Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROBLEM BASED LEARNING | ERG3255360 | 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 | Assist.Prof. Ahmet EMİR |
| Name of Lecturer(s) | Assist.Prof. Ahmet EMİR |
| Assistant(s) | Res.Assist.Merve Keskin |
| 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,Clinical Problem Solving and Intervention Strategies in Occupational Therapy, Professional Reasoning, and Model-Based Case Analysis,Literature Discussions I – Mental Health, Psychosocial Rehabilitation, and Occupational Justice,Literature Discussions II – Geriatric Rehabilitation and Healthy Aging,Literature Discussions III – Occupational Therapy in Orthopedic and Rheumatic Conditions,Literature Discussions IV – Community-Based Rehabilitation,Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments,Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments,Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments,Simulation: Clinical Decision-Making and Intervention Planning, Ethics, Cultural Sensitivity, and Occupational Justice,Simulation: Clinical Decision-Making and Intervention Planning, Ethics, Cultural Sensitivity, and Occupational Justice,Case Presentations (Presentation of the cases selected by the students),Case Presentations (Presentation of the cases selected by the students),Creating an occupational therapy debate environment on the designated topic. |
| Course Learning Outcomes | 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 | Hacettepe University Faculty of Medicine, Department of Medical Education, PBL Sessions Review-Evaluation Group: Problem-Based Learning Sessions, Preparation and Implementation Guide, March-2001. |
| 2 | Clinical Problem Solving and Intervention Strategies in Occupational Therapy, Professional Reasoning, and Model-Based Case Analysis | Hacettepe University Faculty of Medicine, Department of Medical Education, PBL Sessions Review-Evaluation Group: Problem-Based Learning Sessions, Preparation and Implementation Guide, March-2001. |
| 3 | Literature Discussions I – Mental Health, Psychosocial Rehabilitation, and Occupational Justice | Students present one article on the relevant topic. |
| 4 | Literature Discussions II – Geriatric Rehabilitation and Healthy Aging | Students present one article on the relevant topic. |
| 5 | Literature Discussions III – Occupational Therapy in Orthopedic and Rheumatic Conditions | Students present one article on the relevant topic. |
| 6 | Literature Discussions IV – Community-Based Rehabilitation | Students present one article on the relevant topic. |
| 7 | Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments | Students analyze and present the case provided to them in class through group work. |
| 8 | Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments | Students analyze and present the case provided to them in class through group work. |
| 9 | Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments | Students analyze and present the case provided to them in class through group work. |
| 10 | Simulation: Clinical Decision-Making and Intervention Planning, Ethics, Cultural Sensitivity, and Occupational Justice | The scenario and related documents will be provided to the students during class. |
| 11 | Simulation: Clinical Decision-Making and Intervention Planning, Ethics, Cultural Sensitivity, and Occupational Justice | The scenario and related documents will be provided to the students during class. |
| 12 | Case Presentations (Presentation of the cases selected by the students) | Students will present case examples they have encountered in clinical practice. |
| 13 | Case Presentations (Presentation of the cases selected by the students) | Students will present case examples they have encountered in professional practice. |
| 14 | Creating an occupational therapy debate environment on the designated topic | Debate topics will be given to the students before class. |
| 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. Donald Auriemma, Yves Roseus, Clover Hutchinson, and Vikram Pagpatan, Case Studies for Contemporary Occupational Therapy Practice, AOTA |
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 | ERG3255360 | 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 | Assist.Prof. Ahmet EMİR |
| Name of Lecturer(s) | Assist.Prof. Ahmet EMİR |
| Assistant(s) | Res.Assist.Merve Keskin |
| 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,Clinical Problem Solving and Intervention Strategies in Occupational Therapy, Professional Reasoning, and Model-Based Case Analysis,Literature Discussions I – Mental Health, Psychosocial Rehabilitation, and Occupational Justice,Literature Discussions II – Geriatric Rehabilitation and Healthy Aging,Literature Discussions III – Occupational Therapy in Orthopedic and Rheumatic Conditions,Literature Discussions IV – Community-Based Rehabilitation,Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments,Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments,Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments,Simulation: Clinical Decision-Making and Intervention Planning, Ethics, Cultural Sensitivity, and Occupational Justice,Simulation: Clinical Decision-Making and Intervention Planning, Ethics, Cultural Sensitivity, and Occupational Justice,Case Presentations (Presentation of the cases selected by the students),Case Presentations (Presentation of the cases selected by the students),Creating an occupational therapy debate environment on the designated topic. |
| Course Learning Outcomes | 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 | Hacettepe University Faculty of Medicine, Department of Medical Education, PBL Sessions Review-Evaluation Group: Problem-Based Learning Sessions, Preparation and Implementation Guide, March-2001. |
| 2 | Clinical Problem Solving and Intervention Strategies in Occupational Therapy, Professional Reasoning, and Model-Based Case Analysis | Hacettepe University Faculty of Medicine, Department of Medical Education, PBL Sessions Review-Evaluation Group: Problem-Based Learning Sessions, Preparation and Implementation Guide, March-2001. |
| 3 | Literature Discussions I – Mental Health, Psychosocial Rehabilitation, and Occupational Justice | Students present one article on the relevant topic. |
| 4 | Literature Discussions II – Geriatric Rehabilitation and Healthy Aging | Students present one article on the relevant topic. |
| 5 | Literature Discussions III – Occupational Therapy in Orthopedic and Rheumatic Conditions | Students present one article on the relevant topic. |
| 6 | Literature Discussions IV – Community-Based Rehabilitation | Students present one article on the relevant topic. |
| 7 | Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments | Students analyze and present the case provided to them in class through group work. |
| 8 | Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments | Students analyze and present the case provided to them in class through group work. |
| 9 | Case Discussions: Real-world field examples, problem identification and intervention planning, planning of evidence-based intervention, and the results of functional and occupational assessments | Students analyze and present the case provided to them in class through group work. |
| 10 | Simulation: Clinical Decision-Making and Intervention Planning, Ethics, Cultural Sensitivity, and Occupational Justice | The scenario and related documents will be provided to the students during class. |
| 11 | Simulation: Clinical Decision-Making and Intervention Planning, Ethics, Cultural Sensitivity, and Occupational Justice | The scenario and related documents will be provided to the students during class. |
| 12 | Case Presentations (Presentation of the cases selected by the students) | Students will present case examples they have encountered in clinical practice. |
| 13 | Case Presentations (Presentation of the cases selected by the students) | Students will present case examples they have encountered in professional practice. |
| 14 | Creating an occupational therapy debate environment on the designated topic | Debate topics will be given to the students before class. |
| 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. Donald Auriemma, Yves Roseus, Clover Hutchinson, and Vikram Pagpatan, Case Studies for Contemporary Occupational Therapy Practice, AOTA |
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 | |