Program Information

Aim

To train physiotherapists who constitute role models in terms of service, education, research and professional development; loyal to ethical principles; and to practice physiotherapy and rehabilitation, assessing and planning in the ways of the 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.

COURSE LISTS
Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
FTR1115971MEDICAL BIOLOGY & GENETICSTurkish224
FTR1182320ANATOMY ITurkish2+234
FTR1122600PHYSICSTurkish223
FTR1115146INTRODUCTION to PHYSIOTHERAPYTurkish223
FTR1156260SOCIAL and CULTURAL ANTHROPOLOGYTurkish222
FTR1115000COMMUNICATION in HEALTH SERVICESTurkish222
FTR1115147HEALTHY LIFETurkish222
FTR1115149TERMINOLOGY in PHYSIOTHERAPYTurkish222
FTR1174060DISABILITY and LIFETurkish222
FTR1174070PSYCHOSOCIAL REHABILITATIONTurkish222
ATA1110800HISTORY of the TURKISH REPUBLIC ITurkish222
İNG1111200ENGLISH IEnglish444
TDL1110200TURKISH LANGUAGE ITurkish222
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
FTR1210700ANATOMY IITurkish2+234
FTR1216000MEDICAL FIRST AIDTurkish222
FTR1215155HEAT-LIGHT, HYDROTHERAPHYTurkish224
FTR1215156NORMAL MOTOR DEVELOPMENTTurkish222
FTR1217000BEHAVIORAL SCIENCESTurkish222
FTR1282310PHYSIOLOGY Turkish334
FTR1215702NUTRITION and HEALTHTurkish222
FTR1215157POSTURE and AWARENESSTurkish222
FTR1220800ASSISTIVE DEVICES in PHYSIOTHERAPYTurkish1+222
ATA1210000HISTORY of the TURKISH REPUBLIC IITurkish222
İNG1211300ENGLISH IIEnglish444
TDL1220000TURKISH LANGUAGE IITurkish222

Program Qualification

Theoretical, Factual

PQ-1. Equipped with adequate, trustworthy and up-to-date knowledge of Physiotherapy and Rehabilitation.
PQ-2. It uses the evaluation methods for healthy, disabled and individuals who require physiotherapy and plans and implements the physiotherapy program.


Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram 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. Equipped with adequate, trustworthy and up-to-date knowledge of Physiotherapy and Rehabilitation.

2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.

1 - PQ-1. Equipped with adequate, trustworthy and up-to-date knowledge of Physiotherapy and Rehabilitation.

3-Defining the importance of ethical principles and ethical committees for individuals and society.

3 - PQ-4. Practices using knowledge and skills based on the evidence specific to the field of physiotherapy and rehabilitation.

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.

10 - PQ-10. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

2- Using basic computer programs and related technologies related to the field of health.

4 - PQ-4. For function and independence in the daily life activities of individuals who require physiotherapy and rehabilitation, physiotherapy applications can be carried out using appropriate technology, training and treatment equipment.



6 - PQ-6. Social responsibility plays a role in consciousness, research, projects and events.



3 - PQ-4. Practices using knowledge and skills based on the evidence specific to the field of physiotherapy and rehabilitation.

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.

5 - PQ-5. Has the ability to work independently and effectively between disciplinary and interdisciplinary in his professional practices.

10 - PQ-10. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.

10 - PQ-10. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

5 - PQ-5. Has the ability to work independently and effectively between disciplinary and interdisciplinary in his professional practices.

3- Carrying out activities for the development of employees within the framework of a project under its responsibility.

6 - PQ-6. Social responsibility plays a role in consciousness, research, projects and events.



6 - PQ-6. Social responsibility plays a role in consciousness, research, projects and events.

Learning Competence

1- Evaluating the basic knowledge and skills with a critical approach.

1 - PQ-1. Equipped with adequate, trustworthy and up-to-date knowledge of Physiotherapy and Rehabilitation.

2- Being able to determine learning needs and directing learning.

1 - PQ-1. Equipped with adequate, trustworthy and up-to-date knowledge of Physiotherapy and Rehabilitation.

3 - PQ-4. Practices using knowledge and skills based on the evidence specific to the field of physiotherapy and rehabilitation.

3- Consciousness of lifelong learning.

1 - PQ-1. Equipped with adequate, trustworthy and up-to-date knowledge of Physiotherapy and Rehabilitation.



7 - PQ-7. Adopt life-time adaptation to new conditions, learning, developing new ideas, attaching importance to quality, and use information sources effectively.



7 - PQ-7. Adopt life-time adaptation to new conditions, learning, developing new ideas, attaching importance to quality, and use information sources effectively.

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. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

5 - PQ-5. Has the ability to work independently and effectively between disciplinary and interdisciplinary in his professional practices.

2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.

5 - PQ-5. Has the ability to work independently and effectively between disciplinary and interdisciplinary in his professional practices.

10 - PQ-10. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.

6 - PQ-6. Social responsibility plays a role in consciousness, research, projects and events.

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.

9 - PQ-9. Has the ability to communicate verbally and in writing in Turkish.

8 - PQ-8. The developments in physiotherapy and rehabilitation are followed by at least one foreign language.

5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.

4 - PQ-4. For function and independence in the daily life activities of individuals who require physiotherapy and rehabilitation, physiotherapy applications can be carried out using appropriate technology, training and treatment equipment.

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.

2 - PQ-2. It uses the evaluation methods for healthy, disabled and individuals who require physiotherapy and plans and implements the physiotherapy program.



9 - PQ-9. Has the ability to communicate verbally and in writing in Turkish.



9 - PQ-9. Has the ability to communicate verbally and in writing in Turkish.

8 - PQ-8. The developments in physiotherapy and rehabilitation are followed by at least one foreign language.



10 - PQ-10. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

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.

5 - PQ-5. Has the ability to work independently and effectively between disciplinary and interdisciplinary in his professional practices.

2- Acting in accordance with quality management and processes and participates in these processes.

7 - PQ-7. Adopt life-time adaptation to new conditions, learning, developing new ideas, attaching importance to quality, and use information sources effectively.

3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.

2 - PQ-2. It uses the evaluation methods for healthy, disabled and individuals who require physiotherapy and plans and implements the physiotherapy program.

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.

10 - PQ-10. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

5-It is an example to society with its appearance, attitude, attitudes and behaviors.

10 - PQ-10. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

6-Having experience in working with other health disciplines.

2 - PQ-2. It uses the evaluation methods for healthy, disabled and individuals who require physiotherapy and plans and implements the physiotherapy program.

4 - PQ-4. For function and independence in the daily life activities of individuals who require physiotherapy and rehabilitation, physiotherapy applications can be carried out using appropriate technology, training and treatment equipment.

3 - PQ-4. Practices using knowledge and skills based on the evidence specific to the field of physiotherapy and rehabilitation.

7- Developing solution suggestions by considering professional and ethical values.

6 - PQ-6. Social responsibility plays a role in consciousness, research, projects and events.

7 - PQ-7. Adopt life-time adaptation to new conditions, learning, developing new ideas, attaching importance to quality, and use information sources effectively.



10 - PQ-10. Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications.

Employment Opportunities

Graduates can work in public institutions, the 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 Time

Assessment and Evaluation

The success status in a course is determined by the course success grade. The course success grade is obtained by evaluating the success of the student in the semester and the general exam, which replaces the midterm exams and the homework, practical studies, group studies and similar studies. Valid for all courses, students who do not get at least 50 points in the general exam are considered unsuccessful in that course. In order to be successful in the course, it is necessary to have at least 60 points or 2.27 success multiples at the end of the semester.

Head of Department/Program

Head Of Department

Prof.Dr. Ayşe Nur TUNALI

Learning 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)

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.

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

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)

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

Course - Program Competencies Relations

Course12345678910
ANATOMY I3222222433
ANATOMY II4222322433
APPLIED REHABILITATION II3433314244
AQUATHERAPY4232213132
ARTIFICIAL INTELLIGENCE in HEALTH3144324322
ASSISTIVE DEVICES in PHYSIOTHERAPY3443433334
BALANCE and WALKING EDUCATION4334302323
BASIC MEASUREMENT and EVA. in PHYS.4334434034
BEHAVIORAL SCIENCES2222433334
BIOISTATISTICS2100243243
CARDIAC REHABILITATION4433343433
CLINICAL BIOCHEMISTRY2200223432
CLINICAL NEUROLOGY3333434334
CLINICAL NEUROPHYSIOLOGY4030444333
CLINICAL ORTHOPEDICS3333434344
CLINICAL PRACTICE I4333434043
CLINICAL PRACTICE II3434344043
CLINICAL PRACTICE IV3433423043
COMMUNICATION in HEALTH SERVICES2222434344
DIAGNOSTIC ASSESSMENT2223020302
DISABILITY and LIFE3304344244
DISABILITY and SPORT4545353254
ELECTRO PHYSICAL AGENTS I3443334044
ELECTRO PHYSICAL AGENTS II4334334043
ELECTROTHERAPHY I3443334044
ELECTROTHERAPHY II4334334043
ENGLISH I0000221421
ENGLISH II1010200410
ENGLISH III1111112312
ENGLISH IV1111112422
EXERCISE PHYSIOLOGY4444334433
GERIATRIC PHYSIOTHERAPY3443434444
GYNECOLOGY2223332323
HAND REHABILITATION3223303333
HEALTH CARE MODELS and REHABILITATION3000033032
HEALTHY AGEING3444303023
HEALTHY LIFE2324334232
HEARING & SPEECH TREATMENT4444324344
HEAT-LIGHT, HYDROTHERAPHY3222401013
HISTORY of the TURKISH REPUBLIC II1111111131
HISTORY of the TURKISH REPUBLIC I1111111131
INTENSIVE CARE PHYSIOTHERAPY2332203324
INTRODUCTION to PHYSIOTHERAPY2113223133
KINESIOLOGY & BIOMECHANICS4112433133
KINESIOLOGY and BIOMECHANIC I4323312143
KINESIOLOGY and BIOMECHANIC II4323312143
LYMPHEDEMA REHABILITATION3324434423
MANIPULATION & MOBILISATION4433334034
MANIPULATIVE THERAPY2434432213
MEDICAL BIOLOGY & GENETICS1022311110
MEDICAL FIRST AID0000323032
MICROBIOLOGY1011322010
NEUROLOGICAL PHYSIOTHERAPY4444334343
NEUROPHYSIOLOGICAL APPROACHES I4343234334
NORMAL MOTOR DEVELOPMENT3303403323
NUTRITION and HEALTH1111231132
OBSTETRIC PHYSIOTHERAPY3343434343
OBSTETRICS & GYNECOLOGY2223332323
ONCOLOGICAL REHABILITATION4444324334
ORTHESIS & REHABILITATION4444434334
ORTHOPEDIC REHABILITATION3332313113
ORTHOSTHESIA and REHABILITATION2334311003
PATHOLOGY2221223432
PEDIATRIC PHYSIOTHERAPY4342434334
PEDIATRIC REHABILITATION4342434334
PHYSICAL ACTIVITY I3234202033
PHYSICAL ACTIVITY II3234202033
PHYSICS1111211241
PHYSIOLOGY4222433443
PHYSIOTHERAPY I4343234334
PHYSIOTHERAPY in INDUSTRY4333433343
PHYSIOTHERAPY in OBESITY4444434334
PODIATRY3223303333
POSTURE and AWARENESS4344422020
PRINCIPLES of TREATMENT MOVEMENTS3333232133
PROFESSIONAL ENGLISH III3222333413
PROFESSIONAL ENGLISH IV3222334414
PROFFESIONAL ENGLISH I3222323413
PROFFESIONAL ENGLISH II3222333413
PROSTHESIS & REHABILITATION4444334334
PSYCHOSOCIAL REHABILITATION3000144044
PUBLIC HEALTH3333434034
SOCIAL and CULTURAL ANTHROPOLOGY2111134344
SPECIAL TOPICS in PHYSIOTHERAPY I4334304433
SPECIAL TOPICS in PHYSIOTHERAPY II4334304433
SPORTS PHYSIOTHERAPY4344204322
TECHNOLOGY in REHABILITATION3024433001
TERMINOLOGY in PHYSIOTHERAPY4344433443
TURKISH LANGUAGE I2111113142
TURKISH LANGUAGE II2111113142
VESTIBULAR REHABILITATION4431313334
VOCATIONAL REHABILITATION4434434344
YOGA-PILATES4334324344
İlişkili Ders Sayısı / 93/127278231233253271202285206268275

Surveys for Students

Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeDon't Know/No IdeaChoose
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;

Numerical Data

Number of Students by years

Student Success

Graduate Success

Publication Date: 09/01/2023 - 10:26Last Update : 22/10/2026 - 13:23
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