Program Information
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 - 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 |
| ERG1182320 | ANATOMY I | Turkish | 2+2 | 3 | 4 | |
| ERG1125550 | INTRODUCTION to ERGOTHERAPY | Turkish | 2 | 2 | 2 | |
| ERG1125570 | ERGOTHERAPY THEORIES | Turkish | 2 | 2 | 2 | |
| ERG1125580 | ETHICS in ERGOTHERAPY | Turkish | 2 | 2 | 2 | |
| ERG1173340 | PSYCHOLOGY | Turkish | 2 | 2 | 2 | |
| ERG1125660 | SOCIOLOGY of DISABILITY | Turkish | 2 | 2 | 2 | |
| ERG1115000 | COMMUNICATION in HEALTH SERVICES | Turkish | 2 | 2 | 2 | |
| ERG1125590 | DRAMA | Turkish | 1+2 | 2 | 2 | |
| ERG1125610 | ART APPROACHES in OCCUPATIONAL THERAPY | Turkish | 1+2 | 2 | 2 | |
| ERG1125620 | LIFE QUALITY | Turkish | 2 | 2 | 2 | |
| ERG1125630 | SCIENCE ART PHILOSOPHY | Turkish | 2 | 2 | 2 | |
| ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | 2 | 2 | |
| İNG1111200 | ENGLISH I | English | 4 | 4 | 4 | |
| TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| ERG1210700 | ANATOMY II | Turkish | 2+2 | 3 | 4 | |
| ERG1225560 | GROWTH & DEVELOPMENT | Turkish | 2 | 2 | 2 | |
| ERG1225640 | ACTIVITIES in OCCUPATIONAL THERAPY | Turkish | 1+2 | 2 | 2 | |
| ERG1273380 | TECHNOLOGY in REHABILITATION | Turkish | 2 | 2 | 2 | |
| ERG1217000 | BEHAVIORAL SCIENCES | Turkish | 2 | 2 | 2 | |
| ERG1282310 | PHYSIOLOGY | Turkish | 3 | 3 | 4 | |
| ERG1225670 | STRATEGIES of COPING with STRESS | Turkish | 1+2 | 2 | 2 | |
| ERG1225680 | MUSIC-PERCEPTION-COMMUNICATION | Turkish | 1+2 | 2 | 2 | |
| ERG1225690 | REHABILITATION in VIOLENT VICTIMS | Turkish | 2 | 2 | 2 | |
| ERG1225710 | COMMUNICATION TECHNIQUES in OCCUPATIONAL THERAPY | Turkish | 2 | 2 | 2 | |
| ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | 2 | 2 | |
| İNG1211300 | ENGLISH II | English | 4 | 4 | 4 | |
| TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 | |
Program Qualification
Theoretical, Factual
PQ-1. 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.
PQ-2. 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.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 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. | 1 - PQ-1. 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. 2 - PQ-2. 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. |
| 2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health. | 4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. |
| 3-Defining the importance of ethical principles and ethical committees for individuals and society. | 8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. 9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. |
| SKILLS | |
| Cognitive, Practical | |
| 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. | 2 - PQ-2. 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. 3 - PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. 4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. |
| 2- Using basic computer programs and related technologies related to the field of health. | 9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. |
| 6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. 4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | |
| - | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Carrying out a given task independently by using the basic knowledge it has about the field of health. | 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. 4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. |
| 2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field. | 6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. 4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. |
| 3- Carrying out activities for the development of employees within the framework of a project under its responsibility. | 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. 6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. 7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. |
| 6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. 7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | |
| Learning Competence | |
| 1- Evaluating the basic knowledge and skills with a critical approach. | 1 - PQ-1. 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. |
| 2- Being able to determine learning needs and directing learning. | 2 - PQ-2. 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. 3 - PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. |
| 3- Consciousness of lifelong learning. | 8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. 9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. |
| 7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. 8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | |
| 9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. 8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | |
| Communication and Social Competence | |
| 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. | 10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. 6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. |
| 2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts. | 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. 7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. 10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. |
| 3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility. | 6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. |
| 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. | 8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. |
| 5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field. | 9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. |
| 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. | 8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. 10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. |
| 9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | |
| 8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | |
| 7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. 6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | |
| Field-based Competence | |
| 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. | 10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. |
| 2- Acting in accordance with quality management and processes and participates in these processes. | 7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. |
| 3- Having sufficient awareness of individual and public health, environmental protection and occupational safety. | 6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. 3 - PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. 2 - PQ-2. 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. |
| 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. | 10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. |
| 5-It is an example to society with its appearance, attitude, attitudes and behaviors. | 5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. |
| 6-Having experience in working with other health disciplines. | 3 - PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. 4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. |
| 7- Developing solution suggestions by considering professional and ethical values. | 10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. |
| 10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | |
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/Program
Head Of Department
Prof.Dr. Devrim TARAKCIHead Of Department
Prof.Dr. Ayşe Nur TUNALI VAN DEN BERGLearning 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) |
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 |
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 |
Predict-Observe-Explain Techniques | Predicting, observing, establishing cause and effect relationships. | Observation and experiment plans, simulations, videos, prediction-observation- explanation form |
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 |
|---|---|---|---|---|---|---|---|---|---|---|
| ACTIVITIES in OCCUPATIONAL THERAPY | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 1 | 2 | 4 |
| ANATOMY I | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 0 | 1 | 3 |
| ANATOMY II | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 0 | 1 | 3 |
| ANIMAL SUPPORTED APPROACH | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 0 | 2 | 1 |
| ART APPROACHES in OCCUPATIONAL THERAPY | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 0 | 1 | 1 |
| ARTIFICIAL INTELLIGENCE APPLICATIONS in HEALTH SCIENCES | 5 | 4 | 2 | 3 | 5 | 4 | 4 | 4 | 5 | 4 |
| ASSISTIVE TECHNOLOGY | 4 | 3 | 2 | 2 | 3 | 2 | 3 | 1 | 3 | 1 |
| BASIC ASSESSMENT and MEASUREMENT TECHNICS | 4 | 4 | 5 | 4 | 2 | 2 | 1 | 1 | 3 | 3 |
| BEHAVIORAL SCIENCES | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 3 |
| CANCER and OCCUPATIONAL THERAPY | 4 | 5 | 4 | 4 | 5 | 4 | 4 | 3 | 4 | 3 |
| CARDIOPUYMONARY REHABILITATION | 3 | 3 | 2 | 3 | 3 | 2 | 4 | 2 | 3 | 1 |
| CHILDREN and PLAY | 3 | 4 | 4 | 4 | 3 | 3 | 4 | 0 | 3 | 4 |
| COMMUNICATION in HEALTH SERVICES | 3 | 1 | 3 | 2 | 3 | 2 | 3 | 1 | 3 | 3 |
| COMMUNICATION TECHNIQUES in OCCUPATIONAL THERAPY | 2 | 3 | 3 | 3 | 4 | 3 | 2 | 2 | 4 | 3 |
| COMMUNITE BASED REHABILITATION | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 2 | 3 | 4 |
| COMMUNITY PARTICIPATION | 4 | 4 | 4 | 5 | 4 | 4 | 4 | 2 | 3 | 4 |
| DAILY LIVING ACTIVITIES | 4 | 4 | 5 | 5 | 3 | 4 | 4 | 3 | 4 | 4 |
| DANCE and MOVEMENT THERAPY | 4 | 4 | 4 | 3 | 4 | 4 | 3 | 3 | 3 | 4 |
| DESIGN TEQNIQUES in OCCUPATIONAL THERAPY | 3 | 3 | 3 | 4 | 3 | 4 | 4 | 0 | 3 | 2 |
| DISABILITY and HEALTH POLICIES | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 5 |
| DRAMA | 2 | 1 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 1 |
| DRIVER REHABILITATION | 3 | 3 | 2 | 4 | 4 | 2 | 2 | 1 | 3 | 3 |
| EARLY INTERVENTION in OCCUPATIONAL THERAPY | 3 | 5 | 3 | 4 | 4 | 3 | 3 | 0 | 4 | 4 |
| EATING and SWALLOWING DISORDERS | 3 | 3 | 4 | 3 | 4 | 3 | 4 | 2 | 3 | 4 |
| ENGLISH I | 2 | 2 | 2 | 2 | 2 | 2 | 3 | 4 | 3 | 2 |
| ENGLISH II | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 5 | 5 | 3 |
| ENGLISH III | 1 | 1 | 1 | 1 | 2 | 1 | 2 | 5 | 3 | 2 |
| ENGLISH IV | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 | 1 |
| ERGOTHERAPY for HEALTH and WELL-BEING | 3 | 3 | 2 | 4 | 2 | 3 | 4 | 2 | 3 | 2 |
| ERGOTHERAPY in the CARERS | 3 | 5 | 4 | 3 | 3 | 1 | 2 | 0 | 2 | 3 |
| ERGOTHERAPY SCIENCE and PHILOSOPHY | 2 | 1 | 5 | 2 | 2 | 3 | 2 | 0 | 2 | 3 |
| ERGOTHERAPY THEORIES | 2 | 2 | 3 | 2 | 2 | 2 | 2 | 0 | 2 | 2 |
| ETHICS in ERGOTHERAPY | 2 | 3 | 3 | 3 | 4 | 3 | 3 | 0 | 3 | 3 |
| EVIDENCE BASED OCCUPATIONAL THERAPY PRACTICE | 5 | 5 | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 3 |
| FUNCTIONAL KINESIOLOGY | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 1 | 1 | 3 |
| GROWTH & DEVELOPMENT | 2 | 2 | 3 | 3 | 4 | 3 | 3 | 0 | 3 | 3 |
| HAND REHABILITATION | 4 | 4 | 3 | 4 | 2 | 2 | 3 | 1 | 1 | 2 |
| HISTORY of the TURKISH REPUBLIC II | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| HISTORY of the TURKISH REPUBLIC I | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| INDEPENDENT LIFE in CHILD with SPECIAL NEEDS | 2 | 5 | 4 | 4 | 3 | 2 | 2 | 1 | 3 | 3 |
| INDEPENDENT LIFE in VISUALLY IMPAIRED | 4 | 3 | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 4 |
| INTERDISCIPLINER APPROACH in REHABILITATION | 3 | 1 | 1 | 2 | 5 | 3 | 3 | 1 | 4 | 4 |
| INTRODUCTION to ERGOTHERAPY | 3 | 2 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 |
| LIFE and ERGOTHERAPY | 3 | 4 | 5 | 4 | 3 | 3 | 3 | 0 | 2 | 3 |
| LIFE QUALITY | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 3 | 2 |
| MEDICAL FIRST AID | 0 | 0 | 1 | 0 | 2 | 0 | 3 | 1 | 0 | 2 |
| MOTOR LEARNING | 3 | 4 | 4 | 5 | 2 | 1 | 3 | 0 | 2 | 1 |
| MUSIC-PERCEPTION-COMMUNICATION | 2 | 3 | 2 | 3 | 3 | 2 | 2 | 1 | 1 | 3 |
| NEUROANATOMY | 3 | 3 | 3 | 2 | 1 | 2 | 2 | 0 | 1 | 1 |
| OCCUPATIONAL THERAPY APPLICATIONS I | 2 | 3 | 4 | 4 | 3 | 2 | 3 | 1 | 3 | 4 |
| OCCUPATIONAL THERAPY APPLICATIONS II | 3 | 4 | 2 | 3 | 2 | 2 | 2 | 1 | 3 | 3 |
| OCCUPATIONAL THERAPY APPLICATIONS III | 3 | 4 | 3 | 4 | 3 | 3 | 2 | 1 | 2 | 3 |
| OCCUPATIONAL THERAPY in GERIATRIC REHABILITATION | 5 | 4 | 4 | 5 | 4 | 5 | 5 | 5 | 4 | 4 |
| OCCUPATIONAL THERAPY in MUSCU. DISORDERS | 4 | 4 | 4 | 5 | 4 | 3 | 3 | 3 | 4 | 2 |
| OCCUPATIONAL THERAPY in NEURODEVELOPMENTAL DISORDERS | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 2 | 3 | 4 |
| OCCUPATIONAL THERAPY in NEUROLOGY | 1 | 3 | 5 | 4 | 2 | 4 | 3 | 3 | 2 | 4 |
| OCCUPATIONAL THERAPY in PSYCHIATRY | 4 | 5 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | 1 |
| OCCUPATIONAL THERAPY MANAGEMENT and ORGANIZATION | 3 | 3 | 3 | 3 | 5 | 5 | 4 | 4 | 4 | 5 |
| OCCUPATIONAOL THERAPY in SCHOOLS | 4 | 5 | 5 | 5 | 3 | 4 | 3 | 2 | 2 | 3 |
| ORTHOSIS and BIOMECHANICS | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 2 | 3 | 3 |
| PERFORMANCE AREAS SENSORY-MOTOR | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 3 |
| PERFORMANCE AREAS-COGNITIVE | 2 | 3 | 3 | 3 | 1 | 1 | 2 | 1 | 1 | 1 |
| PERFORMANCE AREAS-PSYCHOSOCIAL | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 3 | 4 | 4 |
| PHYSIOLOGY | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 1 | 0 | 3 |
| PREPARATION for OCCUPATIONAL THERAPY APPLICATIONS | 3 | 3 | 3 | 4 | 3 | 2 | 2 | 0 | 2 | 3 |
| PREVENTATIVE OCCUPATIONAL THERAPY and ENVEROMENTAL APRANGEMENTS | 3 | 3 | 4 | 4 | 2 | 3 | 1 | 1 | 2 | 2 |
| PROBLEM BASED LEARNING | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 1 | 2 | 4 |
| 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 |
| PROFESSIONAL PRACTICE in OCCUPATIONAL THERAPY I | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 1 | 3 | 3 |
| PROFESSIONAL PRACTICE in OCCUPATIONAL THERAPY II | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 1 | 3 | 3 |
| PSYCHOLOGY | 2 | 3 | 3 | 2 | 3 | 3 | 3 | 0 | 3 | 2 |
| REHABILITATION in VIOLENT VICTIMS | 3 | 3 | 3 | 4 | 2 | 3 | 2 | 1 | 2 | 3 |
| REHABILITATION TERMINOLOGY | 5 | 2 | 1 | 1 | 2 | 3 | 4 | 3 | 5 | 1 |
| RESEARCH METHODS | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 2 | 4 | 3 |
| SCIENCE ART PHILOSOPHY | 3 | 2 | 3 | 2 | 3 | 2 | 3 | 0 | 3 | 2 |
| SELF MANAGEMENT | 2 | 2 | 2 | 1 | 3 | 2 | 2 | 3 | 4 | 3 |
| SOCIOLOGY of DISABILITY | 2 | 2 | 3 | 3 | 2 | 3 | 2 | 0 | 1 | 3 |
| SPECIAL TOPICS in OCCUPATIONAL THERAPY | 4 | 3 | 4 | 3 | 4 | 3 | 4 | 3 | 2 | 3 |
| SPORT and RECREATION with DISABLED PEOPLES | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 2 | 3 | 4 |
| STIGMA and ERGOTHERAPY | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 |
| STRATEGIES of COPING with STRESS | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 1 | 1 | 2 |
| STUDENT GRADUATION PROJECT | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 3 | 4 |
| TECHNOLOGY in REHABILITATION | 4 | 2 | 2 | 1 | 3 | 2 | 4 | 1 | 4 | 1 |
| TURKISH LANGUAGE I | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 5 | 3 |
| TURKISH LANGUAGE II | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 5 | 3 |
| TURKISH SIGN LANGUAGE I | 4 | 2 | 2 | 3 | 3 | 3 | 3 | 3 | 4 | 4 |
| UNHANDICAP LIFE and ARCHITECTURE | 4 | 3 | 4 | 3 | 3 | 4 | 3 | 2 | 3 | 3 |
| VIRTUAL REALITY in REHABILITATION | 4 | 2 | 2 | 3 | 4 | 4 | 3 | 2 | 3 | 3 |
| VOCATIONAL REHABILITATION | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 1 | 2 | 2 |
| İlişkili Ders Sayısı / 90/91 | 284 | 287 | 288 | 297 | 281 | 264 | 272 | 165 | 255 | 257 |
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 |