 | MS SEMINAR | Turkish | - | 4 | ||
| SSMY1167490 | EVIDENCE BASED MANAGEMENT | Turkish | 3 | 3 | 8 | |
| SSMY1169440 | HEALTH SYSTEMS ORGANIZATION | Turkish | 3 | 3 | 8 | |
| SSMY1163610 | INTRODUCTION to HEALTHCARE SYSTEMS | Turkish | 3 | 3 | 8 | |
| SSMY1163620 | HEALTH TECHNOLOGY ASSESSMENT | Turkish | 3 | 3 | 8 | |
| SSMY1163640 | NETWORK MODELS | Turkish | 3 | 3 | 8 | |
| SSMY1169690 | BIOISTATISTICS | Turkish | 3 | 3 | 8 | |
| SSMY1169710 | DATA MINING in HEALTHCARE SYSTEMS | Turkish | 3 | 3 | 8 | |
| SSMY1163740 | HEALTHCARE SYSTEMS SIMULATION | Turkish | 3 | 3 | 8 | |
| SSMY1164070 | HEALTHCARE PROJECTS MANAGEMENT | Turkish | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SSMY1279380 | SCIENTIFIC RESEARCH TECHNIQUES and PUBLICATION ETHİCS | Turkish | 3 | 3 | 8 | |
| SSMY1267310 | HEALTH ECONOMICS and GLOBAL ORIENTATION | Turkish | 3 | 3 | 8 | |
| SSMY1223910 | MANAGERIAL EPIDEMIOLOGY | Turkish | 3 | 3 | 8 | |
| SSMY1267320 | RISK MANAGEMENT in HEALTHCARE | Turkish | 3 | 3 | 8 | |
| SSMY1267410 | PATIENT SAFETY | Turkish | 3 | 3 | 8 | |
| SSMY1263590 | MODELING and OPTIMIZATION | Turkish | 3 | 3 | 8 | |
| SSMY1212823 | MACHINE LEARNING APPLICATION in HEALTHCARE | Turkish | 3 | 3 | 8 | |
| SSMY1216898 | MODELING and SIMULATION of HEALTH SYSTEM DYNAMICS | Turkish | 3 | 3 | 8 | |
| SSMY1263830 | MEDICAL DEVICES and PRODUCTS | Turkish | 3 | 3 | 8 | |
| SSMY1264090 | NEURAL NETWORKS | Turkish | 3 | 3 | 8 | |
| SSMY1264110 | ENGINEERING and TECHNOLOGY MANAGEMENT | Turkish | 3 | 3 | 8 | |
| SSMY1264130 | SUPPLY CHAIN MANAGEMENT | Turkish | 3 | 3 | 8 | |
Program Qualification
Theoretical, Factual
Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications.
Conceive the interdisciplinary interaction which the field is related with.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1-Having comprehensive knowledge about the analysis and modeling methods used in the solution of information problems and their limitations. | - |
| 2- Having in-depth knowledge of Information and Communication Technologies at a level that will make advanced applications. | - |
| SKILLS | |
| Cognitive, Practical | |
| 1-To be able to access information in an expanded and in-depth manner by conducting applied research in the field of Information and Communication Technologies, evaluates and applies the information. | - |
| 2- Completing and implementing information with scientific methods using limited or incomplete data; integrating information from different disciplines. | - |
| 3- Developing a method to solve the problems of identified information and communication technologies and applies these innovative methods. | - |
| 4- Applying modeling and experimental research; resolving complex situations encountered in this process. | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Leading multidisciplinary teams in the field of information and communication technologies. | - |
| Learning Competence | |
| 1- Being aware of the new and developing practices of his/her profession and examining and naming them when necessary. | - |
| 2- Developing a method to solve the problems of identified information and communication technologies and applies these innovative methods. | - |
| Communication and Social Competence | |
| 1- Conveying the processes and results of the written, verbal and visual studies systematically in national and international environments in that field or outside the field. | - |
| 2- Recognizing at least one foreign language, reads and communicates verbally and in writing using the author and this language at least at the General Level of the European Language Portfolio B2. | - |
| 3-Naming the social and environmental dimensions of IT applications. | - |
| Field-based Competence | |
| 1- Observing social, scientific and ethical values in the collection, interpretation, application and announcement of data and in all professional activities. | - |
Employment Opportunities
The graduates will get the opportunity to work in the departments of research and development, industrial companies, design, testing, production, management, sales and consulting in the field of medical devices and technologies, and pharmaceutical industry. The graduates may also continue to their academic studies by registering a PhD program.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Successful completion of coursework and thesis.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 |
|---|---|---|
Mastery Learning | Prior knowledge/student readiness is determined. Appropriate teaching methods and techniques are selected. Learning deficiencies are identified. Supplementary or supplementary teaching plan is applied. | Cognitive strategies, models and techniques |
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. |
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 |
Flipped Classroom Learning | Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed. | Video recordings, online environments, classroom |
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 |
Multiple-Choice Exam | ||
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 |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| BIOISTATISTICS | 4 | 3 | 3 | 4 | 3 | 0 | 3 | 0 | 0 | 3 |
| DATA MINING in HEALTHCARE SYSTEMS | 2 | 2 | 3 | 3 | 4 | 3 | 4 | 0 | 3 | 3 |
| ENGINEERING and TECHNOLOGY MANAGEMENT | 4 | 3 | 4 | 5 | 3 | 3 | 4 | 0 | 4 | 5 |
| EVIDENCE BASED MANAGEMENT | 2 | 2 | 3 | 3 | 3 | 4 | 2 | 0 | 2 | 5 |
| HEALTH ECONOMICS and GLOBAL ORIENTATION | 3 | 1 | 2 | 3 | 0 | 0 | 4 | 4 | 0 | 3 |
| HEALTH SYSTEMS ORGANIZATION | 3 | 3 | 0 | 0 | 0 | 3 | 3 | 0 | 0 | 3 |
| HEALTH TECHNOLOGY ASSESSMENT | 3 | 3 | 4 | 4 | 2 | 3 | 3 | 0 | 3 | 4 |
| HEALTHCARE PROJECTS MANAGEMENT | 3 | 4 | 4 | 3 | 3 | 3 | 4 | 0 | 0 | 0 |
| HEALTHCARE SYSTEMS SIMULATION | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 1 | 0 | 4 |
| INTRODUCTION to HEALTHCARE SYSTEMS | 5 | 4 | 3 | 3 | 5 | 3 | 4 | 0 | 3 | 3 |
| MACHINE LEARNING APPLICATION in HEALTHCARE | 3 | 1 | 2 | 3 | 0 | 0 | 4 | 4 | 0 | 3 |
| MANAGERIAL EPIDEMIOLOGY | 3 | 1 | 2 | 3 | 0 | 0 | 4 | 4 | 0 | 3 |
| MEDICAL DEVICES and PRODUCTS | 5 | 3 | 4 | 3 | 3 | 3 | 5 | 0 | 5 | 4 |
| MODELING and OPTIMIZATION | 3 | 1 | 1 | 3 | 3 | 3 | 2 | 2 | 1 | 1 |
| MODELING and SIMULATION of HEALTH SYSTEM DYNAMICS | 5 | 5 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| MS SEMINAR | 4 | 2 | 2 | 2 | 3 | 0 | 5 | 5 | 0 | 3 |
| NETWORK MODELS | 3 | 1 | 1 | 3 | 3 | 3 | 2 | 2 | 1 | 1 |
| NEURAL NETWORKS | 3 | 1 | 2 | 3 | 0 | 0 | 4 | 4 | 0 | 3 |
| PATIENT SAFETY | 1 | 3 | 0 | 3 | 0 | 3 | 4 | 0 | 0 | 4 |
| RISK MANAGEMENT in HEALTHCARE | 1 | 1 | 3 | 2 | 0 | 1 | 3 | 0 | 1 | 2 |
| SCIENTIFIC RESEARCH TECHNIQUES and PUBLICATION ETHİCS | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 5 |
| SUPPLY CHAIN MANAGEMENT | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 2 |
| İlişkili Ders Sayısı / 22/22 | 69 | 51 | 56 | 60 | 42 | 41 | 72 | 30 | 27 | 64 |
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 |