Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| INTERDISCIPLINER APPROACH in REHABILITATION | ERG3113411 | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | Lect.Dr. Ayşe Büşra ERTEN |
| Assistant(s) | |
| Aim | The aim of this course is to provide the students with knowledge and attitude about the interdisciplinary study in the purpose rehabilitation applications. |
| Course Content | This course contains; Introduction to interdisciplinary approach in rehabilitation ,Teamwork models in rehabilitation,The roles of different disciplines in rehabilitation and the importance of teamwork,How should interdisciplinary work be done? Characteristics of the work team,Characteristics of an effective interdisciplinary study,The role of the occupational therapist in interdisciplinary work - 1,The role of occupational therapist in interdisciplinary work - II,Leadership, problems in interdisciplinary study,Examination of interdisciplinary study examples; Fibromyalgia and Interdisciplinary Study Example,Examination of interdisciplinary study examples; Interdisciplinary Study Example in Hand Rehabilitation,Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Pediatrics,Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Pediatrics 2,Examination of interdisciplinary study examples; Interdisciplinary Study Example in Cerebral Palsy,Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Geriatrics. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Rehabilitation defines the concepts of multidisciplinary, intradisciplinary, interdisciplinary and transdisciplinary. | 16, 9 | A, C, E |
| To be able to define the duties and responsibilities of disciplines related to rehabilitation. | 16, 9 | A, C |
| Can give examples of effective interdisciplinary work. | 16, 9 | A, C, E |
| Define an effective interdisciplinary team. | 16, 9 | A, C, E |
| Explains teamwork models in rehabilitation. | 13, 16, 9 | A, C |
| Explains the place of the occupational therapist in team work. | 16, 9 | A, C, E |
| Teaching Methods: | 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to interdisciplinary approach in rehabilitation | 1. Gilmour, G. S., Nielsen, G., Teodoro, T., Yogarajah, M., Coebergh, J. A., Dilley, M. D., ... & Edwards, M. J. (2020). Management of functional neurological disorder. Journal of Neurology, 267, 2164-2172. |
| 2 | Teamwork models in rehabilitation | 1. Tarcan, H., & Bıçakçı, M. Y. (2016). The role of child development specialist in the transdisciplinary approach in health sciences, 2nd National Health Sciences Congress, November 24-25. HU Faculty of Health Sciences Journal, 3, 157-168. 2. Petrie, HG. (1976). Do you see what I see? The epistemology of interdisciplinary Inquiry. Educational Researcher, Feb, 9-15. 3. Garkovich, L. (1982). Aproposal for building interdisciplinary bridges. Teaching Sociology, 9(2), 151-168. |
| 3 | The roles of different disciplines in rehabilitation and the importance of teamwork | 1. Gazete, R. (2014). Regulation on job and duty descriptions of health professionals and other professionals working in health services. Access date, 28(10), 2022. |
| 4 | How should interdisciplinary work be done? Characteristics of the work team | 1. Kayıhan, H. (2013). Otizm Spektrum Bozukluğunda İnterdisipliner Yaklaşım. Ergoterapi Ve Rehabilitasyon Dergisi, 1(2), 88-91. 2. Petrie, HG. (1976). Do you see what I see? The epistemology of interdisciplinary Inquiry. Educational Researcher, Feb, 9-15. 3. Garkovich, L. (1982). Aproposal for building interdisciplinary bridges. Teaching Sociology, 9(2), 151-168. |
| 5 | Characteristics of an effective interdisciplinary study | 1. Aki, E., & Ozkan, E. (2020). Introduction to occupational therapy. In Introduction to occupational therapy (pp. 230-234). Hipokrat Publishing. 2. 4. Kayihan, H. (2013). Interdisciplinary Approach in Autism Spectrum Disorder. Journal of Occupational Therapy and Rehabilitation, 1(2), 88-91.p: 58-60 |
| 6 | The role of the occupational therapist in interdisciplinary work - 1 | 1. Akı, E., & Özkan, E. (2020). In Introduction to occupational therapy (pp. 230-234). Hipokrat Publishing. 2. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 7 | The role of occupational therapist in interdisciplinary work - II | 1. Aki, E., & Ozkan, E. (2020). Introduction to occupational therapy. In Introduction to occupational therapy (pp. 230-234). Hipokrat Publishing. 2. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Health Sciences Faculty Journal, 8(1). |
| 8 | Leadership, problems in interdisciplinary study | 1. Çalış, N. (2018). Qualities of effective teamwork and multidisciplinary and interdisciplinary approaches in teamwork. II. International Congress of Multidisciplinary Studies. |
| 9 | Examination of interdisciplinary study examples; Fibromyalgia and Interdisciplinary Study Example | 1. Karacaoğlu, K., & Çetin, İ. (2015). Examination of interdisciplinary study examples: Fibromyalgia and interdisciplinary study example. Nevşehir Hacı Bektaş Veli University Journal of ISS, 5, 46-69. 2. Karacaoğlu, K., & Çetin, İ. (2015). The routines of women with fibromyalgia and an interdisciplinary challenge to promote self-care. Nevşehir Hacı Bektaş Veli University Journal of ISS, 5, 46-69. |
| 10 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in Hand Rehabilitation | 1. Gilmour, G. S., Nielsen, G., Teodoro, T., Yogarajah, M., Coebergh, J. A., Dilley, M. D., ... & Edwards, M. J. (2020). Management of functional neurological disorder. Journal of Neurology, 267, 2164-2172. |
| 11 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Pediatrics | 1. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 12 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Pediatrics 2 | 2. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 13 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in Cerebral Palsy | 1. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 14 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Geriatrics | 1. Şahin, S., Taşar, P. T., Baybaş, B. K., Özgür, Ö., Tenli, E., & Ülgen, M. (2018). Interdisciplinary and multidisciplinary team concepts in comprehensive geriatric assessment. Turkiye Klinikleri Geriatrics-Special Topics, 4(3), 8-11. |
| Resources |
| 1. Gazete, R. (2014). Regulation on job and task descriptions of health professionals and other professionals working in health services. Date of access, 28(10), 2022. 2. D'Amico, M., & Jaffe, L. (2018). Clinical and professional reasoning in occupational therapy. Lippincott Williams & Wilkins. 3. Tufan, A. (2019). Multidisciplinary rehabilitation practices (1st edition). Pegem Academy. 4. Kayıhan, H. (2013). Interdisciplinary Approach in Autism Spectrum Disorder. Journal of Occupational Therapy and Rehabilitation, 1(2), 88-91. 5. 5. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 1. Tercan, H., & Bıçakçı, M. Y. (2016). The role of child development specialist in the transdisciplinary approach in health sciences. Hacettepe University Faculty of Health Sciences Journal, 157-168. 2. Petrie, HG. (1976). Do you see what I see? The epistemology of interdisciplinary Inquiry. Educational Researcher, Feb, 9-15. 3. Garkovich, L. (1982). Aproposal for building interdisciplinary bridges. Teaching Sociology, 9(2), 151-168. 4. Gilmour, G. S., Nielsen, G., Teodoro, T., Yogarajah, M., Coebergh, J. A., Dilley, M. D., ... & Edwards, M. J. (2020). Management of functional neurological disorder. Journal of Neurology, 267, 2164-2172. 5. Çalış, N. (2018). Qualities of effective teamwork and multidisciplinary and interdisciplinary approaches in teamwork. II. International Congress of Multidisciplinary Studies. 6. Karacaoğlu, K., & Çetin, İ. (2015). Examination of interdisciplinary study examples: Fibromyalgia and interdisciplinary study example. Nevşehir Hacı Bektaş Veli University Journal of ISS, 5, 46-69. 7. Karacaoğlu, K., & Çetin, İ. (2015). The routines of women with fibromyalgia and an interdisciplinary challenge to promote self-care. Nevşehir Hacı Bektaş Veli University Journal of ISS, 5, 46-69. 8. Şahin, S., Taşar, P. T., Baybaş, B. K., Özgür, Ö., Tenli, E., & Ülgen, M. (2018). Interdisciplinary and multidisciplinary team concepts in comprehensive geriatric assessment. Turkiye Klinikleri Geriatrics-Special Topics, 4(3), 8-11. |
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 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 7 | 2 | 14 | |||
| General Exam | 14 | 3 | 42 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 84 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(84/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| INTERDISCIPLINER APPROACH in REHABILITATION | ERG3113411 | Fall Semester | 2+0 | 2 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | Lect.Dr. Ayşe Büşra ERTEN |
| Assistant(s) | |
| Aim | The aim of this course is to provide the students with knowledge and attitude about the interdisciplinary study in the purpose rehabilitation applications. |
| Course Content | This course contains; Introduction to interdisciplinary approach in rehabilitation ,Teamwork models in rehabilitation,The roles of different disciplines in rehabilitation and the importance of teamwork,How should interdisciplinary work be done? Characteristics of the work team,Characteristics of an effective interdisciplinary study,The role of the occupational therapist in interdisciplinary work - 1,The role of occupational therapist in interdisciplinary work - II,Leadership, problems in interdisciplinary study,Examination of interdisciplinary study examples; Fibromyalgia and Interdisciplinary Study Example,Examination of interdisciplinary study examples; Interdisciplinary Study Example in Hand Rehabilitation,Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Pediatrics,Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Pediatrics 2,Examination of interdisciplinary study examples; Interdisciplinary Study Example in Cerebral Palsy,Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Geriatrics. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Rehabilitation defines the concepts of multidisciplinary, intradisciplinary, interdisciplinary and transdisciplinary. | 16, 9 | A, C, E |
| To be able to define the duties and responsibilities of disciplines related to rehabilitation. | 16, 9 | A, C |
| Can give examples of effective interdisciplinary work. | 16, 9 | A, C, E |
| Define an effective interdisciplinary team. | 16, 9 | A, C, E |
| Explains teamwork models in rehabilitation. | 13, 16, 9 | A, C |
| Explains the place of the occupational therapist in team work. | 16, 9 | A, C, E |
| Teaching Methods: | 13: Case Study Method, 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam, E: Homework |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to interdisciplinary approach in rehabilitation | 1. Gilmour, G. S., Nielsen, G., Teodoro, T., Yogarajah, M., Coebergh, J. A., Dilley, M. D., ... & Edwards, M. J. (2020). Management of functional neurological disorder. Journal of Neurology, 267, 2164-2172. |
| 2 | Teamwork models in rehabilitation | 1. Tarcan, H., & Bıçakçı, M. Y. (2016). The role of child development specialist in the transdisciplinary approach in health sciences, 2nd National Health Sciences Congress, November 24-25. HU Faculty of Health Sciences Journal, 3, 157-168. 2. Petrie, HG. (1976). Do you see what I see? The epistemology of interdisciplinary Inquiry. Educational Researcher, Feb, 9-15. 3. Garkovich, L. (1982). Aproposal for building interdisciplinary bridges. Teaching Sociology, 9(2), 151-168. |
| 3 | The roles of different disciplines in rehabilitation and the importance of teamwork | 1. Gazete, R. (2014). Regulation on job and duty descriptions of health professionals and other professionals working in health services. Access date, 28(10), 2022. |
| 4 | How should interdisciplinary work be done? Characteristics of the work team | 1. Kayıhan, H. (2013). Otizm Spektrum Bozukluğunda İnterdisipliner Yaklaşım. Ergoterapi Ve Rehabilitasyon Dergisi, 1(2), 88-91. 2. Petrie, HG. (1976). Do you see what I see? The epistemology of interdisciplinary Inquiry. Educational Researcher, Feb, 9-15. 3. Garkovich, L. (1982). Aproposal for building interdisciplinary bridges. Teaching Sociology, 9(2), 151-168. |
| 5 | Characteristics of an effective interdisciplinary study | 1. Aki, E., & Ozkan, E. (2020). Introduction to occupational therapy. In Introduction to occupational therapy (pp. 230-234). Hipokrat Publishing. 2. 4. Kayihan, H. (2013). Interdisciplinary Approach in Autism Spectrum Disorder. Journal of Occupational Therapy and Rehabilitation, 1(2), 88-91.p: 58-60 |
| 6 | The role of the occupational therapist in interdisciplinary work - 1 | 1. Akı, E., & Özkan, E. (2020). In Introduction to occupational therapy (pp. 230-234). Hipokrat Publishing. 2. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 7 | The role of occupational therapist in interdisciplinary work - II | 1. Aki, E., & Ozkan, E. (2020). Introduction to occupational therapy. In Introduction to occupational therapy (pp. 230-234). Hipokrat Publishing. 2. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Health Sciences Faculty Journal, 8(1). |
| 8 | Leadership, problems in interdisciplinary study | 1. Çalış, N. (2018). Qualities of effective teamwork and multidisciplinary and interdisciplinary approaches in teamwork. II. International Congress of Multidisciplinary Studies. |
| 9 | Examination of interdisciplinary study examples; Fibromyalgia and Interdisciplinary Study Example | 1. Karacaoğlu, K., & Çetin, İ. (2015). Examination of interdisciplinary study examples: Fibromyalgia and interdisciplinary study example. Nevşehir Hacı Bektaş Veli University Journal of ISS, 5, 46-69. 2. Karacaoğlu, K., & Çetin, İ. (2015). The routines of women with fibromyalgia and an interdisciplinary challenge to promote self-care. Nevşehir Hacı Bektaş Veli University Journal of ISS, 5, 46-69. |
| 10 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in Hand Rehabilitation | 1. Gilmour, G. S., Nielsen, G., Teodoro, T., Yogarajah, M., Coebergh, J. A., Dilley, M. D., ... & Edwards, M. J. (2020). Management of functional neurological disorder. Journal of Neurology, 267, 2164-2172. |
| 11 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Pediatrics | 1. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 12 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Pediatrics 2 | 2. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 13 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in Cerebral Palsy | 1. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 14 | Examination of interdisciplinary study examples; Interdisciplinary Study Example in the Field of Geriatrics | 1. Şahin, S., Taşar, P. T., Baybaş, B. K., Özgür, Ö., Tenli, E., & Ülgen, M. (2018). Interdisciplinary and multidisciplinary team concepts in comprehensive geriatric assessment. Turkiye Klinikleri Geriatrics-Special Topics, 4(3), 8-11. |
| Resources |
| 1. Gazete, R. (2014). Regulation on job and task descriptions of health professionals and other professionals working in health services. Date of access, 28(10), 2022. 2. D'Amico, M., & Jaffe, L. (2018). Clinical and professional reasoning in occupational therapy. Lippincott Williams & Wilkins. 3. Tufan, A. (2019). Multidisciplinary rehabilitation practices (1st edition). Pegem Academy. 4. Kayıhan, H. (2013). Interdisciplinary Approach in Autism Spectrum Disorder. Journal of Occupational Therapy and Rehabilitation, 1(2), 88-91. 5. 5. Köse, A., et al. (2021). Interdisciplinary habilitation approach in an individual with cerebral palsy: Case report-Çuha model. H.Ü. Journal of Health Sciences Faculty, 8(1). |
| 1. Tercan, H., & Bıçakçı, M. Y. (2016). The role of child development specialist in the transdisciplinary approach in health sciences. Hacettepe University Faculty of Health Sciences Journal, 157-168. 2. Petrie, HG. (1976). Do you see what I see? The epistemology of interdisciplinary Inquiry. Educational Researcher, Feb, 9-15. 3. Garkovich, L. (1982). Aproposal for building interdisciplinary bridges. Teaching Sociology, 9(2), 151-168. 4. Gilmour, G. S., Nielsen, G., Teodoro, T., Yogarajah, M., Coebergh, J. A., Dilley, M. D., ... & Edwards, M. J. (2020). Management of functional neurological disorder. Journal of Neurology, 267, 2164-2172. 5. Çalış, N. (2018). Qualities of effective teamwork and multidisciplinary and interdisciplinary approaches in teamwork. II. International Congress of Multidisciplinary Studies. 6. Karacaoğlu, K., & Çetin, İ. (2015). Examination of interdisciplinary study examples: Fibromyalgia and interdisciplinary study example. Nevşehir Hacı Bektaş Veli University Journal of ISS, 5, 46-69. 7. Karacaoğlu, K., & Çetin, İ. (2015). The routines of women with fibromyalgia and an interdisciplinary challenge to promote self-care. Nevşehir Hacı Bektaş Veli University Journal of ISS, 5, 46-69. 8. Şahin, S., Taşar, P. T., Baybaş, B. K., Özgür, Ö., Tenli, E., & Ülgen, M. (2018). Interdisciplinary and multidisciplinary team concepts in comprehensive geriatric assessment. Turkiye Klinikleri Geriatrics-Special Topics, 4(3), 8-11. |
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 | |