Program Information
Aim
By providing biostatistics education at a universal level, it aims to train responsible, knowledgeable, enlightened, ethical, competent biostatisticians who have reached a sufficient level in research, are open to development in their own field, can establish a dialogue with the people they work with, and can fulfill the requirements of independent and collaborative work when necessary.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 succesfully complete all of the courses,a seminar and a thesis who have taken the 90 to 120 ECTS have a right to receive a diploma.Recognition of Prior Learning
Formal learning is applied in line with the Graduate Education Regulations. Students enrolled in the Biostatistics master's program of another university can apply for horizontal transfer. For those coming from outside the field, the courses determined in accordance with the department board decision are taken from the undergraduate program.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 |
| BIOY1114084 | BIOSTATISTICS-I | English | 3 | 3 | 10 | |
| BIOY1114085 | SCIENTIFIC RESEARCH TECHN. and PUBLICATION ETHICS | English | 3 | 3 | 10 | |
| BIOY1114086 | ANALYSIS of VARIANCE | English | 3 | 3 | 8 | |
| BIOY1114087 | SAMPLING METHODS | English | 3 | 3 | 8 | |
| BIOY1114088 | SCIENTIFIC RESEARCH DESING | English | 3 | 3 | 8 | |
| BIOY1114089 | PRINCIPLES in SCIENTIFIC RESEARCH METHOD SCIENCE | English | 3 | 3 | 8 | |
| BIOY1114091 | EVIDENCE-BASED MEDICINE | English | 3 | 3 | 8 | |
| BIOY1114092 | INTRODUCTION to MULTIVARIATE ANALYSIS | English | 3 | 3 | 8 | |
| BIOY1114093 | INTRODUCTION to EPIDEMIOLOGY and QUANTITATIVE METHODS | English | 3 | 3 | 8 | |
| BIOY1114094 | DEMOGRAPHY | English | 3 | 3 | 8 | |
| BIOY1114095 | INTRODUCTION to DATA SCIENCE and MACHINE LEARNING | English | 3 | 3 | 8 | |
| BIOY1114096 | GENETIC EPIDEMIOLOGY and STATISTICAL METHODS | English | 3 | 3 | 8 | |
| BIOY1114097 | HEALTH ECONOMY and ANALYSIS | English | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| BIOY1214098 | INTRODUCTION to STATISTICAL PROGRAMMING | English | 2+2 | 3 | 10 | |
| BIOY1214099 | BIOSTATISTICS-II | English | 3 | 3 | 10 | |
| BIOY1214101 | ONTRODUCTION to LINEAR MODELS | English | 3 | 3 | 10 | |
| BIOY1214108 | SEMINAR | English | - | 10 | ||
| BIOY1214102 | NON-PARAMETRIC METHODS | English | 3 | 3 | 8 | |
| BIOY1214103 | INTRODUCTION to SURVIVAL ANALYSIS | English | 3 | 3 | 8 | |
| BIOY1214104 | POPULATION SCIENCES | English | 3 | 3 | 8 | |
| BIOY1214105 | INTRODUCTION to COMPUTATIONAL BIOLOGY | English | 3 | 3 | 8 | |
| BIOY1214106 | CAUSALITY and CAUSAL ANALYSIS in HEALTH SCIENCES | English | 3 | 3 | 8 | |
| BIOY1214107 | TIME SERIES | English | 3 | 3 | 8 | |
Program Qualification
Theoretical, Factual
Can use advanced theoretical and applied knowledge gained in the fields of theoretical and applied biostatistics.
Can use the knowledge of basic probability and statistics theories and applications at the level of expertise.
They have knowledge of all kinds of research design in the field of health
Can design, construct and propose solutions for research in the field of health.
| 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 master's qualifications. | - |
| 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. | - |
| 3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field. | - |
| 4- Knows the importance of ethical principles and ethical committees for individuals and society. | - |
| SKILLS | |
| Cognitive, Practical | |
| 1- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health. | - |
| 2- Evaluating, using and conveying new information in its field with a systematic approach. | - |
| 3- 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. | - |
| 4-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. | - |
| 5- Conducting critical analysis, synthesis and evaluation of new and complex thoughts. | - |
| 6-Having high level skills in using research methods in studies related to his/her field. | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- 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. | - |
| 2- 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. | - |
| 3- Performing statistical analysis at a level that can evaluate a scientific article. | - |
| 4- 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. | - |
| 5- Leading in environments that are related to the field and require resolution of interdisciplinary problems. | - |
| 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. | - |
| 2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices. | - |
| 3- Applying the principles of advanced professional development and lifelong learning related to the field of health in his/her studies. | - |
| 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. | - |
| 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. | - |
| 3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level. | - |
| 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. | - |
| 2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field. | - |
| 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. | - |
| 6-Having experience in working with other health disciplines. | - |
| 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. | - |
| 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. | - |
| - | |
Employment Opportunities
Graduates are employed as a Biostatistics specialist in academic staff of national and international higher education institutions, and in the private sector (in insurance companies (as an actuary), research companies, and pharmaceutical companies).Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Students are evaluated by oral and written exam during the year. In addition, homework and projects are given.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. |
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 |
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 | 15 | 16 | 17 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ANALYSIS of VARIANCE | 5 | 5 | 3 | 3 | 3 | 3 | 4 | 3 | 5 | 4 | 4 | 5 | 3 | 3 | 4 | 4 | 4 |
| BIOSTATISTICS-I | 5 | 5 | 3 | 3 | 3 | 4 | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
| BIOSTATISTICS-II | 5 | 5 | 3 | 3 | 5 | 3 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 3 | 5 | 5 | 5 |
| CAUSALITY and CAUSAL ANALYSIS in HEALTH SCIENCES | 5 | 4 | 5 | 3 | 3 | 3 | 3 | 5 | 1 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| DEMOGRAPHY | 2 | 1 | 2 | 1 | 2 | 2 | 3 | 3 | 1 | 2 | 2 | 3 | 2 | 2 | 5 | 2 | 3 |
| EVIDENCE-BASED MEDICINE | 3 | 3 | 5 | 5 | 5 | 5 | 4 | 4 | 2 | 4 | 3 | 4 | 3 | 5 | 3 | 5 | 4 |
| GENETIC EPIDEMIOLOGY and STATISTICAL METHODS | 3 | 3 | 1 | 3 | 3 | 2 | 4 | 3 | 5 | 2 | 4 | 5 | 3 | 2 | 5 | 5 | 4 |
| HEALTH ECONOMY and ANALYSIS | 2 | 1 | 3 | 3 | 4 | 3 | 4 | 4 | 1 | 3 | 4 | 5 | 4 | 4 | 4 | 4 | 3 |
| INTRODUCTION to DATA SCIENCE and MACHINE LEARNING | 3 | 3 | 2 | 1 | 4 | 1 | 3 | 5 | 5 | 3 | 4 | 5 | 3 | 5 | 4 | 3 | 4 |
| INTRODUCTION to EPIDEMIOLOGY and QUANTITATIVE METHODS | 3 | 3 | 5 | 5 | 5 | 5 | 5 | 5 | 2 | 4 | 4 | 4 | 5 | 3 | 4 | 5 | 3 |
| INTRODUCTION to MULTIVARIATE ANALYSIS | 5 | 5 | 2 | 2 | 3 | 2 | 5 | 3 | 5 | 4 | 4 | 4 | 4 | 2 | 3 | 4 | 5 |
| INTRODUCTION to STATISTICAL PROGRAMMING | 5 | 5 | 0 | 0 | 3 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 |
| INTRODUCTION to SURVIVAL ANALYSIS | 5 | 5 | 2 | 1 | 2 | 0 | 2 | 0 | 4 | 1 | 0 | 2 | 3 | 0 | 3 | 3 | 2 |
| NON-PARAMETRIC METHODS | 5 | 5 | 0 | 0 | 3 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 5 | 0 | 0 | 5 | 0 |
| ONTRODUCTION to LINEAR MODELS | 5 | 5 | 1 | 0 | 5 | 0 | 0 | 3 | 5 | 0 | 0 | 5 | 2 | 0 | 0 | 3 | 0 |
| PRINCIPLES in SCIENTIFIC RESEARCH METHOD SCIENCE | 3 | 3 | 3 | 3 | 5 | 4 | 4 | 2 | 1 | 3 | 2 | 4 | 2 | 3 | 4 | 4 | 4 |
| SAMPLING METHODS | 4 | 3 | 3 | 3 | 4 | 3 | 3 | 4 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 |
| SCIENTIFIC RESEARCH DESING | 3 | 3 | 5 | 5 | 5 | 5 | 3 | 3 | 1 | 3 | 4 | 4 | 3 | 3 | 3 | 5 | 3 |
| SCIENTIFIC RESEARCH TECHN. and PUBLICATION ETHICS | 4 | 3 | 5 | 5 | 5 | 5 | 4 | 5 | 1 | 3 | 4 | 4 | 4 | 5 | 5 | 5 | 4 |
| SEMINAR | 5 | 0 | 5 | 5 | 5 | 3 | 3 | 5 | 0 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| TIME SERIES | 5 | 5 | 2 | 2 | 2 | 1 | 3 | 2 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 |
| İlişkili Ders Sayısı / 21/23 | 85 | 75 | 60 | 56 | 79 | 54 | 66 | 69 | 68 | 60 | 62 | 77 | 69 | 58 | 75 | 86 | 67 |
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 |