Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MOTOR LEARNING | ERG3155510 | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | Lect. Halime AVUNÇ |
| Assistant(s) | |
| Aim | Understand the conceptual model of motor skills and motor learning processes and to explain the relationship between these models and the concept of rehabilitation, define different treatment methods based on the learning principle and It is to apply. |
| Course Content | This course contains; What is Learning? Stages of Learning, Factors Affecting Learning,How Does the Brain Learn? Brain-Based Learning ,Types of Learning, Motor Learning Theories ,Motor Learning, Motor Control and Movement Underlying Systems ,Motor Learning Principles, Principles of Motor Learning,Concepts of Motor Skills, Ability and Performance; Activity Analysis,Motor Control Theories, Why Should Therapists Work on Motor Control? ,Control of Movement - Nervous System I ,Control of Movement - Nervous System II ,Neuroplasticity ,Stages and Application of Motor Learning; Motor Learning and Functional Recovery ,Transfer of Motor Learning Principles to Clinical Practice,Motor Learning-Based Occupational Therapy Approaches in Stroke Rehabilitation,Mirror Therapy, Restricted Movement Treatment. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the processes and stages of motor learning. | 16, 9 | A, C |
| Defines the concepts of skill, ability and performance and learning stages and plans for this stepwise application. | 16, 9 | A, C |
| Establish relationships between motor learning and performance theories and rehabilitation practices | 16, 9 | A, C |
| Develop a treatment plan using motor learning principles | 16, 9 | A, C |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is Learning? Stages of Learning, Factors Affecting Learning | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 2 | How Does the Brain Learn? Brain-Based Learning | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 3 | Types of Learning, Motor Learning Theories | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 4 | Motor Learning, Motor Control and Movement Underlying Systems | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 5 | Motor Learning Principles, Principles of Motor Learning | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 6 | Concepts of Motor Skills, Ability and Performance; Activity Analysis | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 7 | Motor Control Theories, Why Should Therapists Work on Motor Control? | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 8 | Control of Movement - Nervous System I | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 9 | Control of Movement - Nervous System II | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 10 | Neuroplasticity | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 11 | Stages and Application of Motor Learning; Motor Learning and Functional Recovery | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 12 | Transfer of Motor Learning Principles to Clinical Practice | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 13 | Motor Learning-Based Occupational Therapy Approaches in Stroke Rehabilitation | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 14 | Mirror Therapy, Restricted Movement Treatment | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| Resources |
| 1. Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 1. Stelmach, G. E. (Ed.). (2014). Motor control: Issues and trends. Academic Press. 2. Marino, R., Tomei, P., & Verrelli, C. M. (2010). Induction motor control design. Springer Science & Business Media. 3. Sabanovic, A., & Ohnishi, K. (2011). Motion control systems. John Wiley & Sons. 4. Danion, F., & Latash, M. (2010). Motor control: theories, experiments, and applications. Oxford University Press. 5. Schmidt, R. A. (1991). Motor Learning and Performance: From Principles to Practice. Champaign: Human Kinetics 6. Magill, R. A. (2001). Motor Learning: Concepts and Applications. Sixth Edition. Dubuque, Iowa: Brown & Benchmark. 7. Sieglinde Martin, Teaching Motor Skills to Children With Cerebral Palsy And Similar Movement Disorders: A Guide for Parents And Professionals Woodbine House, 2006 8. Ferguson, M. A., Lim, C., Cooke, D., Darby, R. R., Wu, O., Rost, N. S., ... & Fox, M. D. (2019). A human memory circuit derived from brain lesions causing amnesia. Nature communications, 10(1), 3497. 9. Zhu, G., Jiang, B., Tong, L., Xie, Y., Zaharchuk, G., & Wintermark, M. (2019). Applications of deep learning to neuro-imaging techniques. Frontiers in neurology, 10, 869. 10.Hilger, K., Winter, N. R., Leenings, R., Sassenhagen, J., Hahn, T., Basten, U., & Fiebach, C. J. (2020). Predicting intelligence from brain gray matter volume. Brain Structure and Function, 225, 2111-2129. 11. Santangelo, V., & Bordier, C. (2019). Large-scale brain networks underlying successful and unsuccessful encoding, maintenance, and retrieval of everyday scenes in visuospatial working memory. Frontiers in psychology, 10, 233. 12. Lanteaume, L., Khalfa, S., Régis, J., Marquis, P., Chauvel, P., & Bartolomei, F. (2007). Emotion induction after direct intracerebral stimulations of human amygdala. Cerebral cortex, 17(6), 1307-1313. 13. Ahmed Tawakol, “Relation between resting amygdalar activity and cardio vascular events: a longitudinal and cohort study”, The Lancet, January 12, 2016, 14. Daniel Goleman, Emotional Intelligence: Why It Can Matter More Than IQ, New York, Bantam Books, 2005. 15. Ferguson, M. A., Lim, C., Cooke, D., Darby, R. R., Wu, O., Rost, N. S., ... & Fox, M. D. (2019). A human memory circuit derived from brain lesions causing amnesia. Nature communications, 10(1), 3497. https://www.researchgate.net/publication/334895431_A_human_memory_circuit_derived_from_brain_lesions_causing_amnesia 16.Zhu, G., Jiang, B., Tong, L., Xie, Y., Zaharchuk, G., & Wintermark, M. (2019). Applications of deep learning to neuro-imaging techniques. Frontiers in neurology, 10, 869. https://www.frontiersin.org/articles/10.3389/fneur.2019.00869/full 17.Hilger, K., Winter, N. R., Leenings, R., Sassenhagen, J., Hahn, T., Basten, U., & Fiebach, C. J. (2020). Predicting intelligence from brain gray matter volume. Brain Structure and Function, 225, 2111-2129. https://www.researchgate.net/publication/343118104_Predicting_intelligence_from_brain_gray_matter_volume 18. Santangelo, V., & Bordier, C. (2019). Large-scale brain networks underlying successful and unsuccessful encoding, maintenance, and retrieval of everyday scenes in visuospatial working memory. Frontiers in psychology, 10, 233. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00233/full |
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. | ||||||
| 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 | 3 | 42 | |||
| 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) | 98 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(98/30) | 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 |
|---|---|---|---|---|---|
| MOTOR LEARNING | ERG3155510 | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Lect. Halime AVUNÇ |
| Name of Lecturer(s) | Lect. Halime AVUNÇ |
| Assistant(s) | |
| Aim | Understand the conceptual model of motor skills and motor learning processes and to explain the relationship between these models and the concept of rehabilitation, define different treatment methods based on the learning principle and It is to apply. |
| Course Content | This course contains; What is Learning? Stages of Learning, Factors Affecting Learning,How Does the Brain Learn? Brain-Based Learning ,Types of Learning, Motor Learning Theories ,Motor Learning, Motor Control and Movement Underlying Systems ,Motor Learning Principles, Principles of Motor Learning,Concepts of Motor Skills, Ability and Performance; Activity Analysis,Motor Control Theories, Why Should Therapists Work on Motor Control? ,Control of Movement - Nervous System I ,Control of Movement - Nervous System II ,Neuroplasticity ,Stages and Application of Motor Learning; Motor Learning and Functional Recovery ,Transfer of Motor Learning Principles to Clinical Practice,Motor Learning-Based Occupational Therapy Approaches in Stroke Rehabilitation,Mirror Therapy, Restricted Movement Treatment. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the processes and stages of motor learning. | 16, 9 | A, C |
| Defines the concepts of skill, ability and performance and learning stages and plans for this stepwise application. | 16, 9 | A, C |
| Establish relationships between motor learning and performance theories and rehabilitation practices | 16, 9 | A, C |
| Develop a treatment plan using motor learning principles | 16, 9 | A, C |
| Teaching Methods: | 16: Question - Answer Technique, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | What is Learning? Stages of Learning, Factors Affecting Learning | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 2 | How Does the Brain Learn? Brain-Based Learning | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 3 | Types of Learning, Motor Learning Theories | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 4 | Motor Learning, Motor Control and Movement Underlying Systems | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 5 | Motor Learning Principles, Principles of Motor Learning | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 6 | Concepts of Motor Skills, Ability and Performance; Activity Analysis | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 7 | Motor Control Theories, Why Should Therapists Work on Motor Control? | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 8 | Control of Movement - Nervous System I | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 9 | Control of Movement - Nervous System II | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 10 | Neuroplasticity | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 11 | Stages and Application of Motor Learning; Motor Learning and Functional Recovery | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 12 | Transfer of Motor Learning Principles to Clinical Practice | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 13 | Motor Learning-Based Occupational Therapy Approaches in Stroke Rehabilitation | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 14 | Mirror Therapy, Restricted Movement Treatment | Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| Resources |
| 1. Turvey, M. T., & Kelso, J. A. S. (Eds.). (2022). Motor control: Translating research into clinical practice. Hipokrat Kitabevi. https://www.hipokratkitabevi.com/motor-kontrol-arastirmanin-klinik-uygulamaya-aktarilmasi |
| 1. Stelmach, G. E. (Ed.). (2014). Motor control: Issues and trends. Academic Press. 2. Marino, R., Tomei, P., & Verrelli, C. M. (2010). Induction motor control design. Springer Science & Business Media. 3. Sabanovic, A., & Ohnishi, K. (2011). Motion control systems. John Wiley & Sons. 4. Danion, F., & Latash, M. (2010). Motor control: theories, experiments, and applications. Oxford University Press. 5. Schmidt, R. A. (1991). Motor Learning and Performance: From Principles to Practice. Champaign: Human Kinetics 6. Magill, R. A. (2001). Motor Learning: Concepts and Applications. Sixth Edition. Dubuque, Iowa: Brown & Benchmark. 7. Sieglinde Martin, Teaching Motor Skills to Children With Cerebral Palsy And Similar Movement Disorders: A Guide for Parents And Professionals Woodbine House, 2006 8. Ferguson, M. A., Lim, C., Cooke, D., Darby, R. R., Wu, O., Rost, N. S., ... & Fox, M. D. (2019). A human memory circuit derived from brain lesions causing amnesia. Nature communications, 10(1), 3497. 9. Zhu, G., Jiang, B., Tong, L., Xie, Y., Zaharchuk, G., & Wintermark, M. (2019). Applications of deep learning to neuro-imaging techniques. Frontiers in neurology, 10, 869. 10.Hilger, K., Winter, N. R., Leenings, R., Sassenhagen, J., Hahn, T., Basten, U., & Fiebach, C. J. (2020). Predicting intelligence from brain gray matter volume. Brain Structure and Function, 225, 2111-2129. 11. Santangelo, V., & Bordier, C. (2019). Large-scale brain networks underlying successful and unsuccessful encoding, maintenance, and retrieval of everyday scenes in visuospatial working memory. Frontiers in psychology, 10, 233. 12. Lanteaume, L., Khalfa, S., Régis, J., Marquis, P., Chauvel, P., & Bartolomei, F. (2007). Emotion induction after direct intracerebral stimulations of human amygdala. Cerebral cortex, 17(6), 1307-1313. 13. Ahmed Tawakol, “Relation between resting amygdalar activity and cardio vascular events: a longitudinal and cohort study”, The Lancet, January 12, 2016, 14. Daniel Goleman, Emotional Intelligence: Why It Can Matter More Than IQ, New York, Bantam Books, 2005. 15. Ferguson, M. A., Lim, C., Cooke, D., Darby, R. R., Wu, O., Rost, N. S., ... & Fox, M. D. (2019). A human memory circuit derived from brain lesions causing amnesia. Nature communications, 10(1), 3497. https://www.researchgate.net/publication/334895431_A_human_memory_circuit_derived_from_brain_lesions_causing_amnesia 16.Zhu, G., Jiang, B., Tong, L., Xie, Y., Zaharchuk, G., & Wintermark, M. (2019). Applications of deep learning to neuro-imaging techniques. Frontiers in neurology, 10, 869. https://www.frontiersin.org/articles/10.3389/fneur.2019.00869/full 17.Hilger, K., Winter, N. R., Leenings, R., Sassenhagen, J., Hahn, T., Basten, U., & Fiebach, C. J. (2020). Predicting intelligence from brain gray matter volume. Brain Structure and Function, 225, 2111-2129. https://www.researchgate.net/publication/343118104_Predicting_intelligence_from_brain_gray_matter_volume 18. Santangelo, V., & Bordier, C. (2019). Large-scale brain networks underlying successful and unsuccessful encoding, maintenance, and retrieval of everyday scenes in visuospatial working memory. Frontiers in psychology, 10, 233. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00233/full |
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. | ||||||
| 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 | |