Program Information
Aim
To raise health managers with strong ethical values and focused on innovative goals, who play a leadership role in determining and evaluating existing and potential problem areas in the health system, and developing efficient and effective solutions though interdisciplinary teamwork in order to maintain and improve the health status of individuals and society.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). The program is registered according to the EA score type. 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 |
| SAY1111800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
| SAY1122020 | BUSINESS MATHEMATICS | Turkish | 3 | 3 | 4 | |
| SAY1159000 | INTRODUCTION to BUSINESS SCIENCE | Turkish | 2 | 2 | 4 | |
| SAY1162000 | BASIC LAW | Turkish | 2 | 2 | 3 | |
| SAY1182350 | MICROECONOMICS | Turkish | 3 | 3 | 5 | |
| SAY1115125 | FACILITY MANAGEMENT in HEALTHCARE | Turkish | 2 | 2 | 3 | |
| SAY1117500 | PRESENTATION TECHNIQUES | Turkish | 2 | 2 | 3 | |
| SAY1160000 | POLITICAL SCIENCE | Turkish | 2 | 2 | 3 | |
| 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 |
| SAY1211900 | INFORMATION TECHNOLOGIES and TOOLS II | Turkish | 2 | 2 | 2 | |
| SAY1216000 | MEDICAL FIRST AID | Turkish | 2 | 2 | 2 | |
| SAY1217000 | BEHAVIORAL SCIENCES | Turkish | 2 | 2 | 2 | |
| SAY1257000 | ESSENTIAL HEALTH KNOWLEDGE & MEDICAL TERMINOLOGY | Turkish | 2 | 2 | 3 | |
| SAY1261000 | GENERAL ACCOUNTING | Turkish | 2 | 2 | 3 | |
| SAY1282370 | MACROECONOMICS | Turkish | 3 | 3 | 5 | |
| SAY1256500 | PUBLIC RELATIONS | Turkish | 2 | 2 | 3 | |
| SAY1222070 | INFORMATION MANAGEMENT & LEARNING ORGANIZATIONS | Turkish | 2 | 2 | 3 | |
| 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. Learns the national health conditions and the development, implementation and performance evaluation of appropriate health policies, as well as the theoretical and practical knowledge of organization and management of the health sector.
PQ-2. Uses theoretical and practical knowledge on business world and management with a critical approach to plan, organize and lead health and health service providers at national and international level.
PQ-3. Identifies the relevant job roles in subdivisions of health system organizations and learns about their duties and responsibilities.
PQ-4. Knows the social, environmental and behavioral factors related to the development of public and individual health.
| 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. | 1 - PQ-1. Learns the national health conditions and the development, implementation and performance evaluation of appropriate health policies, as well as the theoretical and practical knowledge of organization and management of the health sector. |
| 2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health. | 2 - PQ-2. Uses theoretical and practical knowledge on business world and management with a critical approach to plan, organize and lead health and health service providers at national and international level. |
| 3-Defining the importance of ethical principles and ethical committees for individuals and society. | 4 - PQ-4. Knows the social, environmental and behavioral factors related to the development of public and individual health. 3 - PQ-3. Identifies the relevant job roles in subdivisions of health system organizations and learns about their duties and responsibilities. |
| 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. | 5 - PQ-5. Applies the knowledge and skills on management of health institutions to manage the functions such as management, production, human resources, finance, accounting, marketing, patient and public relations, quality and patient safety, occupational health and safety, information technologies. |
| 2- Using basic computer programs and related technologies related to the field of health. | 6 - PQ-6. Analyzes the information on health management scientifically and interprets their results, creates innovative, ethical, socially responsible and sustainable solutions, by using quantitative, qualitative techniques and digital technology innovatively for problem solving and exploiting opportunities in health management. |
| 6 - PQ-6. Analyzes the information on health management scientifically and interprets their results, creates innovative, ethical, socially responsible and sustainable solutions, by using quantitative, qualitative techniques and digital technology innovatively for problem solving and exploiting opportunities in health management. 5 - PQ-5. Applies the knowledge and skills on management of health institutions to manage the functions such as management, production, human resources, finance, accounting, marketing, patient and public relations, quality and patient safety, occupational health and safety, information technologies. | |
| 5 - PQ-5. Applies the knowledge and skills on management of health institutions to manage the functions such as management, production, human resources, finance, accounting, marketing, patient and public relations, quality and patient safety, occupational health and safety, information technologies. 6 - PQ-6. Analyzes the information on health management scientifically and interprets their results, creates innovative, ethical, socially responsible and sustainable solutions, by using quantitative, qualitative techniques and digital technology innovatively for problem solving and exploiting opportunities in health management. | |
| 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. | 7 - PQ-7. Decide independently and demonstrates leadership qualities in identifying health management problems, develops proposals for solutions, applies them effectively and efficiently and assesses outcomes. |
| 2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field. | 8 - PQ-8. Takes responsibility as an individual and/or team member to solve the problems encountered in managing health institutions. |
| 3- Carrying out activities for the development of employees within the framework of a project under its responsibility. | 9 - PQ-9. Evaluates the personality, culture and behavioral characteristics of the health institutions’ employees and directs them towards the aims of the institution. |
| 9 - PQ-9. Evaluates the personality, culture and behavioral characteristics of the health institutions’ employees and directs them towards the aims of the institution. 8 - PQ-8. Takes responsibility as an individual and/or team member to solve the problems encountered in managing health institutions. 7 - PQ-7. Decide independently and demonstrates leadership qualities in identifying health management problems, develops proposals for solutions, applies them effectively and efficiently and assesses outcomes. | |
| Learning Competence | |
| 1- Evaluating the basic knowledge and skills with a critical approach. | 10 - PQ-10. Decides on and applies different ways of accessing information. |
| 2- Being able to determine learning needs and directing learning. | 10 - PQ-10. Decides on and applies different ways of accessing information. |
| 3- Consciousness of lifelong learning. | 10 - PQ-10. Decides on and applies different ways of accessing information. |
| 11 - PQ-11. Continuously develops their professional knowledge and skills; open to change, innovation, entrepreneurship and lifelong learning. | |
| 11 - PQ-11. Continuously develops their professional knowledge and skills; open to change, innovation, entrepreneurship and lifelong learning. | |
| 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. | 12 - PQ-12. Shares the views and suggestions on health management issues in writing and orally with stakeholders and communicates effectively with colleagues using an English level of at least European Language Portfolio B1 General. |
| 2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts. | 13 - PQ-13. Solves problems using effective communication methods, has the ability to use the language in written and oral communication in a correct and proper manner using the terminology of health institutions. |
| 3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility. | 13 - PQ-13. Solves problems using effective communication methods, has the ability to use the language in written and oral communication in a correct and proper manner using the terminology of health institutions. |
| 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. Shares the views and suggestions on health management issues in writing and orally with stakeholders and communicates effectively with colleagues using an English level of at least European Language Portfolio B1 General. |
| 5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field. | 14 - PQ-14. Uses information and communication technologies and computer software at least at the European Computer Use License level. |
| 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. | 13 - PQ-13. Solves problems using effective communication methods, has the ability to use the language in written and oral communication in a correct and proper manner using the terminology of health institutions. |
| 13 - PQ-13. Solves problems using effective communication methods, has the ability to use the language in written and oral communication in a correct and proper manner using the terminology of health institutions. | |
| 13 - PQ-13. Solves problems using effective communication methods, has the ability to use the language in written and oral communication in a correct and proper manner using the terminology of health institutions. 12 - PQ-12. Shares the views and suggestions on health management issues in writing and orally with stakeholders and communicates effectively with colleagues using an English level of at least European Language Portfolio B1 General. | |
| 12 - PQ-12. Shares the views and suggestions on health management issues in writing and orally with stakeholders and communicates effectively with colleagues using an English level of at least European Language Portfolio B1 General. 13 - PQ-13. Solves problems using effective communication methods, has the ability to use the language in written and oral communication in a correct and proper manner using the terminology of health institutions. | |
| 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. | 15 - PQ-15. Yönetim felsefesini ve yönetimin fonksiyonlarını her bir birime uygun olacak biçimde yönetim uygulamalarına yansıtır. |
| 2- Acting in accordance with quality management and processes and participates in these processes. | 15 - PQ-15. Yönetim felsefesini ve yönetimin fonksiyonlarını her bir birime uygun olacak biçimde yönetim uygulamalarına yansıtır. |
| 3- Having sufficient awareness of individual and public health, environmental protection and occupational safety. | 16 - PQ-16. Birey olarak dış görünüm olumlu tutum ve davranışlarıyla kuruma örnek olur; sürekli gelişme ve değişime açıktır. |
| 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. | 16 - PQ-16. Birey olarak dış görünüm olumlu tutum ve davranışlarıyla kuruma örnek olur; sürekli gelişme ve değişime açıktır. |
| 5-It is an example to society with its appearance, attitude, attitudes and behaviors. | 16 - PQ-16. Birey olarak dış görünüm olumlu tutum ve davranışlarıyla kuruma örnek olur; sürekli gelişme ve değişime açıktır. |
| 6-Having experience in working with other health disciplines. | 17 - PQ-17. Sağlık yönetimi ile ilgili hukuki düzenlemeler ile toplumsal, bilimsel, mesleki etik ilkelere uygun, ülke ya da dünya genelinde genel sağlık sorunlarına duyarlı davranır, çözüm önerilerini yorumlar ve değerlendirir. |
| 7- Developing solution suggestions by considering professional and ethical values. | 17 - PQ-17. Sağlık yönetimi ile ilgili hukuki düzenlemeler ile toplumsal, bilimsel, mesleki etik ilkelere uygun, ülke ya da dünya genelinde genel sağlık sorunlarına duyarlı davranır, çözüm önerilerini yorumlar ve değerlendirir. |
| 17 - PQ-17. Sağlık yönetimi ile ilgili hukuki düzenlemeler ile toplumsal, bilimsel, mesleki etik ilkelere uygun, ülke ya da dünya genelinde genel sağlık sorunlarına duyarlı davranır, çözüm önerilerini yorumlar ve değerlendirir. | |
Employment Opportunities
Graduates; they can work in public institutions, private sector, insurance companies, home care services, pharmaceutical companies, 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. The course grade is obtained by evaluating the student's achievement in the semester and the general examination together with the midterm exams and midterm exams, applied studies, group work and similar studies. Students who fail to obtain a minimum score of 50 from the general examination will be considered as failures for all courses. To be successful, Dersten must have at least 60 points at the end of the term or 2.27 times the number of successes. https://www.medipol.edu.tr/sites/default/files/2023-03/144146.pdfHead of Department/Program
Head Of Department
Prof.Dr. Yeter USLULearning 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 |
|---|---|---|
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. |
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 |
Concept Map Technique | Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework | Concept 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 |
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. |
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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADMINISTRATIVE LAW | 1 | 2 | 2 | 0 | 3 | 0 | 2 | 3 | 2 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| BASIC LAW | 2 | 1 | 3 | 4 | 1 | 2 | 3 | 2 | 1 | 3 | 3 | 2 | 2 | 3 | 2 | 3 | 1 |
| BEHAVIORAL SCIENCES | 3 | 3 | 1 | 5 | 2 | 1 | 3 | 4 | 5 | 3 | 4 | 1 | 5 | 1 | 2 | 4 | 4 |
| BUSINESS LAW | 3 | 4 | 1 | 2 | 2 | 2 | 3 | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 3 | 2 | 4 |
| BUSINESS MATHEMATICS | 1 | 2 | 1 | 2 | 3 | 4 | 3 | 2 | 3 | 3 | 2 | 1 | 3 | 1 | 3 | 2 | 3 |
| CHANGE MANAGEMENT & LEADERSHIP | 2 | 3 | 2 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 4 | 3 | 3 |
| COMMUNICATION in HEALTH SERVICES | 3 | 4 | 4 | 4 | 3 | 4 | 2 | 3 | 2 | 3 | 4 | 3 | 3 | 2 | 3 | 4 | 4 |
| COMPARATIVE HEALTH SYSTEMS | 4 | 3 | 3 | 5 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 3 | 1 | 2 | 3 | 4 |
| COST ACCOUNTING in HEALTH MANAGEMENT | 2 | 3 | 3 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 4 | 2 | 1 | 4 | 4 |
| EFFICIENCY in HEALTH | 3 | 3 | 4 | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 4 | 3 | 2 | 3 | 4 | 3 | 3 |
| EMERGENCY HEALTH MANAGEMENT | 4 | 3 | 4 | 4 | 2 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 2 | 2 | 4 | 3 | 4 |
| ENGLISH I | 0 | 3 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 3 | 5 | 4 | 2 | 0 | 1 | 3 |
| ENGLISH II | 0 | 3 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 3 | 5 | 4 | 2 | 0 | 1 | 3 |
| ENGLISH III | 0 | 3 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 3 | 5 | 4 | 2 | 0 | 1 | 3 |
| ENGLISH IV | 0 | 3 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 3 | 5 | 4 | 2 | 0 | 1 | 3 |
| ENTREPRENEURSHIP and INNOVATION MANAGEMENT | 2 | 2 | 2 | 2 | 3 | 4 | 2 | 3 | 3 | 3 | 4 | 2 | 2 | 4 | 2 | 4 | 2 |
| EPIDEMIOLOGY | 3 | 2 | 2 | 5 | 0 | 5 | 4 | 3 | 0 | 4 | 0 | 0 | 4 | 3 | 0 | 2 | 4 |
| ESSENTIAL HEALTH KNOWLEDGE & MEDICAL TERMINOLOGY | 2 | 2 | 4 | 3 | 2 | 3 | 2 | 2 | 3 | 4 | 3 | 2 | 5 | 3 | 2 | 2 | 3 |
| ETHICS in HEALTH and SOCIAL RESPONSIBILITY | 3 | 0 | 2 | 4 | 0 | 2 | 2 | 4 | 3 | 3 | 4 | 0 | 4 | 0 | 0 | 4 | 4 |
| FACILITY MANAGEMENT in HEALTHCARE | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 3 | 4 | 3 | 1 | 3 | 1 | 3 | 4 | 3 |
| GENERAL ACCOUNTING | 2 | 3 | 0 | 0 | 4 | 5 | 4 | 3 | 0 | 4 | 3 | 0 | 0 | 0 | 4 | 4 | 3 |
| HEALTH ECONOMICS | 3 | 4 | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 4 | 3 | 3 | 3 | 3 | 4 | 3 | 4 |
| HEALTH INFORMATICS | 3 | 4 | 4 | 3 | 4 | 0 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | 5 | 0 | 3 | 4 |
| HEALTH INSURANCE | 3 | 3 | 4 | 4 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 3 | 3 | 3 |
| HEALTH LAW | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 1 | 3 |
| HEALTH POLICIES and PLANNING | 4 | 4 | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 2 | 4 | 1 | 4 | 3 | 4 |
| HEALTH PUBLIC | 3 | 3 | 4 | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 3 | 3 | 3 | 3 | 3 | 4 |
| HEALTH SERVICES MANAGEMENT | 3 | 4 | 4 | 3 | 3 | 3 | 4 | 3 | 4 | 3 | 4 | 3 | 3 | 0 | 3 | 3 | 4 |
| HEALTH TOURISM | 3 | 4 | 1 | 4 | 3 | 4 | 3 | 1 | 0 | 3 | 5 | 4 | 4 | 0 | 0 | 4 | 5 |
| HEALTH TRANSFORMATION | 4 | 3 | 4 | 3 | 4 | 3 | 4 | 4 | 3 | 2 | 4 | 3 | 2 | 3 | 4 | 3 | 3 |
| HEALTHCARE FINANCIAL MANAGEMENT | 4 | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 2 | 3 | 3 | 4 | 3 | 4 | 3 | 2 |
| HISTORY of the TURKISH REPUBLIC II | 1 | 3 | 1 | 1 | 1 | 2 | 3 | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 2 |
| HISTORY of the TURKISH REPUBLIC I | 1 | 3 | 1 | 1 | 1 | 2 | 3 | 2 | 1 | 1 | 2 | 1 | 2 | 2 | 1 | 2 | 2 |
| HOME CARE SERVICES MANAGEMENT | 4 | 4 | 4 | 5 | 2 | 2 | 2 | 3 | 3 | 3 | 4 | 2 | 2 | 2 | 3 | 4 | 4 |
| HOSPITAL MANAGEMENT | 4 | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 3 | 4 | 3 | 0 | 4 | 0 | 4 | 3 | 4 |
| HUMAN RESOURCES MANAGEMENT | 4 | 3 | 3 | 2 | 4 | 3 | 4 | 4 | 3 | 3 | 4 | 2 | 3 | 2 | 3 | 3 | 4 |
| INFORMATICS in HOSPITAL MANAGEMENT | 3 | 4 | 3 | 3 | 3 | 4 | 3 | 4 | 2 | 4 | 4 | 0 | 3 | 4 | 3 | 3 | 1 |
| INFORMATION MANAGEMENT & LEARNING ORGANIZATIONS | 2 | 2 | 3 | 3 | 2 | 5 | 2 | 3 | 4 | 5 | 4 | 2 | 4 | 4 | 3 | 3 | 2 |
| INFORMATION TECHNOLOGIES and TOOLS I | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 0 |
| INFORMATION TECHNOLOGIES and TOOLS II | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 0 |
| INTRODUCTION to BUSINESS SCIENCE | 1 | 3 | 4 | 4 | 4 | 3 | 2 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 4 | 3 | 3 |
| INTRODUCTION to PROFESSIONAL PRACTICE I | 4 | 4 | 4 | 3 | 3 | 2 | 4 | 4 | 4 | 3 | 3 | 2 | 5 | 2 | 4 | 3 | 3 |
| LABOUR and SOCIAL SECURITY LAW | 4 | 3 | 4 | 2 | 2 | 0 | 3 | 2 | 0 | 0 | 1 | 2 | 0 | 0 | 0 | 2 | 3 |
| MACROECONOMICS | 1 | 2 | 2 | 2 | 3 | 3 | 4 | 1 | 2 | 3 | 3 | 2 | 1 | 3 | 2 | 3 | 4 |
| MANAGEMENT & ORGANIZATION | 3 | 3 | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 4 |
| MANAGEMENT ACCOUNTING | 2 | 3 | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 3 | 3 | 3 | 4 | 3 | 4 | 4 | 4 |
| MARKETING of HEALTHCARE SERVICES | 1 | 4 | 2 | 3 | 4 | 2 | 2 | 2 | 2 | 1 | 3 | 1 | 2 | 1 | 2 | 2 | 2 |
| MEDICAL DOCUMENTATION | 3 | 3 | 2 | 2 | 2 | 2 | 3 | 4 | 1 | 3 | 3 | 0 | 4 | 0 | 2 | 3 | 4 |
| MEDICAL FIRST AID | 1 | 1 | 1 | 3 | 3 | 1 | 2 | 3 | 1 | 2 | 4 | 1 | 2 | 1 | 2 | 3 | 2 |
| MICROECONOMICS | 3 | 4 | 0 | 2 | 3 | 3 | 3 | 2 | 0 | 4 | 3 | 0 | 3 | 2 | 3 | 0 | 3 |
| ORGANIZATIONAL BEHAVIOUR | 3 | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 3 |
| PATIENT RELATIONSHIP MANAGEMENT | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 3 | 2 | 3 | 4 | 0 | 3 | 4 | 2 |
| PATIENT SAFETY | 4 | 4 | 3 | 5 | 3 | 1 | 3 | 5 | 0 | 3 | 3 | 1 | 3 | 0 | 3 | 4 | 4 |
| POLITICAL SCIENCE | 3 | 0 | 0 | 2 | 0 | 1 | 2 | 0 | 2 | 2 | 3 | 0 | 3 | 0 | 0 | 3 | 2 |
| PRESENTATION TECHNIQUES | 1 | 1 | 1 | 2 | 2 | 2 | 2 | 1 | 2 | 3 | 3 | 4 | 4 | 4 | 2 | 4 | 1 |
| PRODUCTION and PROCESS MANAGEMENT in HEALTH INSTITUTIONS | 4 | 3 | 3 | 2 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 2 | 4 | 3 | 4 | 3 | 3 |
| PROFESSIONAL ENGLISH I | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 3 | 3 | 5 | 5 | 0 | 0 | 0 | 0 |
| PROFESSIONAL ENGLISH II | 0 | 2 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 3 | 5 | 3 | 0 | 0 | 0 | 0 |
| PROFESSIONAL PRACTICE III | 4 | 3 | 3 | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 3 | 3 | 4 | 4 | 3 | 3 | 4 |
| PROFESSIONAL PRACTICE IV | 3 | 3 | 4 | 4 | 4 | 3 | 3 | 4 | 3 | 4 | 4 | 2 | 3 | 4 | 3 | 3 | 4 |
| PUBLIC RELATIONS | 4 | 2 | 3 | 1 | 4 | 2 | 2 | 2 | 3 | 2 | 1 | 0 | 3 | 0 | 1 | 3 | 0 |
| QUALITY MANAGEMENT in HEALTH SERVICES | 5 | 5 | 4 | 4 | 3 | 4 | 5 | 5 | 3 | 4 | 4 | 0 | 4 | 0 | 3 | 5 | 4 |
| QUANTITATIVE DECISION-MAKING TECHNIQUES | 4 | 4 | 3 | 1 | 3 | 5 | 3 | 3 | 2 | 3 | 2 | 1 | 1 | 1 | 3 | 2 | 1 |
| RESEARCH METHODS in HEALTH SCIENCES | 4 | 4 | 1 | 4 | 4 | 4 | 3 | 4 | 3 | 4 | 1 | 1 | 2 | 5 | 2 | 2 | 4 |
| RISK MANAGEMENT in HEALTH SERVICES | 3 | 4 | 3 | 3 | 5 | 4 | 4 | 3 | 3 | 3 | 4 | 2 | 3 | 2 | 3 | 3 | 4 |
| STATISTICAL TECHNIQUES in HEALTH MANAGEMENT | 3 | 4 | 0 | 2 | 4 | 4 | 4 | 3 | 3 | 2 | 4 | 0 | 2 | 3 | 4 | 4 | 2 |
| STRATEGIC MANAGEMENT | 4 | 3 | 4 | 4 | 3 | 4 | 3 | 4 | 4 | 3 | 4 | 2 | 3 | 2 | 4 | 4 | 3 |
| SUPPLY CHAIN MANAGEMENT | 3 | 2 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 2 | 3 | 2 | 4 | 2 | 3 | 3 | 2 |
| TURKISH LANGUAGE I | 2 | 2 | 1 | 2 | 2 | 1 | 2 | 2 | 3 | 2 | 1 | 3 | 3 | 2 | 2 | 2 | 2 |
| TURKISH LANGUAGE II | 1 | 1 | 0 | 2 | 0 | 0 | 0 | 1 | 2 | 2 | 2 | 3 | 5 | 0 | 0 | 0 | 0 |
| İlişkili Ders Sayısı / 70/72 | 173 | 194 | 162 | 180 | 180 | 195 | 183 | 183 | 160 | 193 | 208 | 139 | 208 | 133 | 155 | 187 | 202 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |