Aim
To provide with the ability to evaluate and interpret comprehensive theoretical and applied knowledge regarding the health management field.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) ResultGraduation 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
4-year undergraduate graduates can apply. Students who study at another institution can apply for lateral transfer. If the student enrolls in a graduate program of another university, which courses will be counted from the minimum course load, the advisor and the relevant Department Committee suggestion and determined by the approval of the Institute Administrative Board.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 |
SAYY1169440 | HEALTH SYSTEMS ORGANIZATION | Turkish | 3 | 3 | 8 | |
SAYY1141200 | HEALTH POLICY | Turkish | 3 | 3 | 8 | |
SAYY1169450 | SEMINAR | Turkish | - | 8 | ||
SAYY1110438 | BIOSTATISTICS | Turkish | 3 | 3 | 8 | |
SAYY1167260 | HEALTH LAW and BIOETHICS | Turkish | 3 | 3 | 8 | |
SAYY1167270 | FINANCIAL MANAGEMENT in HEALTHCARE | Turkish | 3 | 3 | 8 | |
SAYY1167280 | MODERN MARKETING in HEALTH SERVICES | Turkish | 3 | 3 | 8 | |
SAYY1167290 | LOGISTICS MANAGEMENT | Turkish | 3 | 3 | 8 | |
SAYY1167470 | GENERAL HEALTH INSURANCE and HEALTH INSURANCE | Turkish | 3 | 3 | 8 | |
SAYY1167480 | CURRENT APPROACHES and ADVANCED READINGS in HEALTH INF. | Turkish | 3 | 3 | 8 | |
SAYY1167490 | EVIDENCE BASED MANAGEMENT | Turkish | 3 | 3 | 8 | |
SAYY1117520 | CURRENT PROBLEMS of MEDICAL LAW I | Turkish | 3 | 3 | 7 | |
SAYY1174890 | THE RIGHT TO HEALTH I | Turkish | 3 | 3 | 8 | |
SAYY1163620 | HEALTH TECHNOLOGY ASSESSMENT | Turkish | 3 | 3 | 8 | |
SAYY1169710 | DATA MINING in HEALTHCARE SYSTEMS | Turkish | 3 | 3 | 8 |
Program Qualification
Theoretical, Factual
1. Improves upon and deepens the knowledge she/he gained at the health management undergraduate program to the level of an expert in the field.
2. Comprehends and explains the interaction between health management and related disciplines.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
Employment Opportunities
Program graduates can work in private or public health institutions, and continue to work as academics.Upgrading
Students who have successfully completed their master's education can apply to upper degree (third cycle) programs.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course success grade is obtained by evaluating the student's success and the general exam during the semester during the midterm and homework assignments, projects, applied studies, group work and similar studies. To be successful in a course, the grade must be at least 65 (C) in the graduate program. The number, form, and rate of affecting the course achievement scores of a course within the semester are entered into the education information system and announced to the students at the beginning of the semester. The effect of the general examination on lesson success grade cannot be less than 30% and more than 70%.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) |
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 |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
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 |
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 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
BEHAVIORAL SCIENCES and ORGANIZATIONAL BEHAVIOURS | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 |
CURRENT APPROACHES and ADVANCED READINGS in HEALTH INF. | 3 | 4 | 3 | 5 | 5 | 3 | 3 | 4 | 4 | 4 | 1 | 5 | 3 | 4 | 4 | 4 |
CURRENT PROBLEMS of MEDICAL LAW I | 3 | 4 | 3 | 4 | 3 | 4 | 3 | 4 | 4 | 4 | 0 | 0 | 3 | 3 | 3 | 4 |
DATA MINING in HEALTHCARE SYSTEMS | 4 | 4 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 1 | 5 | 4 | 4 | 5 | 5 |
EVIDENCE BASED MANAGEMENT | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 5 | 4 | 1 | 2 | 4 | 3 | 3 | 4 |
FINANCIAL MANAGEMENT in HEALTHCARE | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 1 | 3 | 3 | 3 | 4 | 4 |
GENERAL HEALTH INSURANCE and HEALTH INSURANCE | 3 | 4 | 3 | 5 | 3 | 4 | 3 | 3 | 4 | 4 | 1 | 1 | 3 | 4 | 3 | 5 |
HEALTH ECONOMICS and GLOBAL ORIENTATION | 4 | 4 | 2 | 4 | 3 | 2 | 4 | 4 | 1 | 2 | 1 | 0 | 4 | 4 | 3 | 4 |
HEALTH LAW and BIOETHICS | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 0 | 0 | 4 | 4 | 4 | 4 |
HEALTH POLICY | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | 4 | 4 |
HEALTH SYSTEMS ORGANIZATION | 4 | 5 | 3 | 5 | 4 | 3 | 4 | 4 | 5 | 5 | 0 | 1 | 5 | 5 | 4 | 4 |
HEALTH TECHNOLOGY ASSESSMENT | 4 | 4 | 4 | 4 | 5 | 3 | 4 | 5 | 5 | 4 | 1 | 5 | 3 | 3 | 4 | 5 |
LOGISTICS MANAGEMENT | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 0 | 2 | 4 | 3 | 3 | 4 |
MANAGERIAL EPIDEMIOLOGY | 4 | 3 | 4 | 3 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 4 | 4 | 3 |
MODERN MARKETING in HEALTH SERVICES | 3 | 4 | 4 | 3 | 4 | 3 | 4 | 4 | 4 | 5 | 0 | 1 | 5 | 3 | 4 | 4 |
PATIENT SAFETY | 4 | 4 | 3 | 4 | 3 | 1 | 3 | 4 | 1 | 3 | 3 | 2 | 3 | 0 | 3 | 4 |
SPECIFIC MEDICAL INTERVENTIONS | 2 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 0 | 0 | 3 | 2 | 3 | 3 |
STRATEGIC MANAGEMENT at HEALTHCARE ORGANIZATIONS | 4 | 3 | 3 | 4 | 4 | 3 | 3 | 5 | 1 | 2 | 1 | 2 | 4 | 1 | 3 | 2 |
THE RIGHT TO HEALTH I | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 4 | 4 | 1 | 1 | 3 | 4 | 4 | 4 |
İlişkili Ders Sayısı / 19/32 | 65 | 73 | 66 | 78 | 72 | 61 | 67 | 73 | 69 | 71 | 22 | 40 | 71 | 62 | 69 | 75 |
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 |