Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PROFESSIONAL PRACTICUM in VOICE DISORDERS | DKT4172430 | Fall Semester | 0+4 | 2 | 3 |
| Course Program | Pazartesi 11:00-11:45 Pazartesi 12:00-12:45 Pazartesi 12:45-13:30 Pazartesi 13:30-14:15 Pazartesi 21:30-22:15 Pazartesi 22:30-23:15 Pazartesi 23:30-00:15 Çarşamba 22:30-23:15 Çarşamba 23:30-00:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Lect. Eda UZUNER |
| Assistant(s) | |
| Aim | To evaluate sound disorders which are seen early stage childhood and adulthood, to take patient's story, to use perceptual assessment, analysis and instrumental measurements, to comment and reporting, working together with different disciplines like otolaryngologist; to prevent voice disorders, to know therapy approaches in voice disorders, to know and transfer sound hygiene and protection techniques, to use various techniques such as vocal function exercises and accent therapy, to do practical work with cases. |
| Course Content | This course contains; Interviewing the case of voice disorders.,Auditory and perceptual evaluation in cases of voice disorders,Instrumental evaluation in cases with voice disorders.,Situations that may cause voice disorders (vocal abuse and missuse).,Acoustic aerodynamic evaluation in voice disorders,Etiology Of Sound Disorders,Differential diagnosis in voice disorders,Reporting and informing about voice disorders,General rules, professional responsibilities and limits to be followed in therapies,Detailed evaluation of voice disorders.,Preparing an individualized therapy plan,Voice therapy process in cases with pediatric voice disorders,The process of Voice Disorders in Adults,Difficulties encountered in therapy methods applied in voice therapy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student independently evaluates the individual with voice disorders. | 4 | F |
| Independently evaluates the client auditory-perceptually. | 4 | F |
| Student establishes a connection between anatomical structures and voice characteristics and evaluates the individual's voice while speaking. | 4 | F |
| Plans appropriate therapy based on the data obtained from the voice assessment. | 4 | F, H |
| Defines the background problems that may cause Voice Disorder and evaluates them accordingly. | 4 | F |
| Makes the differential diagnosis of voice disorders. | 4 | F |
| Plans the voice therapy process in cases with voice disorders. | 38, 4 | F, H |
| Prepares an individualized therapy plan for individuals with voice disorders. | 38, 4 | F |
| Teaching Methods: | 38: Care Plan, 4: Inquiry-Based Learning |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Interviewing the case of voice disorders. | Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 2 | Auditory and perceptual evaluation in cases of voice disorders | Repeating auditory perceptual assessment tools such as GRBAS, CAPE-V |
| 3 | Instrumental evaluation in cases with voice disorders. | Repeating subjective evaluation tools such as VHI, SEYKM, Turkish Singing Voice Index, Pediatric Voice Handicap Index |
| 4 | Situations that may cause voice disorders (vocal abuse and missuse). | Voice hygiene, repetition of factors that negatively affect the voice |
| 5 | Acoustic aerodynamic evaluation in voice disorders | Praat, MDVP, Dr. Repeating the instructions for use of devices such as Speech and PAS |
| 6 | Etiology Of Sound Disorders | Videostroboscopic and endoscopic (Rigid-flexible) vocal cord imaging. |
| 7 | Differential diagnosis in voice disorders | Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 8 | Reporting and informing about voice disorders | Preparin Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file.g for presentations |
| 9 | General rules, professional responsibilities and limits to be followed in therapies | Preparin Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 10 | Detailed evaluation of voice disorders. | Review of evaluation and therapy lecture notes in Voice Disorders |
| 11 | Preparing an individualized therapy plan | Researching therapy methods appropriate to the sound quality and evaluation results of the evaluated case and adapting them to the case |
| 12 | Voice therapy process in cases with pediatric voice disorders | Review of evaluation and therapy lecture notes in Voice Disorders |
| 13 | The process of Voice Disorders in Adults | Review of evaluation and therapy lecture notes in Voice Disorders |
| 14 | Difficulties encountered in therapy methods applied in voice therapy | Discussing the effective and non-effective instructions or targets in the meeting regarding therapy process |
| Resources |
| Lecture Notes |
| Voice Therapy: Clinical Studies (2000). Stemple, C.J. Singular, Canada |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | 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 | 0 | 0 | 0 | |||
| Guided Problem Solving | 14 | 4 | 56 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 1 | 10 | 10 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 1 | 10 | 10 | |||
| Total Workload(Hour) | 76 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(76/30) | 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 |
|---|---|---|---|---|---|
| PROFESSIONAL PRACTICUM in VOICE DISORDERS | DKT4172430 | Fall Semester | 0+4 | 2 | 3 |
| Course Program | Pazartesi 11:00-11:45 Pazartesi 12:00-12:45 Pazartesi 12:45-13:30 Pazartesi 13:30-14:15 Pazartesi 21:30-22:15 Pazartesi 22:30-23:15 Pazartesi 23:30-00:15 Çarşamba 22:30-23:15 Çarşamba 23:30-00:15 |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Prof.Dr. Saime Seyhun TOPBAŞ |
| Name of Lecturer(s) | Lect. Eda UZUNER |
| Assistant(s) | |
| Aim | To evaluate sound disorders which are seen early stage childhood and adulthood, to take patient's story, to use perceptual assessment, analysis and instrumental measurements, to comment and reporting, working together with different disciplines like otolaryngologist; to prevent voice disorders, to know therapy approaches in voice disorders, to know and transfer sound hygiene and protection techniques, to use various techniques such as vocal function exercises and accent therapy, to do practical work with cases. |
| Course Content | This course contains; Interviewing the case of voice disorders.,Auditory and perceptual evaluation in cases of voice disorders,Instrumental evaluation in cases with voice disorders.,Situations that may cause voice disorders (vocal abuse and missuse).,Acoustic aerodynamic evaluation in voice disorders,Etiology Of Sound Disorders,Differential diagnosis in voice disorders,Reporting and informing about voice disorders,General rules, professional responsibilities and limits to be followed in therapies,Detailed evaluation of voice disorders.,Preparing an individualized therapy plan,Voice therapy process in cases with pediatric voice disorders,The process of Voice Disorders in Adults,Difficulties encountered in therapy methods applied in voice therapy. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Student independently evaluates the individual with voice disorders. | 4 | F |
| Independently evaluates the client auditory-perceptually. | 4 | F |
| Student establishes a connection between anatomical structures and voice characteristics and evaluates the individual's voice while speaking. | 4 | F |
| Plans appropriate therapy based on the data obtained from the voice assessment. | 4 | F, H |
| Defines the background problems that may cause Voice Disorder and evaluates them accordingly. | 4 | F |
| Makes the differential diagnosis of voice disorders. | 4 | F |
| Plans the voice therapy process in cases with voice disorders. | 38, 4 | F, H |
| Prepares an individualized therapy plan for individuals with voice disorders. | 38, 4 | F |
| Teaching Methods: | 38: Care Plan, 4: Inquiry-Based Learning |
| Assessment Methods: | F: Project Task, H: Performance Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Interviewing the case of voice disorders. | Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 2 | Auditory and perceptual evaluation in cases of voice disorders | Repeating auditory perceptual assessment tools such as GRBAS, CAPE-V |
| 3 | Instrumental evaluation in cases with voice disorders. | Repeating subjective evaluation tools such as VHI, SEYKM, Turkish Singing Voice Index, Pediatric Voice Handicap Index |
| 4 | Situations that may cause voice disorders (vocal abuse and missuse). | Voice hygiene, repetition of factors that negatively affect the voice |
| 5 | Acoustic aerodynamic evaluation in voice disorders | Praat, MDVP, Dr. Repeating the instructions for use of devices such as Speech and PAS |
| 6 | Etiology Of Sound Disorders | Videostroboscopic and endoscopic (Rigid-flexible) vocal cord imaging. |
| 7 | Differential diagnosis in voice disorders | Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 8 | Reporting and informing about voice disorders | Preparin Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file.g for presentations |
| 9 | General rules, professional responsibilities and limits to be followed in therapies | Preparin Monitoring the sessions performed by the responsible therapists at MEDKOM and reviewing the relevant case file. |
| 10 | Detailed evaluation of voice disorders. | Review of evaluation and therapy lecture notes in Voice Disorders |
| 11 | Preparing an individualized therapy plan | Researching therapy methods appropriate to the sound quality and evaluation results of the evaluated case and adapting them to the case |
| 12 | Voice therapy process in cases with pediatric voice disorders | Review of evaluation and therapy lecture notes in Voice Disorders |
| 13 | The process of Voice Disorders in Adults | Review of evaluation and therapy lecture notes in Voice Disorders |
| 14 | Difficulties encountered in therapy methods applied in voice therapy | Discussing the effective and non-effective instructions or targets in the meeting regarding therapy process |
| Resources |
| Lecture Notes |
| Voice Therapy: Clinical Studies (2000). Stemple, C.J. Singular, Canada |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |