Program Information
Aim
The program is designed to provide students with extensive and comprehensive training in the field of health law for the students to make proposals to the resolution of dispute, have scientific research skills and expertise in spesific areas.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
- To hold a bachelor's degree, - To obtain a score of 55 or higher in the ALES "Equal Weight" (Eşit Ağırlık) score type, - The calculation is based on the sum of 50% of the ALES score, 20% of the undergraduate GPA, and 30% of the interview score. Applications for the announced graduate programs must be submitted in accordance with the prescribed procedures and within the timeframes specified in the announcement.Graduation Requirements
A thesis-based master's program consists of at least seven courses, totaling no fewer than 21 credits, one seminar course, and a thesis. The seminar course and thesis work are non-credit-bearing and are evaluated on a pass/fail basis. The thesis-based master's program consists of a total of at least 120 ECTS credits, with no fewer than 60 ECTS credits per academic year. Students who successfully complete all courses prescribed in the program, including the seminar course, as well as the master's thesis, are entitled to receive their degree.Recognition of Prior Learning
Students are accepted by lateral transfer according to the articles of Istanbul Medipol University Graduate Education and Training Regulations regarding the admission of students by lateral transfer.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 |
| SHKY1117230 | RESEARCH METHODS | Turkish | 3 | - | 7 | |
| SHKY1111154 | INTRODUCTION to MEDICAL LAW and MEDICAL ETHIC I | Turkish | 3 | 3 | 8 | |
| SHKY1117470 | PATIENT RIGHTS and DOCTOR'S LEGAL LIABILITY I | Turkish | 3 | 3 | 8 | |
| SHKY1112184 | CRIMINAL LIABILITY of HEALTH PROFESSIONALS | Turkish | 3 | 3 | 7 | |
| SHKY1115065 | VIOLENCE in HEAL. FROM The DIMEN. of CRIMINAL LAW | Turkish | 3 | 3 | 7 | |
| SHKY1117490 | HEALTH ADMINISTRATIVE LAW I | Turkish | 3 | 3 | 7 | |
| SHKY1117510 | HOSPITAL ADMINISTRATION | Turkish | 3 | 3 | 7 | |
| SHKY1117520 | CURRENT PROBLEMS of MEDICAL LAW I | Turkish | 3 | 3 | 7 | |
| SHKY1129270 | MEDICAL ETHICS I | Turkish | 3 | 3 | 7 | |
| SHKY1161990 | HEALTH SERVICE THEORY | Turkish | 3 | 3 | 7 | |
| SHKY1162010 | THE BASICS of MEDICINE for HEALTH LAWYERS CONCEPTS | Turkish | 3 | 3 | 7 | |
| SHKY1165570 | THE THEORY of HEALTH CARE SERVICES | Turkish | 3 | 3 | 7 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SHKY1211155 | INTRODUCTION to MEDICAL LAW and MEDICAL ETHIC I | Turkish | 3 | 3 | 8 | |
| SHKY1217560 | PATIENT RIGHTS and DOCTOR'S LEGAL LIABILITY II | Turkish | 3 | 3 | 8 | |
| SHKY1240960 | OCCUPATIONAL HEALTH and SAFETY LAW | Turkish | 3 | 3 | 8 | |
| SHKY1212185 | MEDICINE and CRIMINE LAW | Turkish | 3 | 3 | 7 | |
| SHKY1212186 | LICENCING and CONTROLLING of HEALTH INSTITUONS | Turkish | 3 | 3 | 7 | |
| SHKY1214464 | EVALUATION of AESTH. INTER. in TERMS of CRIM. LAW | Turkish | 3 | 3 | 7 | |
| SHKY1216268 | CRIMES AGAINST PUBLIC HEALTH | Turkish | 3 | 3 | 7 | |
| SHKY1217570 | LIABILITIES of HEALTH AGENCIES and INSTITUTIONS | Turkish | 3 | 3 | 7 | |
| SHKY1217580 | HEALTH ADMINISTRATIVE LAW II | Turkish | 3 | 3 | 7 | |
| SHKY1217590 | SPECIFIC MEDICAL INTERVENTIONS | Turkish | 3 | 3 | 7 | |
| SHKY1217620 | CURRENT PROBLEMS of MEDICAL LAW II | Turkish | 3 | 3 | 7 | |
| SHKY1229280 | MEDICAL ETHICS II | Turkish | 3 | 3 | 7 | |
| SHKY1262020 | PROVISION of HEALTH CARE SERVICES | Turkish | 3 | 3 | 7 | |
| SHKY1262040 | FORENSIC MEDICINE PRACTICE in HEALTH LAW | Turkish | 3 | 3 | 7 | |
Program Qualification
Theoretical, Factual
In light of the current developments in the field of health law, have knowledge about the main sources, legislation and jurisprudence which related to the health law.
With understanding relationships among concept, institution and method that related to disciplines of health law, establish a connection between them.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
Employment Opportunities
The master's program provides the opportunity to become an expert in the field of health law to active researchers, managers, lawyers, health professionals and other professional groups who want to make a qualified and academic career in this field or to advance in the field of health law in their current jobs. Within the University, the first and well-established PhD program in Health Law in Turkey is being carried out, and students of the program with thesis also have the opportunity to continue this program. There are opportunities to pursue an academic career and become an instructor. In addition, the specialist qualification is used to apply for managerial positions in the field of health and law.Upgrading
he master's program with thesis consists of at least seven courses, a seminar course and a thesis study, with a total of not less than 21 credits. Seminar course and thesis study are non-credit and are evaluated as successful or unsuccessful. A master's program with thesis consists of a total of at least 120 ECTS credits, provided that an education period is not less than 60 ECTS credits. The student must also register for courses in the semesters covering the thesis period. Students who successfully pass the aforementioned courses and successfully defend their thesis can apply to the third stage program, the PhD 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 success in midterm exams and assignments, practical studies, group studies and similar studies that replace midterm exams and the general exam together.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. |
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. |
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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CRIMINAL LIABILITY of HEALTH PROFESSIONALS | 2 | 2 | 3 | 2 | 1 | 2 | 2 | 2 | 2 | 3 | 2 | 1 | 2 | 2 |
| CURRENT PROBLEMS of MEDICAL LAW I | 4 | 4 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 0 | 1 | 2 | 3 |
| CURRENT PROBLEMS of MEDICAL LAW II | 4 | 4 | 4 | 5 | 3 | 4 | 3 | 4 | 3 | 4 | 3 | 2 | 4 | 4 |
| EVALUATION of AESTH. INTER. in TERMS of CRIM. LAW | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 2 | 1 | 2 | 1 | 0 | 2 | 1 |
| FORENSIC MEDICINE PRACTICE in HEALTH LAW | 2 | 2 | 3 | 2 | 1 | 2 | 3 | 3 | 1 | 1 | 1 | 0 | 3 | 1 |
| HEALTH ADMINISTRATIVE LAW I | 5 | 4 | 3 | 4 | 2 | 3 | 4 | 4 | 1 | 4 | 3 | 0 | 3 | 1 |
| HEALTH ADMINISTRATIVE LAW II | 4 | 3 | 3 | 4 | 3 | 3 | 3 | 3 | 0 | 4 | 3 | 0 | 4 | 4 |
| HEALTH SERVICE THEORY | 4 | 3 | 3 | 3 | 2 | 3 | 2 | 4 | 3 | 2 | 3 | 1 | 4 | 4 |
| HOSPITAL ADMINISTRATION | 2 | 2 | 2 | 3 | 2 | 1 | 3 | 2 | 1 | 3 | 1 | 0 | 2 | 0 |
| INTRODUCTION to MEDICAL LAW and MEDICAL ETHIC I | 3 | 3 | 4 | 3 | 2 | 3 | 4 | 3 | 2 | 3 | 3 | 3 | 4 | 3 |
| LIABILITIES of HEALTH AGENCIES and INSTITUTIONS | 2 | 2 | 2 | 2 | 1 | 1 | 3 | 2 | 1 | 2 | 1 | 0 | 3 | 1 |
| LICENCING and CONTROLLING of HEALTH INSTITUONS | 2 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 |
| MEDICAL ETHICS I | 3 | 3 | 4 | 4 | 3 | 3 | 4 | 3 | 2 | 3 | 4 | 3 | 4 | 3 |
| MEDICAL ETHICS II | 3 | 3 | 4 | 4 | 3 | 3 | 4 | 3 | 2 | 3 | 4 | 3 | 4 | 3 |
| MEDICINE and CRIMINE LAW | 2 | 2 | 2 | 2 | 1 | 2 | 3 | 2 | 1 | 3 | 1 | 0 | 1 | 1 |
| OCCUPATIONAL HEALTH and SAFETY LAW | 1 | 2 | 0 | 0 | 0 | 1 | 0 | 2 | 2 | 0 | 0 | 0 | 0 | 0 |
| PATIENT RIGHTS and DOCTOR'S LEGAL LIABILITY I | 4 | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 1 | 3 | 1 | 1 | 2 | 2 |
| PATIENT RIGHTS and DOCTOR'S LEGAL LIABILITY II | 4 | 3 | 2 | 4 | 3 | 3 | 4 | 4 | 3 | 4 | 3 | 2 | 4 | 4 |
| RESEARCH METHODS | 0 | 1 | 2 | 1 | 0 | 3 | 0 | 1 | 0 | 2 | 4 | 3 | 5 | 0 |
| SPECIFIC MEDICAL INTERVENTIONS | 3 | 2 | 3 | 3 | 1 | 3 | 3 | 2 | 4 | 4 | 0 | 0 | 4 | 3 |
| THE BASICS of MEDICINE for HEALTH LAWYERS CONCEPTS | 1 | 1 | 1 | 1 | 0 | 2 | 2 | 3 | 1 | 3 | 0 | 0 | 2 | 1 |
| THE THEORY of HEALTH CARE SERVICES | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 1 | 1 | 1 | 0 | 2 | 2 |
| VIOLENCE in HEAL. FROM The DIMEN. of CRIMINAL LAW | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 3 | 1 |
| İlişkili Ders Sayısı / 23/28 | 65 | 59 | 61 | 64 | 40 | 55 | 59 | 61 | 37 | 61 | 45 | 21 | 68 | 47 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |