Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| QUALITY and PROCESS MANAGEMENT in HEALTHCARE SYSTEMS | - | Spring Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlker KÖSE |
| Name of Lecturer(s) | Assoc.Prof. Melis Almula KARADAYI |
| Assistant(s) | |
| Aim | Designing and implementing sample process models by considering the behavioral analysis (process analysis) issue, which is one of the basic components of health system engineering and has an important place in system analysis, together with the quality management studies in the health system. |
| Course Content | This course contains; Introduction to health system engineering, its components and its place in the health system, and the importance,Introduction to UML usage in system analysis,Process analysis with UML (use case and activity diagrams),Process analysis with UML (use case) -Example implementation,Process analysis with UML (use case) -Example implementation ,Process analysis with UML (use case) -Example implementation,Interaction analysis with UML (sequence diagram),Interaction analysis with UML (sequence diagram) -Example Application,Interaction analysis with UML (sequence diagram) -Example Application,Interaction analysis with UML (sequence diagram) -Example Application,Application: Behavioral and interaction diagrams of a sample quality process modeling,Application: Behavioral and interaction diagrams of a sample quality process modeling,Application: Behavioral and interaction diagrams of a sample quality process modeling,Application: Behavioral and interaction diagrams of a sample quality process modeling. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Explain basic concepts and processes related to system analysis. | 16, 18, 9 | A |
| 1.1. Defines the system and its components. | ||
| 1.2. Defines modeling languages such as UML and IDEF. | ||
| 2. Describe and use behavioral analysis diagrams. | 13, 14, 16, 6, 8, 9 | A, F |
| 2.1. Explains the use case diagram and uses it. | ||
| 2.2. Explain and use the activity diagram | ||
| 3. Describe and use interaction analysis diagrams. | 14, 16, 18, 6, 8, 9 | A, F |
| 3.1. Explain and use sequence diagram | ||
| 4. The entire process in a quality process can be designed with UML. | 14, 16, 18, 2, 4, 5, 6, 8 | F |
| 4.1. They define actors involved in a sample quality process. | ||
| 4.2. It identifies the processes involved in a sample quality process. | ||
| 4.3. How actors, the process concerned, is modeling. | ||
| 4.4. Designs continuous process, process and interaction diagrams. |
| Teaching Methods: | 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 2: Project Based Learning Model, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to health system engineering, its components and its place in the health system, and the importance | System, system analysis and related basic concepts |
| 2 | Introduction to UML usage in system analysis | UML and other modeling languages and application tools used |
| 3 | Process analysis with UML (use case and activity diagrams) | The main components of the process analysis are quality analysis view |
| 4 | Process analysis with UML (use case) -Example implementation | Sample practice for a process in the quality process |
| 5 | Process analysis with UML (use case) -Example implementation | Sample practice for a process in the quality process |
| 6 | Process analysis with UML (use case) -Example implementation | Sample practice for a process in the quality process |
| 7 | Interaction analysis with UML (sequence diagram) | Basic components of interaction analysis, interaction analysis on quality documents look at |
| 8 | Interaction analysis with UML (sequence diagram) -Example Application | Sample practice for a process in the quality process |
| 9 | Interaction analysis with UML (sequence diagram) -Example Application | Sample practice for a process in the quality process |
| 10 | Interaction analysis with UML (sequence diagram) -Example Application | Sample practice for a process in the quality process |
| 11 | Application: Behavioral and interaction diagrams of a sample quality process modeling | Process, activity and interaction as a whole for a process in the quality process application practice to use diagram |
| 12 | Application: Behavioral and interaction diagrams of a sample quality process modeling | Process, activity and interaction as a whole for a process in the quality process application practice to use diagram |
| 13 | Application: Behavioral and interaction diagrams of a sample quality process modeling | Process, activity and interaction as a whole for a process in the quality process application practice to use diagram |
| 14 | Application: Behavioral and interaction diagrams of a sample quality process modeling | Process, activity and interaction as a whole for a process in the quality process application practice to use diagram |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications. | ||||||
| 2 | Conceive the interdisciplinary interaction which the field is related with. | ||||||
| 3 | Use of theoretical and practical knowledge within the field at a proficiency level and solve the problem faced related to the field by using research methods. | ||||||
| 4 | Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. | ||||||
| 5 | Independently conduct studies that require proficiency in the field. | ||||||
| 6 | Take responsibility and develop new strategic solutions as a team member in order to solve unexpected complex problems faced within the applications in the field. | ||||||
| 7 | Evaluate knowledge and skills acquired at proficiency level in the field with a critical approach and direct the learning. | ||||||
| 8 | Investigate, improve social connections and their conducting norms with a critical view and act to change them when necessary. Communicate with peers by using a foreign language at least at a level of European Language Portfolio B2 General Level. | ||||||
| 9 | Define the social and environmental aspects of engineering applications. | ||||||
| 10 | Audit the data gathering, interpretation, implementation and announcement stages by taking into consideration the cultural, scientific, and ethic values and teach these values. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 14 | 3 | 42 | |||
| Presentation of Project / Seminar | 4 | 20 | 80 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 30 | 30 | |||
| General Exam | 1 | 35 | 35 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 229 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(229/30) | 8 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| QUALITY and PROCESS MANAGEMENT in HEALTHCARE SYSTEMS | - | Spring Semester | 3+0 | 3 | 8 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | Second Cycle (Master's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. İlker KÖSE |
| Name of Lecturer(s) | Assoc.Prof. Melis Almula KARADAYI |
| Assistant(s) | |
| Aim | Designing and implementing sample process models by considering the behavioral analysis (process analysis) issue, which is one of the basic components of health system engineering and has an important place in system analysis, together with the quality management studies in the health system. |
| Course Content | This course contains; Introduction to health system engineering, its components and its place in the health system, and the importance,Introduction to UML usage in system analysis,Process analysis with UML (use case and activity diagrams),Process analysis with UML (use case) -Example implementation,Process analysis with UML (use case) -Example implementation ,Process analysis with UML (use case) -Example implementation,Interaction analysis with UML (sequence diagram),Interaction analysis with UML (sequence diagram) -Example Application,Interaction analysis with UML (sequence diagram) -Example Application,Interaction analysis with UML (sequence diagram) -Example Application,Application: Behavioral and interaction diagrams of a sample quality process modeling,Application: Behavioral and interaction diagrams of a sample quality process modeling,Application: Behavioral and interaction diagrams of a sample quality process modeling,Application: Behavioral and interaction diagrams of a sample quality process modeling. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Explain basic concepts and processes related to system analysis. | 16, 18, 9 | A |
| 1.1. Defines the system and its components. | ||
| 1.2. Defines modeling languages such as UML and IDEF. | ||
| 2. Describe and use behavioral analysis diagrams. | 13, 14, 16, 6, 8, 9 | A, F |
| 2.1. Explains the use case diagram and uses it. | ||
| 2.2. Explain and use the activity diagram | ||
| 3. Describe and use interaction analysis diagrams. | 14, 16, 18, 6, 8, 9 | A, F |
| 3.1. Explain and use sequence diagram | ||
| 4. The entire process in a quality process can be designed with UML. | 14, 16, 18, 2, 4, 5, 6, 8 | F |
| 4.1. They define actors involved in a sample quality process. | ||
| 4.2. It identifies the processes involved in a sample quality process. | ||
| 4.3. How actors, the process concerned, is modeling. | ||
| 4.4. Designs continuous process, process and interaction diagrams. |
| Teaching Methods: | 13: Case Study Method, 14: Self Study Method, 16: Question - Answer Technique, 18: Micro Teaching Technique, 2: Project Based Learning Model, 4: Inquiry-Based Learning, 5: Cooperative Learning, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to health system engineering, its components and its place in the health system, and the importance | System, system analysis and related basic concepts |
| 2 | Introduction to UML usage in system analysis | UML and other modeling languages and application tools used |
| 3 | Process analysis with UML (use case and activity diagrams) | The main components of the process analysis are quality analysis view |
| 4 | Process analysis with UML (use case) -Example implementation | Sample practice for a process in the quality process |
| 5 | Process analysis with UML (use case) -Example implementation | Sample practice for a process in the quality process |
| 6 | Process analysis with UML (use case) -Example implementation | Sample practice for a process in the quality process |
| 7 | Interaction analysis with UML (sequence diagram) | Basic components of interaction analysis, interaction analysis on quality documents look at |
| 8 | Interaction analysis with UML (sequence diagram) -Example Application | Sample practice for a process in the quality process |
| 9 | Interaction analysis with UML (sequence diagram) -Example Application | Sample practice for a process in the quality process |
| 10 | Interaction analysis with UML (sequence diagram) -Example Application | Sample practice for a process in the quality process |
| 11 | Application: Behavioral and interaction diagrams of a sample quality process modeling | Process, activity and interaction as a whole for a process in the quality process application practice to use diagram |
| 12 | Application: Behavioral and interaction diagrams of a sample quality process modeling | Process, activity and interaction as a whole for a process in the quality process application practice to use diagram |
| 13 | Application: Behavioral and interaction diagrams of a sample quality process modeling | Process, activity and interaction as a whole for a process in the quality process application practice to use diagram |
| 14 | Application: Behavioral and interaction diagrams of a sample quality process modeling | Process, activity and interaction as a whole for a process in the quality process application practice to use diagram |
| Resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Develop and deepen knowledge in the same or in a different field to the proficiency level based on Bachelor level qualifications. | ||||||
| 2 | Conceive the interdisciplinary interaction which the field is related with. | ||||||
| 3 | Use of theoretical and practical knowledge within the field at a proficiency level and solve the problem faced related to the field by using research methods. | ||||||
| 4 | Interpret the knowledge about the field by integrating the information gathered from different disciplines and formulate new knowledge. | ||||||
| 5 | Independently conduct studies that require proficiency in the field. | ||||||
| 6 | Take responsibility and develop new strategic solutions as a team member in order to solve unexpected complex problems faced within the applications in the field. | ||||||
| 7 | Evaluate knowledge and skills acquired at proficiency level in the field with a critical approach and direct the learning. | ||||||
| 8 | Investigate, improve social connections and their conducting norms with a critical view and act to change them when necessary. Communicate with peers by using a foreign language at least at a level of European Language Portfolio B2 General Level. | ||||||
| 9 | Define the social and environmental aspects of engineering applications. | ||||||
| 10 | Audit the data gathering, interpretation, implementation and announcement stages by taking into consideration the cultural, scientific, and ethic values and teach these values. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |