Aim
In addition to educating students as more competent experts in pharmaceutical care, teaching the necessary knowledge and practical applications for the identification, evaluation and resolution of problems in clinical and nonclinical drug treatment practices, combining the theoretical knowledge they have gained during the training process with clinical practice, and improve their reasoning 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 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
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 |
| ECFY1138070 | CLINICS I | Turkish | 6 | 6 | 16 | |
| ECFY1146320 | PATIENT EDUCATION | Turkish | 2 | 2 | 6 | |
| ECFY1146330 | CLINICAL BIOCHEMISTRY | Turkish | 2 | 2 | 6 | |
| ECFY1167690 | ADVANCED PHARMACEUTICAL CARE I | Turkish | 2 | 2 | 10 | |
| ECFY1146370 | LITERATURE EVALUATION and PRESENTATION TECHNIQUES | Turkish | 3 | 3 | 6 | |
| ECFY1110438 | BIOSTATISTICS | Turkish | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| ECFY1210480 | SEMINAR | Turkish | - | 2 | ||
| ECFY1214014 | HOW to PREPARE a SCIENTIFIC RESEARCH PROJECT | Turkish | 2 | 2 | 6 | |
| ECFY1247070 | CLINICAL TOXICOLOGY | Turkish | 2 | 2 | 6 | |
| ECFY1229250 | CLINICS II | Turkish | 6 | 6 | 16 | |
| ECFY1246340 | DRUG USAGE in CLINICAL PHARMACY | Turkish | 3 | 3 | 6 | |
| ECFY1267710 | ADVANCED PHARMACEUTICAL CARE II | Turkish | 2 | 2 | 10 | |
Program Qualification
Theoretical, Factual
PY-1. Knows about accessing the scientific information in the field of clinical pharmacy, monitoring, evaluating, and implementing the current literature.
PY-2. Has the advanced knowledge of creating patient profiles, patient education, and medication counseling.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Having up-to-date knowledge at the level of expertise in the field of health based on undergraduate level competencies, develops and deepens them.
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1 - PY-1. Knows about accessing the scientific information in the field of clinical pharmacy, monitoring, evaluating, and implementing the current literature.
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2- Understanding the interaction between the disciplines that it is related to in the field of health.
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3 - PY-3. Cooperates with persons in relevant disciplines at the stages of collecting, interpreting, implementing, and announcing results of data related to the clinical pharmacy field.
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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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9 - PY-9. Demonstrates embarking on lifelong learning, open for improvement, and continue this behavior.
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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 - PY-9. Demonstrates embarking on lifelong learning, open for improvement, and continue this behavior.
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| SKILLS | |
| Cognitive, Practical | |
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1- Having the ability to use, develop and deepen the theoretical and practical knowledge it has acquired at the level of expertise in its field.
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3 - PY-3. Cooperates with persons in relevant disciplines at the stages of collecting, interpreting, implementing, and announcing results of data related to the clinical pharmacy field.
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2- Integrating the information it has in the field of health with information from different disciplines and interpreting it to create new information, analysing and synthesising it using different research methods and offering solutions.
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6 - PY-6. Produces solutions to the problems in the field of clinical pharmacy in the direction of scientific data/ scientific evidence. 8 - PY-8. Carries out a study independently by using advanced level knowledge about the field of clinical pharmacy and takes responsibility as a team member in cooperation with other occupational groups working in this field. |
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3- Publishing the report of the research he /she has done/participated in and publishes it in a nationally/internationally accepted refereed journal or presents it in a scientific meeting.
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11 - PY-11. Safely documents and keeps track of professional activities and practices.
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4- Performing the necessary examination by using the devices and devices specific to the field with other technological tools including computer at the level required by the health field and solves the problems and problems.
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9 - PY-9. Demonstrates embarking on lifelong learning, open for improvement, and continue this behavior.
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5- Using information and communication technologies related to its field.
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9 - PY-9. Demonstrates embarking on lifelong learning, open for improvement, and continue this behavior.
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6-The ability to choose, calculate and interpret the correct statistical methods while conducting research on his/her field.
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7 - PY-7. Plans, manages, watches the process, and evaluates activities that oriented improvements of employees as part of a project.
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| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Constructing issues that require expertise in the field of health, offering solutions, solving problems, evaluating the results obtained and applying them when necessary.
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7 - PY-7. Plans, manages, watches the process, and evaluates activities that oriented improvements of employees as part of a project.
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2- Developing solution proposals and produces solutions by taking responsibility in case of unforeseen complex situations in health field-related issues.
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6 - PY-6. Produces solutions to the problems in the field of clinical pharmacy in the direction of scientific data/ scientific evidence. 14 - PY-14. Behaves according to the legislation and professional ethics related to duty, right, and responsibilities as an individual. |
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3- Carrying out studies related to the health field independently and/or as a team.
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8 - PY-8. Carries out a study independently by using advanced level knowledge about the field of clinical pharmacy and takes responsibility as a team member in cooperation with other occupational groups working in this field.
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2- Performing statistical analysis at a level that can evaluate a scientific article.
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11 - PY-11. Safely documents and keeps track of professional activities and practices.
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| Learning Competence | |
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1- Evaluating information about the health field with a critical approach and directs learning.
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8 - PY-8. Carries out a study independently by using advanced level knowledge about the field of clinical pharmacy and takes responsibility as a team member in cooperation with other occupational groups working in this field.
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2- Performing statistical analysis at a level that can evaluate a scientific article.
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9 - PY-9. Demonstrates embarking on lifelong learning, open for improvement, and continue this behavior. 10 - PY-10. Follows and evaluates national and international developments in the field of clinical pharmacy. |
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3- Following evidence-based practices and conducting research that will create evidence in his/her field about professional practices.
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6 - PY-6. Produces solutions to the problems in the field of clinical pharmacy in the direction of scientific data/ scientific evidence.
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4- Applying the principles of advanced professional development and lifelong learning related to the health field in his/her studies.
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10 - PY-10. Follows and evaluates national and international developments in the field of clinical pharmacy. 9 - PY-9. Demonstrates embarking on lifelong learning, open for improvement, and continue this behavior. |
| Communication and Social Competence | |
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1- ingand shares his/her knowledge in the field of health, current developments and his/her own works in a systematic way in writing, verbally and visually with groups in the same field or outside.
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11 - PY-11. Safely documents and keeps track of professional activities and practices.
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2- Examining the social relations in the professional and professional environment and the norms that guide these relationships from a critical perspective and does what is necessary to improve them.
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11 - PY-11. Safely documents and keeps track of professional activities and practices. 10 - PY-10. Follows and evaluates national and international developments in the field of clinical pharmacy. |
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3- Establishing verbal and written communication by using a foreign language at least at European Language Portfolio C1 General Level.
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10 - PY-10. Follows and evaluates national and international developments in the field of clinical pharmacy.
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4- Having knowledge about computer software and communication technologies at the level required by the health field and uses them at an advanced level.
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9 - PY-9. Demonstrates embarking on lifelong learning, open for improvement, and continue this behavior.
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| Field-based Competence | |
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1- Developing strategies and policies on health-related issues and interprets implementation plans and evaluates the results obtained within a scientific and ethical framework.
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14 - PY-14. Behaves according to the legislation and professional ethics related to duty, right, and responsibilities as an individual.
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2- Observing social, scientific and ethical values during the collection, interpretation and announcement of data related to the health field and teaches these values.
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14 - PY-14. Behaves according to the legislation and professional ethics related to duty, right, and responsibilities as an individual.
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3- Applying the knowledge and problem-solving abilities it absorbs in the field of health in interdisciplinary studies.
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3 - PY-3. Cooperates with persons in relevant disciplines at the stages of collecting, interpreting, implementing, and announcing results of data related to the clinical pharmacy field. 13 - PY-13. Informs relevant persons and institutions in the fields of quality assurance of pharmaceutical products. |
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4- Evaluating current developments in the field of health in line with national values and country facts, including children and families, which are the basic units of the society.
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12 - PY-12. Provides information to the patience, healthcare personnel, and society on every drug-related issue.
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5- Developing strategy, policy and implementation plans on issues related to the health field and evaluates the results obtained within the framework of quality processes.
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11 - PY-11. Safely documents and keeps track of professional activities and practices.
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6- Contributing to national and international health policy studies on taking health further.
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3 - PY-3. Cooperates with persons in relevant disciplines at the stages of collecting, interpreting, implementing, and announcing results of data related to the clinical pharmacy field.
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6-Having experience in working with other health disciplines.
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3 - PY-3. Cooperates with persons in relevant disciplines at the stages of collecting, interpreting, implementing, and announcing results of data related to the clinical pharmacy field. 8 - PY-8. Carries out a study independently by using advanced level knowledge about the field of clinical pharmacy and takes responsibility as a team member in cooperation with other occupational groups working in this field. |
Employment Opportunities
Pharmacists who successfully complete this program can work in community pharmacies, hospital pharmacies or inpatient services/polyclinics, education-research areas at universities, public institutions and organizations such as the Türkiye İlaç ve Tıbbi Cihaz Kurumu and Türkiye Halk Sağlığı Kurumudrug and poison information centers, drug consultancy companies and They may have employment opportunities in professional organizations.Upgrading
May apply to third cycle programmes.Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course grade. To be considered successful in a course, the passing grade must be at least 65 (C) in the graduate program.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. |
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) |
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 |
Care Plan | ||
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 |
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 |
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 | 11 | 12 | 13 | 14 | 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADVANCED PHARMACEUTICAL CARE I | 3 | 3 | 2 | 3 | 2 | 2 | 0 | 1 | 3 | 3 | 3 | 2 | 0 | 1 | 1 |
| ADVANCED PHARMACEUTICAL CARE II | 1 | 4 | 1 | 2 | 2 | 4 | 1 | 3 | 3 | 1 | 3 | 2 | 0 | 1 | 0 |
| BIOSTATISTICS | 0 | 0 | 3 | 0 | 0 | 1 | 0 | 2 | 1 | 1 | 0 | 1 | 0 | 0 | 0 |
| CLINICAL BIOCHEMISTRY | 3 | 0 | 2 | 3 | 0 | 3 | 0 | 2 | 3 | 2 | 0 | 2 | 0 | 2 | 0 |
| CLINICAL TOXICOLOGY | 2 | 1 | 2 | 1 | 1 | 2 | 0 | 0 | 0 | 1 | 1 | 0 | 0 | 0 | 0 |
| CLINICS I | 4 | 3 | 2 | 3 | 2 | 2 | 1 | 2 | 3 | 3 | 1 | 3 | 1 | 3 | 3 |
| CLINICS II | 4 | 3 | 3 | 3 | 1 | 2 | 2 | 2 | 3 | 3 | 2 | 3 | 1 | 2 | 2 |
| DRUG USAGE in CLINICAL PHARMACY | 3 | 3 | 4 | 4 | 1 | 2 | 0 | 0 | 2 | 3 | 0 | 1 | 0 | 2 | 2 |
| HOW to PREPARE a SCIENTIFIC RESEARCH PROJECT | 4 | 1 | 4 | 0 | 0 | 1 | 0 | 1 | 4 | 3 | 0 | 0 | 0 | 1 | 0 |
| LITERATURE EVALUATION and PRESENTATION TECHNIQUES | 4 | 2 | 3 | 4 | 1 | 5 | 3 | 4 | 4 | 5 | 4 | 3 | 3 | 4 | 1 |
| PATIENT EDUCATION | 3 | 4 | 4 | 4 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 4 | 1 | 1 | 1 |
| SEMINAR | 3 | 2 | 3 | 3 | 2 | 3 | 1 | 1 | 3 | 2 | 2 | 3 | 1 | 2 | 3 |
| İlişkili Ders Sayısı / 12/12 | 34 | 26 | 33 | 30 | 14 | 29 | 9 | 20 | 31 | 29 | 17 | 24 | 7 | 19 | 13 |
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 |