Aim
To educate and train the students as dentist who know that mouth and dental health are important components of the physical health, work independently, gain critical thinking proficiency and problem-solving skills, and have necessary knowledge in order to protect the health of mouth and teeth. Upon the completion of the programme, the students will be able toQualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from the nation-wide Student Selection and Placement (YGS and LYS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on nation-wide Student Selection and Placement (YGS and LYS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.Graduation Requirements
Students must successfully finish all courses practices, and clinical trainings set by the program, taking at least 300 ECTS have a right to receive a diploma. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.Recognition of Prior Learning
Students can apply to be excused from the courses that they previously completed in another graduate institution or equivalent institution. Their requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.The students cannot request to be excused from the the courses in the modules.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.
| 1. Class Yearly Courses | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| DEN1091800 | MEDICAL ENGLISH I | English | 64 | 2 | 4 | |
| Module | Introduction to Medical Science | English | 68+2 | - | 5 | |
| Module | From Molecule to Cell | English | 104+10 | - | 8 | |
| Module | The Cell Structure | English | 74+2 | - | 6 | |
| Module | Biological Regulation | English | 86+26 | - | 6 | |
| Module | From Cell to Human | English | 103+24 | - | 7 | |
| Module | Musculoskeletal System | English | 58+8 | - | 7 | |
| Fall Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| DEN1111583 | DENTAL ANATOMY and MORPHOLOGY | English | 16+64 | - | 3 | |
| DEN1130150 | PREVENTIVE MEDICINE | English | 16 | - | 1 | |
| ATA1110300 | HISTORY of the TURKISH REPUBLIC I | English | 2 | 2 | 2 | |
| TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| DEN1230140 | INTRODUCTION to FUNCTIONAL OCCLUSION & GNATHOLOGY | English | 16+64 | - | 3 | |
| ATA1210500 | HISTORY of the TURKISH REPUBLIC II | English | 2 | 2 | 2 | |
| TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
PQ-1. He/She has the ability to monitor and evaluate the practical tools used in the field of dentistry, the literature containing the most up-to-date information and other resources.
PQ-2. He/She has the knowledge to evaluate the source, accuracy, reliability and validity of the information obtained in the field of dentistry. He/she integrates this information with the information of all disciplines in the field of health, analyzes it and uses it in his/her professional practices.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
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1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level.
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1 - PQ-1. He/She has the ability to monitor and evaluate the practical tools used in the field of dentistry, the literature containing the most up-to-date information and other resources. 3 - PQ-3. He/She interprets and evaluates scientifically proven data, identifies and analyzes problems, develops solution suggestions and provides the most ideal treatment for patients by using the advanced theoretical and practical knowledge acquired in the field of dentistry. 2 - PQ-2. He/She has the knowledge to evaluate the source, accuracy, reliability and validity of the information obtained in the field of dentistry. He/she integrates this information with the information of all disciplines in the field of health, analyzes it and uses it in his/her professional practices. |
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2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.
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2 - PQ-2. He/She has the knowledge to evaluate the source, accuracy, reliability and validity of the information obtained in the field of dentistry. He/she integrates this information with the information of all disciplines in the field of health, analyzes it and uses it in his/her professional practices. 3 - PQ-3. He/She interprets and evaluates scientifically proven data, identifies and analyzes problems, develops solution suggestions and provides the most ideal treatment for patients by using the advanced theoretical and practical knowledge acquired in the field of dentistry. 4 - PQ-4. He/She provides health education for individuals, families and society by integrating its knowledge in the field of dentistry with the knowledge of other health disciplines, creating interpretations and new information. |
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3-Defining the importance of ethical principles and ethical committees for individuals and society.
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4 - PQ-4. He/She provides health education for individuals, families and society by integrating its knowledge in the field of dentistry with the knowledge of other health disciplines, creating interpretations and new information. 3 - PQ-3. He/She interprets and evaluates scientifically proven data, identifies and analyzes problems, develops solution suggestions and provides the most ideal treatment for patients by using the advanced theoretical and practical knowledge acquired in the field of dentistry. |
| SKILLS | |
| Cognitive, Practical | |
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1- Interpreting and evaluating data using basic knowledge and skills acquired in the field of health, identifying and analyzing problems and taking part/responsibility in studies planned for solution.
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4 - PQ-4. He/She provides health education for individuals, families and society by integrating its knowledge in the field of dentistry with the knowledge of other health disciplines, creating interpretations and new information.
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2- Using basic computer programs and related technologies related to the field of health.
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5 - PQ-5. He/She clearly conveys her thoughts, problems and solution methods, and produces solutions to problems in line with scientific data and evidence by using the advanced theoretical and practical knowledge he/she has acquired in the field of dentistry.
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6 - PQ-6. He/She independently carries out a study related to the field of dentistry using her advanced knowledge. 11 - PQ-11. He/she examines and improves his/her knowledge in the field of dentistry with his/her colleagues, patients and relatives, with a critical perspective specific to each individual. 16 - PQ-16. He/She uses the knowledge she has absorbed in the field of dentistry in interdisciplinary studies to solve oral and dental health problems of the individual and community. | |
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7 - PQ-7. He/She takes responsibility as a team member or individually to solve complex and unpredictable problems encountered in dental applications. 8 - PQ-8. He/She assumes the leadership role in solving problems in the field of dentistry, plans and manages activities for the development of employees under its responsibility and examines and evaluates the process. | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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1- Carrying out a given task independently by using the basic knowledge it has about the field of health.
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8 - PQ-8. He/She assumes the leadership role in solving problems in the field of dentistry, plans and manages activities for the development of employees under its responsibility and examines and evaluates the process. 6 - PQ-6. He/She independently carries out a study related to the field of dentistry using her advanced knowledge. |
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2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.
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6 - PQ-6. He/She independently carries out a study related to the field of dentistry using her advanced knowledge. 8 - PQ-8. He/She assumes the leadership role in solving problems in the field of dentistry, plans and manages activities for the development of employees under its responsibility and examines and evaluates the process. 10 - PQ-10. He/She informs relevant people and institutions on issues related to the field of dentistry, listens to their thoughts, wishes and expectations, and conveys his/her own thoughts and solution suggestions to problems to experts and non-experts by supporting them with quantitative and qualitative data. |
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3- Carrying out activities for the development of employees within the framework of a project under its responsibility.
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10 - PQ-10. He/She informs relevant people and institutions on issues related to the field of dentistry, listens to their thoughts, wishes and expectations, and conveys his/her own thoughts and solution suggestions to problems to experts and non-experts by supporting them with quantitative and qualitative data. 9 - PQ-9 He/She determines the learning needs and goals in the field of dentistry and directs its learning by accessing resources effectively and quickly. He/She is open to development, develops a positive attitude towards lifelong learning and continues this behavior throughout her professional life. 8 - PQ-8. He/She assumes the leadership role in solving problems in the field of dentistry, plans and manages activities for the development of employees under its responsibility and examines and evaluates the process. |
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6 - PQ-6. He/She independently carries out a study related to the field of dentistry using her advanced knowledge. 12 - PQ-12. He/She knows a foreign language (English) at a level that allows him/her to continue his/her professional development by following international publications and meetings in the field of dentistry and to communicate verbally and in writing with his/her colleagues. 13 - PQ-13. He/She uses information and communication technologies along with knowledge of computer software and hardware at the level required by the field of dentistry. | |
| Learning Competence | |
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1- Evaluating the basic knowledge and skills with a critical approach.
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9 - PQ-9 He/She determines the learning needs and goals in the field of dentistry and directs its learning by accessing resources effectively and quickly. He/She is open to development, develops a positive attitude towards lifelong learning and continues this behavior throughout her professional life.
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2- Being able to determine learning needs and directing learning.
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9 - PQ-9 He/She determines the learning needs and goals in the field of dentistry and directs its learning by accessing resources effectively and quickly. He/She is open to development, develops a positive attitude towards lifelong learning and continues this behavior throughout her professional life.
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3- Consciousness of lifelong learning.
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9 - PQ-9 He/She determines the learning needs and goals in the field of dentistry and directs its learning by accessing resources effectively and quickly. He/She is open to development, develops a positive attitude towards lifelong learning and continues this behavior throughout her professional life. 14 - PQ-14. While practicing dentistry, he/she respects social, scientific, cultural and ethical values in the collection, interpretation, application and announcement of patient data and teaches these values |
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9 - PQ-9 He/She determines the learning needs and goals in the field of dentistry and directs its learning by accessing resources effectively and quickly. He/She is open to development, develops a positive attitude towards lifelong learning and continues this behavior throughout her professional life.
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9 - PQ-9 He/She determines the learning needs and goals in the field of dentistry and directs its learning by accessing resources effectively and quickly. He/She is open to development, develops a positive attitude towards lifelong learning and continues this behavior throughout her professional life. 12 - PQ-12. He/She knows a foreign language (English) at a level that allows him/her to continue his/her professional development by following international publications and meetings in the field of dentistry and to communicate verbally and in writing with his/her colleagues. 13 - PQ-13. He/She uses information and communication technologies along with knowledge of computer software and hardware at the level required by the field of dentistry. | |
| Communication and Social Competence | |
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1- Informing the relevant persons and institutions by using the basic knowledge and skills in the field of health, and conveying his/her thoughts and solution suggestions for problems in writing and verbally.
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10 - PQ-10. He/She informs relevant people and institutions on issues related to the field of dentistry, listens to their thoughts, wishes and expectations, and conveys his/her own thoughts and solution suggestions to problems to experts and non-experts by supporting them with quantitative and qualitative data.
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2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.
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10 - PQ-10. He/She informs relevant people and institutions on issues related to the field of dentistry, listens to their thoughts, wishes and expectations, and conveys his/her own thoughts and solution suggestions to problems to experts and non-experts by supporting them with quantitative and qualitative data.
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3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.
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16 - PQ-16. He/She uses the knowledge she has absorbed in the field of dentistry in interdisciplinary studies to solve oral and dental health problems of the individual and community. 15 - PQ-15.He/She develops and implements strategies, policies and implementation plans on matters related to dentistry and evaluates the results within the framework of quality processes. |
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4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.
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12 - PQ-12. He/She knows a foreign language (English) at a level that allows him/her to continue his/her professional development by following international publications and meetings in the field of dentistry and to communicate verbally and in writing with his/her colleagues.
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5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.
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13 - PQ-13. He/She uses information and communication technologies along with knowledge of computer software and hardware at the level required by the field of dentistry.
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6-It is monitoring the events on the agenda of the society and the world in the field of health and is sensitive to developments.
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14 - PQ-14. While practicing dentistry, he/she respects social, scientific, cultural and ethical values in the collection, interpretation, application and announcement of patient data and teaches these values 15 - PQ-15.He/She develops and implements strategies, policies and implementation plans on matters related to dentistry and evaluates the results within the framework of quality processes. 12 - PQ-12. He/She knows a foreign language (English) at a level that allows him/her to continue his/her professional development by following international publications and meetings in the field of dentistry and to communicate verbally and in writing with his/her colleagues. |
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12 - PQ-12. He/She knows a foreign language (English) at a level that allows him/her to continue his/her professional development by following international publications and meetings in the field of dentistry and to communicate verbally and in writing with his/her colleagues. 11 - PQ-11. He/she examines and improves his/her knowledge in the field of dentistry with his/her colleagues, patients and relatives, with a critical perspective specific to each individual. 10 - PQ-10. He/She informs relevant people and institutions on issues related to the field of dentistry, listens to their thoughts, wishes and expectations, and conveys his/her own thoughts and solution suggestions to problems to experts and non-experts by supporting them with quantitative and qualitative data. | |
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10 - PQ-10. He/She informs relevant people and institutions on issues related to the field of dentistry, listens to their thoughts, wishes and expectations, and conveys his/her own thoughts and solution suggestions to problems to experts and non-experts by supporting them with quantitative and qualitative data. 12 - PQ-12. He/She knows a foreign language (English) at a level that allows him/her to continue his/her professional development by following international publications and meetings in the field of dentistry and to communicate verbally and in writing with his/her colleagues. | |
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2 - PQ-2. He/She has the knowledge to evaluate the source, accuracy, reliability and validity of the information obtained in the field of dentistry. He/she integrates this information with the information of all disciplines in the field of health, analyzes it and uses it in his/her professional practices. 13 - PQ-13. He/She uses information and communication technologies along with knowledge of computer software and hardware at the level required by the field of dentistry. | |
| Field-based Competence | |
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1- Acting in accordance with social, scientific, cultural and ethical values during the stages of collecting, interpreting, applying and announcing the results of data related to the health field.
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14 - PQ-14. While practicing dentistry, he/she respects social, scientific, cultural and ethical values in the collection, interpretation, application and announcement of patient data and teaches these values
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2- Acting in accordance with quality management and processes and participates in these processes.
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15 - PQ-15.He/She develops and implements strategies, policies and implementation plans on matters related to dentistry and evaluates the results within the framework of quality processes.
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3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.
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16 - PQ-16. He/She uses the knowledge she has absorbed in the field of dentistry in interdisciplinary studies to solve oral and dental health problems of the individual and community.
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4- As an individual, he/she is acting in accordance with the laws, regulations, legislation and professional ethics rules related to his/her duties, rights and responsibilities.
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14 - PQ-14. While practicing dentistry, he/she respects social, scientific, cultural and ethical values in the collection, interpretation, application and announcement of patient data and teaches these values
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5-It is an example to society with its appearance, attitude, attitudes and behaviors.
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14 - PQ-14. While practicing dentistry, he/she respects social, scientific, cultural and ethical values in the collection, interpretation, application and announcement of patient data and teaches these values 16 - PQ-16. He/She uses the knowledge she has absorbed in the field of dentistry in interdisciplinary studies to solve oral and dental health problems of the individual and community. 8 - PQ-8. He/She assumes the leadership role in solving problems in the field of dentistry, plans and manages activities for the development of employees under its responsibility and examines and evaluates the process. |
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6-Having experience in working with other health disciplines.
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11 - PQ-11. He/she examines and improves his/her knowledge in the field of dentistry with his/her colleagues, patients and relatives, with a critical perspective specific to each individual. 10 - PQ-10. He/She informs relevant people and institutions on issues related to the field of dentistry, listens to their thoughts, wishes and expectations, and conveys his/her own thoughts and solution suggestions to problems to experts and non-experts by supporting them with quantitative and qualitative data. |
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7- Developing solution suggestions by considering professional and ethical values.
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12 - PQ-12. He/She knows a foreign language (English) at a level that allows him/her to continue his/her professional development by following international publications and meetings in the field of dentistry and to communicate verbally and in writing with his/her colleagues. 1 - PQ-1. He/She has the ability to monitor and evaluate the practical tools used in the field of dentistry, the literature containing the most up-to-date information and other resources. |
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16 - PQ-16. He/She uses the knowledge she has absorbed in the field of dentistry in interdisciplinary studies to solve oral and dental health problems of the individual and community. 14 - PQ-14. While practicing dentistry, he/she respects social, scientific, cultural and ethical values in the collection, interpretation, application and announcement of patient data and teaches these values | |
Employment Opportunities
Upgrading
Post-graduate education in dentistry is carried out in two ways: specialty training according to the rules determined by The Turkish Ministry of Health, and a Doctorate programme (PhD degree) according to the rules of The Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
Head of Department/Program
Programme Director
Dr.Öğr.Üye. Benin DİKMENProgramme Director
Dr.Öğr.Üye. Benin DİKMENHead Of Department
Prof.Dr. İbrahim Sina UÇKANLearning 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 |
Role Play and Drama Technique | Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students. | Script text, theater, classroom, conference room, video and audio, visual recordings. |
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) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
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 |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
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 |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
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 |
Short Answer Exam | ||
Multiple-Choice Exam | ||
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 |
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 |
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 |
Simulation-Based Evaluation | It is the evaluation of different clinical situations with a simulation or a model. | Can use the checklist in rubric, rating scale form |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| DENTAL ANATOMY and MORPHOLOGY | 0 | 0 | 1 | 2 | 0 | 1 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 1 | 0 |
| HEALTH EDUCATION and COMMUNICATION | 0 | 1 | 1 | 1 | 0 | 5 | 2 | 1 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 3 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 |
| INTRODUCTION to FUNCTIONAL OCCLUSION & GNATHOLOGY | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 2 | 1 | 0 | 1 | 1 |
| MEDICAL ENGLISH I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 2 | 0 | 2 | 5 | 0 |
| MEDICAL ENGLISH II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 2 | 1 | 0 | 0 | 5 | 0 |
| PRACTICE of ENDODONTICS II | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 3 |
| PRACTICE of ORAL DIAG. & ORAL & MAXILL.RADIO. II | 3 | 4 | 3 | 1 | 0 | 3 | 3 | 0 | 3 | 0 | 3 | 1 | 4 | 3 | 0 | 3 |
| PRACTICE of ORAL DIAGNOSIS & ORAL & MAXILLOFACIAL RAD. I | 3 | 4 | 3 | 1 | 0 | 3 | 3 | 0 | 3 | 0 | 3 | 1 | 4 | 3 | 0 | 3 |
| PRACTICE of ORTHODONTICS I | 1 | 0 | 0 | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 |
| PRACTICE of ORTHODONTICS II | 4 | 3 | 4 | 4 | 1 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | 4 | 4 | 4 | 4 |
| PRACTICE of PEDODONTICS I | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| PRACTICE of PEDODONTICS II | 3 | 3 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 | 2 |
| PRACTICE of PERIODONTOLOGY I | 5 | 2 | 5 | 3 | 5 | 4 | 2 | 1 | 1 | 1 | 2 | 1 | 4 | 1 | 0 | 0 |
| PRACTICE of RESTORATIVE DENTISTRY I | 2 | 3 | 2 | 2 | 2 | 1 | 2 | 2 | 1 | 1 | 2 | 1 | 2 | 1 | 1 | 2 |
| PRACTICE of RESTORATIVE DENTISTRY II | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 1 | 3 |
| PREVENTIVE MEDICINE | 0 | 1 | 3 | 1 | 0 | 5 | 1 | 1 | 1 | 1 | 3 | 3 | 2 | 3 | 0 | 0 |
| TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 1 | 0 | 0 | 0 | 0 | 0 |
| TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 0 |
| İlişkili Ders Sayısı / 20/61 | 31 | 31 | 34 | 28 | 21 | 37 | 29 | 22 | 27 | 24 | 38 | 34 | 33 | 29 | 25 | 26 |
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 |