Aim
It is to train Occupational Therapists who create the right model for service, education, research and professional development, adhere to ethical principles, make evaluations specific to the occupational therapy profession, plan and implement them.Qualification Awarded
First Cycle (Bachelor'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 Higher Education Institutions Exam (YKS). 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 Higher Education Institutions Exam (YKS). 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 and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. 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 may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.Lesson Plan - AKTS 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 |
| ERG1182320 | ANATOMY I | Turkish | 2+2 | - | 4 | |
| ERG1125550 | INTRODUCTION to ERGOTHERAPY | Turkish | 2 | - | 2 | |
| ERG1125570 | ERGOTHERAPY THEORIES | Turkish | 2 | - | 2 | |
| ERG1125580 | ETHICS in ERGOTHERAPY | Turkish | 2 | - | 2 | |
| ERG1173340 | PSYCHOLOGY | Turkish | 2 | - | 2 | |
| ERG1125660 | SOCIOLOGY of DISABILITY | Turkish | 2 | - | 2 | |
| ERG1115000 | COMMUNICATION in HEALTH SERVICES | Turkish | 2 | - | 2 | |
| ERG1125590 | DRAMA | Turkish | 1+2 | - | 2 | |
| ERG1125610 | ART APPROACHES in OCCUPATIONAL THERAPY | Turkish | 1+2 | - | 2 | |
| ERG1125620 | LIFE QUALITY | Turkish | 2 | - | 2 | |
| ERG1125630 | SCIENCE ART PHILOSOPHY | Turkish | 2 | - | 2 | |
| ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | - | 2 | |
| İNG1111200 | ENGLISH I | English | 4 | - | 4 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | - | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| ERG1210700 | ANATOMY II | Turkish | 2+2 | - | 4 | |
| ERG1225560 | GROWTH & DEVELOPMENT | Turkish | 2 | - | 2 | |
| ERG1225640 | ACTIVITIES in OCCUPATIONAL THERAPY | Turkish | 1+2 | - | 2 | |
| ERG1273380 | TECHNOLOGY in REHABILITATION | Turkish | 2 | - | 2 | |
| ERG1217000 | BEHAVIORAL SCIENCES | Turkish | 2 | - | 2 | |
| ERG1282310 | PHYSIOLOGY | Turkish | 3 | - | 4 | |
| ERG1225670 | STRATEGIES of COPING with STRESS | Turkish | 1+2 | - | 2 | |
| ERG1225680 | MUSIC-PERCEPTION-COMMUNICATION | Turkish | 1+2 | - | 2 | |
| ERG1225690 | REHABILITATION in VIOLENT VICTIMS | Turkish | 2 | - | 2 | |
| ERG1225710 | COMMUNICATION TECHNIQUES in OCCUPATIONAL THERAPY | Turkish | 2 | - | 2 | |
| ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | - | 2 | |
| İNG1211300 | ENGLISH II | English | 4 | - | 4 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | - | 2 | |
Program Qualification
Theoretical, Factual
Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information.
Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations.
Employment Opportunities
Graduates can work in public institutions, private sector, research institutes or universities.Upgrading
Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's achievement in the semester and the general examination together with the midterm exams and midterm exams, applied studies, group work and similar studies. A student who does not get at least 50 points from the general examination is considered to be failing for all courses. To be successful, you need to have at least 60 points at the end of the term or 2.27 times the number of successes.Head of Department
Assoc.Prof. Devrim TARAKCITeaching Methods
Teaching - learning methods and strategies are selected in such a way as to increase the skills of the students such as self - study, lifelong learning, observation, teaching to others, critical thinking, team work, effective use of information. It is also noted that the teaching style is designed to support students with different abilities. The teaching methods used in the program are given in the following list **:
Education Teaching Procedure * | Learning Activities | Tools Used |
|---|---|---|
Lecture | Listening and understanding | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Brainstorming | Listening and understanding, observing/processing situations, critical thinking, development, teamwor | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
Seminar | Learn to transferring one subject an audience by preparing presentations on various subjects and to speaking in front of the public. | Standard classroom technologies, multimedia tools, projector, computer |
Case study | Ability to interpret the case report | |
Self-Study | Investigation of details within the scope of the lecture or similar subjects | Investigation of details within the scope of the lecture or computer, textbook/ supplementary books, databases of similar subjects |
Problem solving | Pre-planned special skills | |
Project Based Learning | Describing the subject, determining the methods to be used and interpreting the results | databases, books |
Case Study | Pre-planned special skills | |
Concept map | ||
Question - Answer | Interactive brainstorming with question-answer | Standard classroom technologies, multimedia tools, projector, computer |
Discussion | Listening and understanding, observation/processing situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer |
Exercise, Practice | Research and lifelong learning, writing, reading, critical thinking and application | Laboratory, standard classroom technologies, multimedia tools, projector, computer |
Demonstration | Field trip, demonstration of the subjects/techniques learned in the lectures and visits at the facilities. | Mannequin, laboratory equipment and device |
Role Model, Making an example | Supporting learning by seeing | Video, film, databases |
Role Play | Supporting learning by creating related situation | Standard classroom technologies, special equipment |
Teamwork | Realization of projects, assignments and experiments, learning, gaining teamwork skills | Standard classroom technologies, library |
Simulation | Supporting learning by the imitation of the operation of a real-world process or system over time | Computer models, virtual reality tools |
Written Exam | Research – lifelong learning, processing situations, question development, interpretation | |
Oral Exam | Research – lifelong learning, processing situations, question development, interpretation, presentation | |
Homework | Research – lifelong learning, writing, reading, Informatics | Internet databases, library databases, e-mail, textbooks, or supplementary books |
Project / Design | 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 | Learning, processing context/states, learning questions, interpreting | |
Performance task | Project-based presentation techniques | Presentation, smart board, projector, computer. |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| ACTIVITIES in OCCUPATIONAL THERAPY | 5 | 5 | 5 | 5 | 3 | 5 | 5 | 3 | 4 | 5 |
| ANATOMY I | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 |
| ANATOMY II | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 |
| ANIMAL SUPPORTED APPROACH | 4 | 5 | 3 | 5 | 4 | 5 | 3 | 4 | 3 | 5 |
| ART APPROACHES in OCCUPATIONAL THERAPY | 4 | 3 | 4 | 3 | 3 | 5 | 4 | 3 | 3 | 4 |
| ASSISTIVE TECHNOLOGY | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 3 | 3 | 5 |
| BASIC ASSESSMENT and MEASUREMENT TECHNICS | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 |
| BEHAVIORAL SCIENCES | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 3 |
| CANCER and OCCUPATIONAL THERAPY | 5 | 5 | 4 | 4 | 5 | 4 | 5 | 3 | 4 | 5 |
| CARDIOPUYMONARY REHABILITATION | 3 | 3 | 4 | 5 | 4 | 4 | 5 | 2 | 4 | 4 |
| CHILDREN and PLAY | 3 | 4 | 4 | 4 | 3 | 3 | 4 | 3 | 3 | 4 |
| CLINICAL PRACTICE I | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 |
| CLINICAL PRACTICE II | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 |
| CLINICAL PRACTICE III | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 |
| CLINICAL PRACTICE IV | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 |
| CLINICAL PRACTICE V | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 |
| CLINICAL PRACTICE VI | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 |
| COMMUNICATION in HEALTH SERVICES | 4 | 3 | 3 | 3 | 4 | 3 | 5 | 3 | 5 | 4 |
| COMMUNICATION TECHNIQUES in OCCUPATIONAL THERAPY | 4 | 4 | 5 | 4 | 4 | 5 | 4 | 5 | 5 | 3 |
| COMMUNITE BASED RAHABILITATION | 5 | 5 | 5 | 5 | 4 | 5 | 4 | 3 | 4 | 5 |
| COMMUNITY PARTICIPATION | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 3 | 3 | 4 |
| DAILY LIVING ACTIVITIES | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 5 | 5 |
| DANCE and MOVEMENT THERAPY | 4 | 4 | 4 | 3 | 4 | 4 | 3 | 3 | 3 | 4 |
| DESIGN TEQNIQUES in OCCUPATIONAL THERAPY | 4 | 5 | 4 | 4 | 3 | 5 | 4 | 3 | 4 | 4 |
| DISABILITY and HEALTH POLICIES | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 3 | 3 | 5 |
| DRAMA | 4 | 4 | 5 | 3 | 3 | 4 | 4 | 4 | 5 | 5 |
| DRIVER REHABILITATION | 4 | 4 | 5 | 4 | 4 | 5 | 5 | 4 | 3 | 4 |
| EARLY INTERVENTION in OCCUPATIONAL THERAPY | 5 | 5 | 5 | 4 | 4 | 4 | 5 | 4 | 5 | 5 |
| EATING and SWALLOWING DISORDERS | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 2 | 3 | 5 |
| ENGLISH III | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 5 | 3 |
| ENGLISH IV | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 5 | 3 |
| ERGOTHERAPY for HEALTH and WELL-BEING | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 2 | 2 | 2 |
| ERGOTHERAPY in the CARERS | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 3 | 3 | 5 |
| ERGOTHERAPY SCIENCE AND PHILOSOPHY | 5 | 4 | 5 | 4 | 5 | 5 | 4 | 3 | 4 | 4 |
| ERGOTHERAPY THEORIES | 5 | 4 | 5 | 5 | 3 | 5 | 5 | 3 | 3 | 5 |
| ETHICS in ERGOTHERAPY | 5 | 5 | 5 | 3 | 5 | 5 | 3 | 3 | 3 | 5 |
| EVIDENCE BASED OCCUPATIONAL THERAPY PRACTICE | 3 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 5 |
| FUNCTIONAL KINESIOLOGY | 5 | 4 | 4 | 5 | 4 | 4 | 3 | 3 | 3 | 4 |
| GROWTH & DEVELOPMENT | 5 | 4 | 3 | 3 | 5 | 4 | 4 | 3 | 3 | 5 |
| HAND REHABILITATION | 5 | 5 | 5 | 4 | 5 | 5 | 5 | 4 | 4 | 4 |
| INDEPENDENT LIFE in VISUALLY IMPAIRED | 4 | 3 | 4 | 5 | 5 | 5 | 5 | 3 | 3 | 5 |
| INDEPENDENT LİFE in CHILD with SPECIAL NEEDS | 5 | 5 | 5 | 4 | 4 | 4 | 5 | 3 | 3 | 4 |
| INTERDISCIPLINER APPROACH in REHABILITATION | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 3 | 3 | 5 |
| INTRODUCTION to ERGOTHERAPY | 4 | 4 | 4 | 3 | 3 | 4 | 4 | 3 | 3 | 4 |
| LIFE AND ERGOTHERAPY | 4 | 5 | 5 | 5 | 4 | 5 | 4 | 3 | 3 | 4 |
| LIFE QUALITY | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 3 | 5 | 5 |
| MOTOR LEARNING | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 4 | 5 |
| MUSIC-PERCEPTION-COMMUNICATION | 3 | 4 | 4 | 4 | 3 | 3 | 4 | 3 | 3 | 4 |
| NEUROANATOMY | 4 | 5 | 4 | 4 | 4 | 5 | 5 | 3 | 3 | 4 |
| OCCUPATIONAL THERAPY in GERIATRIC REHABILITATION | 5 | 4 | 4 | 5 | 4 | 5 | 5 | 5 | 4 | 4 |
| OCCUPATIONAL THERAPY in MUSCU. DISORDERS | 5 | 5 | 5 | 5 | 4 | 5 | 5 | 3 | 4 | 5 |
| OCCUPATIONAL THERAPY in NEURODEVELOPMENTAL DISORDERS | 5 | 4 | 5 | 4 | 4 | 5 | 4 | 3 | 3 | 5 |
| OCCUPATIONAL THERAPY in NEUROLOGY | 5 | 5 | 4 | 4 | 3 | 4 | 5 | 3 | 5 | 4 |
| OCCUPATIONAL THERAPY in PSYCHIATRY | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 3 | 4 | 5 |
| OCCUPATIONAL THERAPY MANAGEMENT and ORGANIZATION | 3 | 3 | 3 | 3 | 5 | 5 | 4 | 4 | 4 | 5 |
| OCCUPATIONAOL THERAPY ın SCHOOLS | 4 | 3 | 4 | 4 | 3 | 5 | 4 | 3 | 5 | 4 |
| ORTHOSIS and BIOMECHANICS | 5 | 4 | 4 | 4 | 5 | 4 | 3 | 3 | 3 | 5 |
| PERFORMANCE AREAS SENSORY-MOTOR | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 3 | 5 |
| PERFORMANCE AREAS-COGNITIVE | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 4 | 5 |
| PERFORMANCE AREAS-PSYCHOSOCIAL | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 4 | 5 |
| PHYSIOLOGY | 3 | 5 | 3 | 3 | 4 | 3 | 3 | 3 | 3 | 4 |
| PREVENTATIVE OCCUPATIONAL THERAPY and ENVEROMENTAL APRANGEMENTS | 4 | 5 | 4 | 5 | 5 | 5 | 4 | 3 | 3 | 5 |
| PROBLEM BASED LEARNING | 5 | 4 | 4 | 5 | 4 | 3 | 3 | 3 | 3 | 5 |
| PROFESSIONAL ENGLISH I | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 5 | 3 |
| PROFESSIONAL ENGLISH II | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 5 | 3 |
| PSYCHOLOGY | 4 | 5 | 5 | 4 | 4 | 4 | 4 | 3 | 5 | 4 |
| REHABILITATION in VIOLENT VICTIMS | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 3 | 4 | 5 |
| RESEARCH METHODS | 4 | 5 | 2 | 2 | 4 | 5 | 5 | 5 | 2 | 2 |
| SCIENCE ART PHILOSOPHY | 3 | 3 | 4 | 3 | 3 | 5 | 3 | 3 | 3 | 4 |
| SELF MANAGEMENT | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 5 | 4 |
| SOCIOLOGY of DISABILITY | 4 | 5 | 4 | 3 | 5 | 5 | 5 | 3 | 3 | 4 |
| SPECIAL TOPICS in OCCUPATIONAL THERAPY | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| SPORT and RECREATION WİTH DISABLED PEOPLES | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 3 | 4 |
| STIGMA and ERGOTHERAPY | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 5 |
| STRATEGIES of COPING with STRESS | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 3 | 5 | 4 |
| STUDENT GRADUATION PROJECT | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 |
| TECHNOLOGY in REHABILITATION | 5 | 5 | 4 | 5 | 5 | 5 | 5 | 3 | 4 | 5 |
| TURKISH SIGN LANGUAGE I | 4 | 4 | 4 | 3 | 3 | 3 | 3 | 5 | 5 | 4 |
| UNHANDICAP LIFE AND ARCHITECTURE | 4 | 3 | 4 | 5 | 3 | 4 | 4 | 3 | 3 | 4 |
| VIRTUAL REALITY in REHABİLİTATION | 5 | 5 | 5 | 5 | 5 | 5 | 4 | 3 | 5 | 5 |
| VOCATIONAL REHABILITATION | 4 | 4 | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 5 |
| İlişkili Ders Sayısı / 81/83 | 357 | 357 | 352 | 345 | 340 | 361 | 347 | 283 | 308 | 360 |
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 |