Aim
Participants of the program will gain both theoretical and conceptual understanding of health economics and be able to employ evaluation methods necessary for efficient decision making.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
The candidate who will apply to the program must have a bachelor's degree. Must get at least 65 points in the equal weight score type of ALES conducted by the ÖSYM. (International candidates are not required to have taken the ALES exam). The overall success grade of the candidates is calculated by taking 50% of the ALES score, 20% of the undergraduate graduation grade point average and 30% of the interview result. In order for the candidate to be accepted into the program, the overall success score must be at least 65.Graduation Requirements
The master's program with thesis consists of a total of at least 120 ECTS credits, at least 8 courses, including the seminar course, and thesis work, provided that it is not less than 60 ECTS credits in one academic semester. Students who successfully complete all courses prescribed in the program, including the seminar course, and the master's thesis, collect at least 120 ECTS credits in total and have a weighted GPA of at least 2.50 out of 4.00, are entitled to receive a diploma.Recognition of Prior Learning
Students can apply for the exemption of the courses that they have taken and passed at a previous higher education institution or equivalent organization. If needed, the view of the instructor is received, and exemption requests are settled by the faculty 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 |
SEKY1167270 | FINANCIAL MANAGEMENT in HEALTHCARE | Turkish | 3 | 3 | 8 | |
SEKY1169440 | HEALTH SYSTEMS ORGANIZATION | Turkish | 3 | 3 | 8 | |
SEKY1167260 | HEALTH LAW and BIOETHICS | Turkish | 3 | 3 | 8 | |
SEKY1167280 | MODERN MARKETING in HEALTH SERVICES | Turkish | 3 | 3 | 8 | |
SEKY1167470 | GENERAL HEALTH INSURANCE and HEALTH INSURANCE | Turkish | 3 | 3 | 8 | |
SEKY1167480 | CURRENT APPROACHES and ADVANCED READINGS in HEALTH INF. | Turkish | 3 | 3 | 8 | |
SEKY1141200 | HEALTH POLICY | Turkish | 3 | 3 | 8 | |
SEKY1117520 | CURRENT PROBLEMS of MEDICAL LAW I | Turkish | 3 | 3 | 7 | |
SEKY1163620 | HEALTH TECHNOLOGY ASSESSMENT | Turkish | 3 | 3 | 8 | |
SEKY1169710 | DATA MINING in HEALTHCARE SYSTEMS | Turkish | 3 | 3 | 8 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
SEKY1267310 | HEALTH ECONOMICS and GLOBAL ORIENTATION | Turkish | 3 | 3 | 8 | |
SEKY1269460 | RESEARCH METHODS | Turkish | 3 | 3 | 8 | |
SEKY1214363 | SEMINAR | Turkish | 3 | - | 8 | |
SEKY1223910 | MANAGERIAL EPIDEMIOLOGY | Turkish | 3 | 3 | 8 | |
SEKY1267320 | RISK MANAGEMENT in HEALTHCARE | Turkish | 3 | 3 | 8 | |
SEKY1267340 | STRATEGIC MANAGEMENT at HEALTHCARE ORGANIZATIONS | Turkish | 3 | 3 | 8 | |
SEKY1267350 | ECONOMIC EVALUATION TECHNIQUES | Turkish | 3 | 3 | 8 | |
SEKY1267360 | QUALITY APP. and MANA. in HEALTH SERVICES | Turkish | 3 | 3 | 8 | |
SEKY1267370 | NEW DIRECTIONS in HEALTH ENTERPRISES | Turkish | 3 | 3 | 8 | |
SEKY1267420 | MANAGEMENT SKILLS | Turkish | 3 | 3 | 8 |
Program Qualification
Theoretical, Factual
(S)he uses theoretical knowledge in health economics
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.
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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.
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SKILLS | |
Cognitive, Practical | |
1-Having the ability to interpret and analyze data, defining problems and offering solutions by using the knowledge it has acquired in the field in its decisions, practices and behaviors.
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2- Having the ability to transfer information about the field to employees and teammates.
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3- Carrying out a study independently on subjects requiring expertise in the field.
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COMPETENCIES | |
Ability to work independently and take responsibility | |
1- As a project manager or participant, taking responsibility in accordance with the project objectives.
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2- Setting vision, goal and goal for the organization/institution.
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3- Critically evaluating the knowledge and skills acquired.
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Learning Competence | |
1-Transmitting thoughts and suggestions at the level of knowledge and skills he/she has acquired about his/her field to the relevant persons in writing and verbally.
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Communication and Social Competence | |
1- Communicating with those who work in the field.
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2- Establishing verbal and written communication by using a foreign language at least at European Language Portfolio C1 General Level.
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3- Using computer software, information and communication technologies at a level that can perform data entry and analysis related to the study areas.
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4- Giving originality and contribution in the works to be carried out in the field.
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Field-based Competence | |
1- Making a strategic plan for the organization/institutions and developing a strategy.
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2-The organization/institution acts in accordance with business and social ethical values.
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3 Having sufficient awareness of the universality of social rights, social justice, quality and cultural values and environmental protection, occupational health and safety.
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4- Demonstrating a willingness to be in search of innovation.
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Employment Opportunities
The graduates of the program can be employed by public institutions, the private sector, non-governmental organizations, research institutes, and universities.Upgrading
Graduate students can apply to the doctorate program.Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course success grade. The course success grade is obtained by evaluating the student's midterm exams, studies that replace midterm exams, and the general exam together. The final grade point average must be at least 65, for all courses. After completing the course load, the student prepares his thesis in accordance with the thesis writing guide and defends it orally in front of the jury. The thesis is evaluated as successful (G+) or unsuccessful (G-).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 |
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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 |
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 |
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CURRENT APPROACHES and ADVANCED READINGS in HEALTH INF. | 2 | 1 | 1 | 0 | 0 | 2 | 2 | 0 | 1 | 0 | 1 | 2 |
CURRENT PROBLEMS of MEDICAL LAW I | 4 | 4 | 3 | 2 | 2 | 3 | 0 | 2 | 1 | 0 | 4 | 3 |
DATA MINING in HEALTHCARE SYSTEMS | 4 | 4 | 2 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 2 | 4 |
ECONOMIC EVALUATION TECHNIQUES | 2 | 3 | 2 | 1 | 0 | 2 | 3 | 2 | 1 | 0 | 2 | 3 |
FINANCIAL MANAGEMENT in HEALTHCARE | 3 | 2 | 1 | 1 | 0 | 2 | 3 | 1 | 1 | 0 | 2 | 3 |
GENERAL HEALTH INSURANCE and HEALTH INSURANCE | 1 | 1 | 1 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 3 | 2 |
HEALTH ECONOMICS and GLOBAL ORIENTATION | 4 | 3 | 4 | 2 | 2 | 3 | 3 | 1 | 2 | 2 | 2 | 4 |
HEALTH LAW and BIOETHICS | 4 | 4 | 3 | 0 | 0 | 3 | 1 | 3 | 2 | 0 | 4 | 4 |
HEALTH POLICY | 4 | 4 | 2 | 0 | 0 | 0 | 0 | 2 | 1 | 0 | 3 | 4 |
HEALTH SYSTEMS ORGANIZATION | 3 | 3 | 3 | 0 | 0 | 0 | 1 | 1 | 3 | 0 | 1 | 4 |
HEALTH TECHNOLOGY ASSESSMENT | 2 | 3 | 4 | 2 | 3 | 4 | 3 | 3 | 4 | 0 | 2 | 4 |
MANAGEMENT SKILLS | 1 | 1 | 3 | 2 | 2 | 4 | 4 | 3 | 4 | 0 | 3 | 3 |
MANAGERIAL EPIDEMIOLOGY | 1 | 0 | 2 | 0 | 0 | 3 | 0 | 0 | 2 | 0 | 0 | 2 |
MODERN MARKETING in HEALTH SERVICES | 1 | 2 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 0 | 3 | 3 |
NEW DIRECTIONS in HEALTH ENTERPRISES | 1 | 1 | 3 | 2 | 1 | 4 | 4 | 4 | 4 | 0 | 3 | 3 |
QUALITY APP. and MANA. in HEALTH SERVICES | 2 | 3 | 2 | 3 | 3 | 4 | 4 | 3 | 3 | 1 | 2 | 3 |
RESEARCH METHODS | 2 | 3 | 2 | 4 | 4 | 2 | 4 | 4 | 2 | 0 | 0 | 3 |
RISK MANAGEMENT in HEALTHCARE | 3 | 1 | 0 | 0 | 0 | 2 | 0 | 1 | 0 | 0 | 0 | 2 |
SEMINAR | 3 | 4 | 1 | 3 | 1 | 1 | 4 | 3 | 3 | 0 | 1 | 2 |
STRATEGIC MANAGEMENT at HEALTHCARE ORGANIZATIONS | 3 | 4 | 1 | 3 | 0 | 1 | 2 | 1 | 0 | 0 | 1 | 2 |
İlişkili Ders Sayısı / 20/20 | 50 | 51 | 40 | 29 | 22 | 47 | 41 | 40 | 38 | 7 | 39 | 60 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
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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 |