Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROBLEM BASED LEARNING | - | Spring Semester | 2+2 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Devrim TARAKCI |
| Name of Lecturer(s) | Lect. Hilal BOSTANCI |
| Assistant(s) | Res.Assist.Kübra SEZER |
| Aim | Actual case studies and / or scenario-based activities Performance problems and the information needed to solve them And problem solving in practice in ergotherapy field I |
| Course Content | This course contains; Understanding the basic aims and processes of prognostic ergotherapy,Student roles and educator roles,Problem based content creation features,Probing-based content creation requirements,Explanation of new concepts and terms, Identification and identification of problems, Analysis of problems, brain storm, Solution list and hypothesis-creating classification, Formulation of learning objectives,Self-study methods,Analysis of sample problem solutions,Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Ability to analyze the information that is taught | 10, 6, 8, 9 | A, D, H |
| Discuss the problem by investigating new information | 10, 6, 8, 9 | A, D, H |
| Create a solution list for the probing | 10, 6, 8, 9 | A, D, H |
| Gain problem solving skills by analyzing existing problems | 10, 6, 8, 9 | A, D, H |
| Teaching Methods: | 10: Discussion Method, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Understanding the basic aims and processes of prognostic ergotherapy | Preparation for the course note given in advance |
| 2 | Student roles and educator roles | Preparation for the course note given in advance |
| 3 | Problem based content creation features | 1. Part 1 of the reference p: 3-5 |
| 4 | Probing-based content creation requirements | 1. Part 1 of the book p. 5-15 |
| 5 | Explanation of new concepts and terms | 1. Part 1 of the book p. 5-15 |
| 6 | Identification and identification of problems | 1. Part 1 of the book p. 15-25 |
| 7 | Analysis of problems, brain storm | Preparing for a given note |
| 8 | Solution list and hypothesis-creating classification | 1. Part 2 of the book p. 30-40 |
| 9 | Formulation of learning objectives | 1. Part 2 of the book p. 40-55 |
| 10 | Self-study methods | Preparation for the course note given in advance |
| 11 | Analysis of sample problem solutions | Application preparation |
| 14 | Discussion |
| Resources |
| ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. ENOTHE, Occupational Therapy Education in Europe: Approaches to teaching and learning 'Practical' Occupational Therapy skills, sharing best practice,Amsterdam 2004. Hacettepe Üniversitesi Tıp Fakültesi Tıp Eğitimi A.D. PDÖ Oturumları İncelemeDeğerlendirme Grubu: Probleme Dayalı Öğrenim Oturumları, Hazırlama ve Uygulama Rehberi, Mart-2001. Pendleton,H. Schultz- Krohn,W. Occupational Therapy Practice Skills for Physical Dysfunction.6th Ed., Mosby,2006. Punwar,Alice,J. Occupational Therapy: Principles and Practice,Williams and Wilkins Baltimore,1988. |
| Pendleton,H. Schultz- Krohn,W. Occupational Therapy Practice Skills for Physical Dysfunction.6th Ed., Mosby,2006. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 4 | 56 | |||
| Guided Problem Solving | 2 | 4 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 4 | 16 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 4 | 4 | 16 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 108 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(108/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROBLEM BASED LEARNING | - | Spring Semester | 2+2 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Devrim TARAKCI |
| Name of Lecturer(s) | Lect. Hilal BOSTANCI |
| Assistant(s) | Res.Assist.Kübra SEZER |
| Aim | Actual case studies and / or scenario-based activities Performance problems and the information needed to solve them And problem solving in practice in ergotherapy field I |
| Course Content | This course contains; Understanding the basic aims and processes of prognostic ergotherapy,Student roles and educator roles,Problem based content creation features,Probing-based content creation requirements,Explanation of new concepts and terms, Identification and identification of problems, Analysis of problems, brain storm, Solution list and hypothesis-creating classification, Formulation of learning objectives,Self-study methods,Analysis of sample problem solutions,Discussion. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Ability to analyze the information that is taught | 10, 6, 8, 9 | A, D, H |
| Discuss the problem by investigating new information | 10, 6, 8, 9 | A, D, H |
| Create a solution list for the probing | 10, 6, 8, 9 | A, D, H |
| Gain problem solving skills by analyzing existing problems | 10, 6, 8, 9 | A, D, H |
| Teaching Methods: | 10: Discussion Method, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, D: Oral Exam, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Understanding the basic aims and processes of prognostic ergotherapy | Preparation for the course note given in advance |
| 2 | Student roles and educator roles | Preparation for the course note given in advance |
| 3 | Problem based content creation features | 1. Part 1 of the reference p: 3-5 |
| 4 | Probing-based content creation requirements | 1. Part 1 of the book p. 5-15 |
| 5 | Explanation of new concepts and terms | 1. Part 1 of the book p. 5-15 |
| 6 | Identification and identification of problems | 1. Part 1 of the book p. 15-25 |
| 7 | Analysis of problems, brain storm | Preparing for a given note |
| 8 | Solution list and hypothesis-creating classification | 1. Part 2 of the book p. 30-40 |
| 9 | Formulation of learning objectives | 1. Part 2 of the book p. 40-55 |
| 10 | Self-study methods | Preparation for the course note given in advance |
| 11 | Analysis of sample problem solutions | Application preparation |
| 14 | Discussion |
| Resources |
| ENOTHE, Occupational Therapy Education in Europe: PBL Stories & Signposts towards a problem based learning oriented curriculum, Amsterdam 2004. ENOTHE, Occupational Therapy Education in Europe: Approaches to teaching and learning 'Practical' Occupational Therapy skills, sharing best practice,Amsterdam 2004. Hacettepe Üniversitesi Tıp Fakültesi Tıp Eğitimi A.D. PDÖ Oturumları İncelemeDeğerlendirme Grubu: Probleme Dayalı Öğrenim Oturumları, Hazırlama ve Uygulama Rehberi, Mart-2001. Pendleton,H. Schultz- Krohn,W. Occupational Therapy Practice Skills for Physical Dysfunction.6th Ed., Mosby,2006. Punwar,Alice,J. Occupational Therapy: Principles and Practice,Williams and Wilkins Baltimore,1988. |
| Pendleton,H. Schultz- Krohn,W. Occupational Therapy Practice Skills for Physical Dysfunction.6th Ed., Mosby,2006. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |