Program Information
Aim
1. It would be our goal to train qualified professionals who are knowledgeable about comprehensive child health and well-being, and who are able to provide effective care for infants, children, and families. 2. In line with our professional ethos, we aim to cultivate healthcare professionals who are guided by ethical principles, grounded in evidence-based practices, respectful of cultural diversity and adept at effective communication. 3. We aim to cultivate a spirit of innovation, continuous development and lifelong learning among our professionals, enabling them to pursue ongoing personal and professional growth. 4. We aim to cultivate leaders in the field of midwifery who are equipped with advanced professional training and research skills, and who will play a pivotal role in shaping the future of our profession.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 the nation-wide Student Selection and Placement (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 nation-wide Student Selection and Placement (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 |
| EBE1115971 | MEDICAL BIOLOGY & GENETICS | Turkish | 2 | 2 | 4 | |
| EBE1182320 | ANATOMY I | Turkish | 2+2 | 3 | 4 | |
| EBE1111800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| EBE1116493 | FUNDAMENTAL PRINCIPLES and PRACTICES in MIDWIFERY I | Turkish | 4+4 | 6 | 6 | |
| EBE1115000 | COMMUNICATION in HEALTH SERVICES | Turkish | 2 | 2 | 2 | |
| EBE1116479 | HISTORY and PHILOSOPHY of MIDWIFERY | 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 |
| EBE1210700 | ANATOMY II | Turkish | 2+2 | 3 | 4 | |
| EBE1211900 | INFORMATION TECHNOLOGIES and TOOLS II | Turkish | 2 | 2 | 2 | |
| EBE1216494 | FUNDAMENTAL PRINCPILES and PRACTICES in MIDWIFERY II | Turkish | 2+12 | 8 | 8 | |
| EBE1215702 | NUTRITION and HEALTH | Turkish | 2 | 2 | 2 | |
| EBE1217000 | BEHAVIORAL SCIENCES | Turkish | 2 | 2 | 2 | |
| EBE1282310 | PHYSIOLOGY | Turkish | 3 | 3 | 4 | |
| EBE1272770 | FUNDAMENTALS of MIDWIFERY II | Turkish | 2+2 | 3 | 2 | |
| EBE1272780 | FUNDAMENTALS of MIDWIFERY II PRACTICE | Turkish | 0+8 | 4 | 4 | |
| EBE1272790 | STRUCTURE and FUNCTION of PELVIS | Turkish | 2+2 | 3 | 4 | |
| 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. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families.
PQ-2. Has the knowledge and skills to perform assessments and deliver services aimed at protecting, maintaining, and promoting health.
PQ-5. Has the knowledge and skills to deliver individualized care in cases of pregnancy termination or loss, adhering to national laws, regulations, and procedures
PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards.
PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies.
| 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. | 2 - PQ-2. Has the knowledge and skills to perform assessments and deliver services aimed at protecting, maintaining, and promoting health. 1 - PQ-1. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families. |
| 2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health. | 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. 3 - PQ-3. Provides a safe environment throughout pregnancy, labor, and birth; manages high-risk and emergency situations, and conducts childbirth independently. 6 - PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards. 5 - PQ-5. Has the knowledge and skills to deliver individualized care in cases of pregnancy termination or loss, adhering to national laws, regulations, and procedures |
| 3-Defining the importance of ethical principles and ethical committees for individuals and society. | 1 - PQ-1. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families. 2 - PQ-2. Has the knowledge and skills to perform assessments and deliver services aimed at protecting, maintaining, and promoting health. 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. |
| 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. | 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. |
| 2- Using basic computer programs and related technologies related to the field of health. | 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. |
| 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. | |
| 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. | |
| 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. | 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 3 - PQ-3. Provides a safe environment throughout pregnancy, labor, and birth; manages high-risk and emergency situations, and conducts childbirth independently. 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. |
| 2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field. | 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 3 - PQ-3. Provides a safe environment throughout pregnancy, labor, and birth; manages high-risk and emergency situations, and conducts childbirth independently. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. |
| 3- Carrying out activities for the development of employees within the framework of a project under its responsibility. | 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. |
| 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. | |
| Learning Competence | |
| 1- Evaluating the basic knowledge and skills with a critical approach. | 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 6 - PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards. |
| 2- Being able to determine learning needs and directing learning. | 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. |
| 3- Consciousness of lifelong learning. | 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. |
| 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. | |
| 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. | |
| 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. Works effectively in communication and collaboration with healthcare teams and other disciplines. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. 3 - PQ-3. Provides a safe environment throughout pregnancy, labor, and birth; manages high-risk and emergency situations, and conducts childbirth independently. 2 - PQ-2. Has the knowledge and skills to perform assessments and deliver services aimed at protecting, maintaining, and promoting health. 1 - PQ-1. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families. 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. |
| 2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts. | 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. |
| 3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility. | 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. 1 - PQ-1. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families. 2 - PQ-2. Has the knowledge and skills to perform assessments and deliver services aimed at protecting, maintaining, and promoting health. |
| 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. | 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. |
| 5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field. | 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. |
| 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. | 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. |
| 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. 2 - PQ-2. Has the knowledge and skills to perform assessments and deliver services aimed at protecting, maintaining, and promoting health. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. | |
| 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 1 - PQ-1. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families. | |
| 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 6 - PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. | |
| 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. | 6 - PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. 5 - PQ-5. Has the knowledge and skills to deliver individualized care in cases of pregnancy termination or loss, adhering to national laws, regulations, and procedures 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 1 - PQ-1. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families. 3 - PQ-3. Provides a safe environment throughout pregnancy, labor, and birth; manages high-risk and emergency situations, and conducts childbirth independently. |
| 2- Acting in accordance with quality management and processes and participates in these processes. | 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 6 - PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. |
| 3- Having sufficient awareness of individual and public health, environmental protection and occupational safety. | 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. 3 - PQ-3. Provides a safe environment throughout pregnancy, labor, and birth; manages high-risk and emergency situations, and conducts childbirth independently. 1 - PQ-1. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families. 2 - PQ-2. Has the knowledge and skills to perform assessments and deliver services aimed at protecting, maintaining, and promoting health. |
| 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. | 5 - PQ-5. Has the knowledge and skills to deliver individualized care in cases of pregnancy termination or loss, adhering to national laws, regulations, and procedures 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 6 - PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. |
| 5-It is an example to society with its appearance, attitude, attitudes and behaviors. | 6 - PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards. 10 - PQ-10. Works effectively in communication and collaboration with healthcare teams and other disciplines. 9 - PQ-9. Participates in activities aimed at supporting women in the field of midwifery practice, providing leadership and consultancy. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. |
| 6-Having experience in working with other health disciplines. | 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 4 - PQ-4. Provides qualified care to support adaptation of women, newborns, and families in the postpartum period. 2 - PQ-2. Has the knowledge and skills to perform assessments and deliver services aimed at protecting, maintaining, and promoting health. 1 - PQ-1. Has the knowledge and skills to provide holistic, culturally sensitive care to women, newborns, children, and families. 3 - PQ-3. Provides a safe environment throughout pregnancy, labor, and birth; manages high-risk and emergency situations, and conducts childbirth independently. |
| 7- Developing solution suggestions by considering professional and ethical values. | 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 11 - PQ-11. Adopts a lifelong learning approach, remains open to development, and demonstrates critical thinking and problem-solving skills. 12 - PQ-12. Has sufficient proficiency in English to follow current literature and effectively communicate with professional colleagues. |
| 6 - PQ-6. Conducts practices in compliance with relevant legislation, professional ethics, principles, and standards. 8 - PQ-8. Participates in research, education, and projects relevant to midwifery, and actively contributes to translating outcomes into practice. 7 - PQ-7. Performs practices in a culturally sensitive manner, guided by current scientific evidence, technological developments, and health policies. 5 - PQ-5. Has the knowledge and skills to deliver individualized care in cases of pregnancy termination or loss, adhering to national laws, regulations, and procedures | |
Employment Opportunities
Graduates can serve 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. Course achievement grade is obtained by evaluating student's midterm exams, assignments that replace midterm exams, practical studies, group studies, and similar studies together with the general exam. A student who does not get at least 50 points from the general exam, valid for all courses, is considered unsuccessful from that course. To be successful in the course, it is necessary to have at least 60 points or 2.27 coefficient points at the end of the semester.Head of Department/Program
Head Of Department
Dr.Öğr.Üye. Gözde KÜĞCÜMENLearning 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 |
|---|---|---|
Mastery Learning | Prior knowledge/student readiness is determined. Appropriate teaching methods and techniques are selected. Learning deficiencies are identified. Supplementary or supplementary teaching plan is applied. | Cognitive strategies, models and techniques |
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) |
Experimental Technique | Setting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment. | Laboratory, workshop, application areas, computer software, standard classroom technologies. |
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 |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
Knowledge Map Technique | Recalling information, classifying information, associating information. | Knowledge maps |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept maps |
Mind Map Technique | Following flows, distinguishing processes, ordering processes, associating processes, expressing processes holistically, appropriating information/ cognitively designing information. Students prepare mind maps. | Sample mind maps |
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 |
Storytelling Techniques | Imagining, predicting, identifying the problem, empathizing | Semi-structured problem situation texts |
Six Thinking Hats | Identifying the problem, developing creative thinking, developing critical thinking, organizing thoughts, multidimensional thinking | Semi-structured problem situation texts |
Station Technique | Creative thinking, problem solving. | Workshops, laboratories, classrooms, special suitable areas |
Peer Teaching Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale 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 |
Portfolio Task | It is used to assess students holistically (intellectually, behaviorally, socially). It includes at least one year of student activities. In special cases, it may be for a semester. | Sample protfolios, checklists, rubrics, rating scales |
Peer Assessment Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
Self Assessment Technique | Self-evaluation of the student's own learning product or performance is applied in terms of developing the student's reflective thinking skills. The results of self- evaluation are examined by the instructor. | Self-assessment form (can be used in the form of checklist rubric, grading scale) |
Group Assessment Technique | In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade. | Group evaluation form (can be used in contor list rubric, grading scale form) |
Objective Structured Clinical Exam | It is a performance-based application designed to measure students' higher- order thinking skills. It aims to assess students' application and problem-solving skills. | Can use the checklist in rubric, rating scale form |
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 | 11 | 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACADEMIC READING and WRITING SKILLS | 1 | 2 | 0 | 0 | 0 | 4 | 5 | 5 | 2 | 3 | 5 | 5 |
| ANATOMY I | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 |
| ANATOMY II | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 |
| BEHAVIORAL SCIENCES | 0 | 1 | 0 | 5 | 0 | 0 | 0 | 0 | 4 | 1 | 1 | 0 |
| BIOCHEMISTRY | 3 | 3 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| BIOISTATISTICS | 4 | 0 | 0 | 0 | 0 | 0 | 5 | 5 | 0 | 0 | 0 | 0 |
| BIRTH PAIN and MANAGEMENT | 4 | 4 | 4 | 4 | 3 | 2 | 4 | 4 | 2 | 5 | 1 | 5 |
| BIRTH PREPARATION CLASSES | 5 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 4 | 1 | 3 |
| CARE in INTERNAL and SURGICAL DISEASES | 0 | 0 | 4 | 5 | 3 | 3 | 0 | 2 | 0 | 0 | 0 | 0 |
| COMMUNICATION in HEALTH SERVICES | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 2 | 2 | 2 | 0 |
| CONSULTANCY of BREASTFEEDING | 5 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 4 | 4 | 0 | 0 |
| CRITICAL THINKING | 4 | 2 | 3 | 1 | 4 | 1 | 4 | 4 | 4 | 4 | 3 | 4 |
| EMERGENCY OBSTETRIC CARE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| ENGLISH I | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 5 |
| ENGLISH II | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 5 |
| ENGLISH III | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 2 | 1 |
| ENGLISH IV | 5 | 1 | 2 | 2 | 2 | 2 | 4 | 2 | 0 | 2 | 1 | 5 |
| ETHICS in MIDWIFERY | 4 | 3 | 0 | 5 | 4 | 0 | 4 | 2 | 5 | 0 | 0 | 0 |
| EVIDENCE-BASED PRACTICES ın MISSING | 5 | 3 | 4 | 2 | 0 | 1 | 5 | 5 | 1 | 1 | 0 | 0 |
| FAMILY and SOCIETY MIDWIFERY | 3 | 5 | 4 | 4 | 2 | 5 | 5 | 5 | 5 | 5 | 4 | 3 |
| FAMILY and SOCIETY MIDWIFERY PRACTICE | 3 | 5 | 4 | 4 | 2 | 2 | 5 | 5 | 5 | 5 | 4 | 3 |
| FIRST and EMERGENCY AID | 1 | 2 | 4 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 0 | 0 |
| FUNDAMENTAL PRINCIPLES and PRACTICES in MIDWIFERY I | 2 | 5 | 5 | 2 | 3 | 3 | 4 | 4 | 3 | 2 | 2 | 2 |
| FUNDAMENTAL PRINCPILES and PRACTICES in MIDWIFERY II | 2 | 5 | 5 | 2 | 3 | 3 | 4 | 4 | 3 | 2 | 2 | 2 |
| FUNDAMENTALS of MIDWIFERY II | 2 | 5 | 5 | 2 | 3 | 3 | 4 | 4 | 3 | 2 | 2 | 2 |
| FUNDAMENTALS of MIDWIFERY II PRACTICE | 2 | 5 | 5 | 2 | 3 | 3 | 4 | 4 | 3 | 2 | 2 | 2 |
| GENDER | 4 | 5 | 0 | 2 | 3 | 0 | 0 | 0 | 5 | 0 | 0 | 0 |
| GRADUATION PROJECT I | 5 | 4 | 4 | 2 | 1 | 2 | 4 | 5 | 2 | 4 | 3 | 1 |
| GRADUATION PROJECT II | 5 | 2 | 2 | 2 | 1 | 2 | 3 | 5 | 2 | 4 | 3 | 1 |
| GROWTH and DEVELOPMENT | 2 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 5 | 3 | 0 |
| HEALTH ASSESSMENT | 4 | 3 | 4 | 3 | 4 | 4 | 4 | 0 | 0 | 0 | 0 | 0 |
| HEALTH LAW | 1 | 1 | 0 | 1 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| HISTOLOGY-PATHOLOGY | 2 | 0 | 2 | 3 | 2 | 3 | 0 | 1 | 0 | 1 | 0 | 0 |
| HISTORY and PHILOSOPHY of MIDWIFERY | 2 | 2 | 3 | 3 | 3 | 0 | 4 | 3 | 2 | 2 | 2 | 2 |
| HISTORY of the TURKISH REPUBLIC II | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 |
| HISTORY of the TURKISH REPUBLIC I | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 1 | 0 |
| INBORN DELIVERY PHYLOSOPHY | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 4 | 1 | 5 |
| INFECTIOUS DISEASES and EPIDEMIOLOGY | 3 | 4 | 4 | 3 | 1 | 1 | 0 | 1 | 1 | 3 | 0 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS I | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS II | 2 | 1 | 1 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 0 |
| INNOVATION and INFORMATICS ın HEALTH | 5 | 5 | 5 | 1 | 2 | 1 | 5 | 5 | 0 | 0 | 0 | 0 |
| INTERNAL and SURGICAL DISEASES | 0 | 0 | 4 | 5 | 3 | 3 | 0 | 2 | 0 | 0 | 0 | 0 |
| INTRAPARTUM and POSTPARTUM CARE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| LABOUR and POSTPARTUM PERIOD | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| LABOUR and POSTPARTUM PERIOD PRACTICE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| MANAGEMENT and LEADERSHIP in MIDWIFERY | 1 | 2 | 1 | 2 | 2 | 4 | 5 | 1 | 2 | 4 | 2 | 1 |
| MEDICAL BIOLOGY & GENETICS | 1 | 1 | 0 | 2 | 0 | 0 | 2 | 3 | 0 | 0 | 0 | 0 |
| MICROBIOLOGY | 2 | 4 | 3 | 0 | 0 | 0 | 3 | 0 | 1 | 0 | 0 | 0 |
| MIDWIFERY CARE DURING DISASTER and CRISES | 4 | 3 | 3 | 2 | 1 | 3 | 2 | 1 | 5 | 2 | 1 | 0 |
| MIDWIFERY CLINICAL and FIELD PRACTICES I | 2 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 4 | 5 | 4 | 5 |
| MIDWIFERY CLINICAL and FIELD PRACTICES II | 2 | 4 | 5 | 5 | 4 | 5 | 5 | 5 | 4 | 5 | 4 | 5 |
| NEONATAL and PEDIATRIC HEALTH | 2 | 3 | 1 | 2 | 1 | 2 | 3 | 2 | 1 | 5 | 3 | 2 |
| NEW BORN HEALTH and DISEASES | 2 | 3 | 1 | 2 | 1 | 2 | 3 | 2 | 1 | 5 | 3 | 2 |
| NUTRITION and HEALTH | 0 | 2 | 0 | 1 | 0 | 0 | 0 | 1 | 1 | 3 | 0 | 0 |
| OBSTETRIC ULTRASONOGRAPHY | 4 | 4 | 4 | 4 | 2 | 1 | 3 | 1 | 1 | 3 | 0 | 1 |
| PHARMACOLOGY | 1 | 0 | 2 | 0 | 0 | 0 | 4 | 1 | 0 | 5 | 4 | 1 |
| PHYSIOLOGY | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 1 | 2 | 1 | 1 |
| PHYSIOPATHOLOGY | 0 | 0 | 4 | 1 | 0 | 3 | 0 | 0 | 0 | 0 | 0 | 0 |
| PRENATAL PERIOD | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| PRENATAL PERIOD and CARE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| PRENATAL PERIOD PRACTICE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| PROFESIONAL ENGLISH IV | 5 | 1 | 2 | 2 | 2 | 2 | 4 | 4 | 2 | 2 | 1 | 1 |
| PROFESSIONAL QUALIFICATION I | 5 | 2 | 5 | 3 | 4 | 1 | 5 | 5 | 4 | 4 | 3 | 4 |
| PROFESSIONAL QUALIFICATION II | 5 | 2 | 5 | 3 | 4 | 1 | 5 | 5 | 4 | 4 | 3 | 4 |
| PROFFESIONAL ENGLISH I | 5 | 1 | 2 | 2 | 2 | 2 | 4 | 4 | 2 | 2 | 2 | 1 |
| PROFFESIONAL ENGLISH II | 5 | 1 | 2 | 2 | 2 | 2 | 4 | 4 | 2 | 2 | 2 | 1 |
| PROFFESIONAL ENGLISH III | 5 | 1 | 2 | 2 | 2 | 2 | 4 | 4 | 2 | 2 | 2 | 1 |
| PUBLIC HEALTH MIDWIFERY | 3 | 5 | 4 | 4 | 2 | 5 | 5 | 5 | 5 | 5 | 4 | 1 |
| QUALITY and PATIENT SAFETY | 1 | 2 | 1 | 3 | 4 | 0 | 5 | 1 | 1 | 4 | 2 | 1 |
| RESEARCH METHODOLOGY | 5 | 2 | 2 | 2 | 1 | 2 | 3 | 5 | 2 | 4 | 3 | 1 |
| RISKY BIRTH and POSTPARTUM CARE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| RISKY LABOUR and POSTPARTUM PERIOD | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| RISKY LABOUR and POSTPARTUM PERIOD PRACTICE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| RISKY PREGNANCIES | 4 | 5 | 0 | 4 | 0 | 4 | 4 | 0 | 0 | 5 | 5 | 0 |
| RISKY PREGNANCIES PRACTICE | 5 | 5 | 5 | 4 | 5 | 5 | 0 | 4 | 0 | 5 | 5 | 0 |
| RISKY PREGNANCY and CARE | 4 | 5 | 0 | 4 | 0 | 4 | 4 | 0 | 0 | 5 | 5 | 0 |
| SEXUAL HEALTH | 0 | 3 | 2 | 3 | 0 | 2 | 3 | 2 | 0 | 4 | 4 | 0 |
| SEXUAL HEALTH and FAMILY PLANNING | 5 | 5 | 5 | 4 | 5 | 0 | 5 | 0 | 0 | 5 | 5 | 0 |
| SOCIOLOGY of HEALTH | 2 | 2 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 3 | 0 | 0 |
| STRUCTURE and FUNCTION of PELVIS | 0 | 1 | 1 | 0 | 0 | 1 | 0 | 0 | 0 | 2 | 2 | 3 |
| SUMMER INTERNSHIP | 5 | 5 | 5 | 5 | 5 | 4 | 2 | 0 | 2 | 5 | 0 | 0 |
| TEACHING METHODS in MIDWIFERY | 4 | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| The STATUS of WOMEN GLOBALLY and NATIONALLY | 4 | 4 | 0 | 0 | 0 | 5 | 4 | 5 | 5 | 4 | 5 | 3 |
| TRANS CULTURAL MIDWIFERY | 3 | 3 | 3 | 3 | 2 | 1 | 2 | 1 | 5 | 2 | 1 | 1 |
| WOMAN and MENTAL HEALTH | 3 | 3 | 3 | 3 | 1 | 1 | 1 | 1 | 4 | 4 | 1 | 1 |
| WOMEN HEALTH and DISEASES | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| WOMEN HEALTH and DISEASES PRACTICE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| WOMEN'S HEALTH and DISEASES CARE | 3 | 3 | 4 | 5 | 5 | 2 | 5 | 2 | 1 | 5 | 1 | 5 |
| İlişkili Ders Sayısı / 88/90 | 236 | 224 | 232 | 236 | 197 | 157 | 260 | 194 | 147 | 249 | 135 | 162 |
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 |