Aim
Educate medical students in approach to idea and science-generating mentality. Manage academic and student-oriented scientific projects. In addition to medical training expertise; educate ideal doctors sensitive the requirement for community health, having a high planning and running capacity for scientific research projects, follow international scientific literature easily, generate solution, competent knowledge and skills.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
To be admitted to this program, it is necessary to have completed high school or an equivalent education and obtained a diploma, and to have scored sufficiently in the National University Entrance Examination (LYS). Students are admitted to the program based on the numerical score type and the principles determined by the Council of Higher Education. Foreign students are admitted within the framework of the success criteria determined and announced on University web site by the Senate.Graduation Requirements
Students must successfully finish all courses practices, and clinical trainings set by the program, taking at least 360 ECTS have a right to receive a diploma. 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 can apply to be excused from the courses that they previously completed in another graduate institution or equivalent institution. Their requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.The students cannot request to be excused from the the courses in the modules.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.
1. Class Yearly Courses | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
ISM1016019 | BASIC CLINICAL SKILLS I | English | 24+24 | - | 3 | |
ISM1090026 | MEDICAL ENGLISH I | English | 56 | - | 4 | |
01. Module | Introduction to Medical Science | English | 80+2 | - | 6 | |
02. Module | From Molecule to Cell | English | 80+20 | - | 7 | |
03. Module | Cellular Organization | English | 66+12 | - | 6 | |
04. Module | Biological Regulation | English | 77+24 | - | 8 | |
05. Module | From Cell to Human Body | English | 66+20 | - | 6 | |
06. Module | Musculoskeletal System | English | 70+18 | - | 7 |
Fall Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
ISM1116129 | AI in MEDICINE I | English | 32 | - | 4 | |
ATA1110300 | HISTORY of the TURKISH REPUBLIC I | English | 2 | 2 | 2 | |
TDL1110400 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
ISM1212704 | SCIENTIFIC RESEARCH PROJECTS I | English | 0+64 | - | 3 | |
ISM1213855 | INTRODUCTION to the INTEGRATIVE MEDICAL SCIENCES | English | 32 | - | 2 | |
ISM1216068 | ADVANCED TOPICS in HEALTH I | English | 32 | - | 2 | |
ISM1216131 | AI in MEDICINE II | English | 32 | - | 4 | |
ATA1210500 | HISTORY of the TURKISH REPUBLIC II | English | 2 | 2 | 2 | |
TDL1210600 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 |
Program Qualification
Theoretical, Factual
PQ1: Knows the morphological and functional normal and abnormal structure of human body.
PQ2: Knows the essential ways of determining the underlying causes of the pathologies with basic scientific approaches and the diagnoses of illnesses and disorders.
PQ3: Knows the reasons for illnesses, the ways of protection, and the methods of promotion and improvement of public health.
PQ4: Knows the methods of advancing his/her knowledge about health and its practice.
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 - PQ1: Knows the morphological and functional normal and abnormal structure of human body. 2 - PQ2: Knows the essential ways of determining the underlying causes of the pathologies with basic scientific approaches and the diagnoses of illnesses and disorders. 3 - PQ3: Knows the reasons for illnesses, the ways of protection, and the methods of promotion and improvement of public health. |
2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.
|
-
|
3-Defining the importance of ethical principles and ethical committees for individuals and society.
|
4 - PQ4: Knows the methods of advancing his/her knowledge about health and its practice.
|
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 - PQ5: Accesses, interprets and applies the advanced interdisciplinary information related to health. 6 - PQ6: Performs a complete clinical examination of the human body, both morphologically and functionally and defines the problems. 7 - PQ7: Interprets examination data for diagnoses, compares with clinical data, and provides solutions. |
2- Using basic computer programs and related technologies related to the field of health.
|
5 - PQ5: Accesses, interprets and applies the advanced interdisciplinary information related to health.
|
8 - PQ8: Selects and applies appropriate tools for promotion and improvement of individual and public health.
| |
7 - PQ7: Interprets examination data for diagnoses, compares with clinical data, and provides solutions.
| |
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.
|
9 - PQ9: Plans and conducts an advanced study of health independently. 10 - PQ10: Takes responsibility individually and as a team member to solve the problems encountered in the promotion and improvement of individual and public health. |
2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.
|
10 - PQ10: Takes responsibility individually and as a team member to solve the problems encountered in the promotion and improvement of individual and public health. 11 - PQ11: Takes responsibility for any intervention on the human body for the diagnosis and treatment. |
3- Carrying out activities for the development of employees within the framework of a project under its responsibility.
|
-
|
9 - PQ9: Plans and conducts an advanced study of health independently.
| |
Learning Competence | |
1- Evaluating the basic knowledge and skills with a critical approach.
|
13 - PQ13: Evaluates the information gained in the field of health with a critical approach.
|
2- Being able to determine learning needs and directing learning.
|
12 - PQ12: Determines personal learning requirements and decides and develops a positive lifelong learning attitude.
|
3- Consciousness of lifelong learning.
|
12 - PQ12: Determines personal learning requirements and decides and develops a positive lifelong learning attitude.
|
12 - PQ12: Determines personal learning requirements and decides and develops a positive lifelong learning attitude.
| |
12 - PQ12: Determines personal learning requirements and decides and develops a positive lifelong learning attitude.
| |
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.
|
14 - PQ14: Informs the patient, the relevant people and institutions, and the public about the health problem and conveys recommendations of solutions in writing and/or verbally.
|
2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.
|
15 - PQ15: Shares their recommendations on promotion and improvement of health with interdisciplinary experts by supporting with data.
|
3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.
|
-
|
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.
|
16 - PQ16: Uses English at least at the General Level of European Language Portfolio B1, follows resources in his/her field and communicates.
|
5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.
|
17 - PQ17: Uses computer software, information, and communication technologies at least at the Advanced Level of European Computer Operating License.
|
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.
|
-
|
14 - PQ14: Informs the patient, the relevant people and institutions, and the public about the health problem and conveys recommendations of solutions in writing and/or verbally.
| |
-
| |
-
| |
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.
|
18 - PQ18: Acts in accordance with social, scientific, cultural and ethical values in the stages of obtaining, interpreting, applying and announcing the data related to the field of health.
|
2- Acting in accordance with quality management and processes and participates in these processes.
|
19 - PQ19: Develops strategy, policy and implementation plans on health issues and evaluate the results obtained the framework of quality processes.
|
3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.
|
21 - PQ21: Has sufficient awareness on occupational health and safety issues.
|
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.
|
18 - PQ18: Acts in accordance with social, scientific, cultural and ethical values in the stages of obtaining, interpreting, applying and announcing the data related to the field of health.
|
5-It is an example to society with its appearance, attitude, attitudes and behaviors.
|
-
|
6-Having experience in working with other health disciplines.
|
-
|
7- Developing solution suggestions by considering professional and ethical values.
|
-
|
18 - PQ18: Acts in accordance with social, scientific, cultural and ethical values in the stages of obtaining, interpreting, applying and announcing the data related to the field of health.
|
Employment Opportunities
Graduates of the medical school is awarded with medical doctor (MD) degree. If a graduate wishes to practice medicine in Turkey, he/she is subjected to rules of '' obligatory duty'' managed by Turkish Ministry of Health. They can work in the pharma companies or research institutions as well. The graduates can apply for residency programs inside or outside the Turkey.Upgrading
Post-graduate education in medicine is carried out in two ways: specialty training according to the rules determined by The Turkish Ministry of Health, and a Doctorate programme (PhD degree) according to the rules of The Turkish Higher Education Council.Type of Training
Full TimeAssessment and Evaluation
The achievement status is determined with exam scores from every subjects or committes. Homeworks, interim exams, practice studies,group activities during the semester and final exam (end of the year) play role for the exam score. In order to pass from a subjects, a minimum composite (interim and final exam) score of 60 ( a success coefficient factor of 2,27) provided that the final exam score should be above 50.Head of Department/Program
Head Of Department
Prof.Dr. Ayhan TAŞTEKİNLearning 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. |
Brainstorming Technique | Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments. |
Project Based Learning Model | Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products | Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject |
Reverse Brainstorming Technique | Identifying problems, sorting problems, classifying problems | Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
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 |
Performance Task | It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks. | Problem scenario texts, checklists, rubrics, grading scales |
Portfolio Task | It is used to assess students holistically (intellectually, behaviorally, socially). It includes at least one year of student activities. In special cases, it may be for a semester. | Sample protfolios, checklists, rubrics, rating scales |
Peer Assessment Technique | Students are aimed to evaluate the learning products of their peers from a student perspective. Peer assessment results are analyzed by the instructor. | Peer evaluation form (can use in checklist rubric, grading scale form) |
Self Assessment Technique | Self-evaluation of the student's own learning product or performance is applied in terms of developing the student's reflective thinking skills. The results of self- evaluation are examined by the instructor. | Self-assessment form (can be used in the form of checklist rubric, grading scale) |
Group Assessment Technique | In cases where the cooperative learning model is applied, the instructor evaluates the group. The evaluation result can be converted into a grade. | Group evaluation form (can be used in contor list rubric, grading scale form) |
Objective Structured Clinical Exam | It is a performance-based application designed to measure students' higher- order thinking skills. It aims to assess students' application and problem-solving skills. | Can use the checklist in rubric, rating scale form |
Clinical Oriented Reasoning Examination | ||
Simulation-Based Evaluation | It is the evaluation of different clinical situations with a simulation or a model. | Can use the checklist in rubric, rating scale form |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
AI in MEDICINE I | 0 | 0 | 0 | 1 | 3 | 0 | 0 | 2 | 2 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 4 | 1 | 0 | 3 | 0 |
AI in MEDICINE II | 0 | 0 | 0 | 1 | 3 | 0 | 0 | 2 | 2 | 0 | 0 | 1 | 0 | 0 | 1 | 0 | 4 | 1 | 0 | 3 | 0 |
ANESTHESIOLOGY and REANIMATION | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
ANESTHESIOLOGY and REANIMATION (Elective) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
BASIC CLINICAL SKILLS III | 5 | 3 | 5 | 3 | 3 | 5 | 5 | 4 | 0 | 1 | 2 | 1 | 3 | 3 | 3 | 0 | 0 | 2 | 1 | 0 | 3 |
BIOSTATICS (Elective) | 0 | 0 | 0 | 3 | 4 | 0 | 5 | 2 | 3 | 0 | 0 | 1 | 4 | 1 | 4 | 0 | 0 | 5 | 3 | 3 | 0 |
CARDIOVASCULAR SURGERY (Elective) | 5 | 2 | 3 | 4 | 4 | 4 | 4 | 2 | 0 | 2 | 0 | 3 | 1 | 0 | 1 | 1 | 0 | 2 | 0 | 0 | 2 |
CASE BASED INFECTIOUS DISEASES (Elective) | 1 | 0 | 2 | 0 | 1 | 2 | 2 | 1 | 0 | 2 | 0 | 2 | 2 | 2 | 0 | 2 | 1 | 2 | 2 | 0 | 3 |
CHILD HEALTH and DISEASES | 5 | 5 | 5 | 3 | 4 | 5 | 4 | 3 | 2 | 4 | 4 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 0 | 0 |
CHILD SURGERY (Elective) | 0 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
Circulatory&Respiratory Systems | 5 | 2 | 3 | 4 | 4 | 4 | 4 | 2 | 0 | 2 | 0 | 3 | 1 | 0 | 1 | 1 | 0 | 2 | 0 | 0 | 2 |
CLINICAL BIOCHEMISTRY (Elective) | 5 | 5 | 3 | 4 | 4 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 |
CLINICAL INVESTIGATION in NEUROLOGY (Elective) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 0 | 3 | 2 | 2 | 2 | 3 |
CLINICAL MICROBIOLOGY (Elective) | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 2 |
DERMATOLOGICAL and VENERAL DISEASES | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
EMERGENCY MEDICINE | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
EMERGENCY MEDICINE (Elective) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
EVIDENCE BASED MEDICINE | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
EYE DISEASES | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
FAMILY MEDICINE (Elective) | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 3 | 5 | 5 | 5 | 5 | 5 | 4 | 3 | 4 | 5 | 3 | 3 | 4 |
FAMILY PRACTICE (Elective) | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 5 | 0 | 0 | 0 | 0 | 0 | 4 | 4 | 0 | 0 | 4 | 0 | 0 | 0 |
GENERAL SURGERY | 3 | 3 | 4 | 5 | 4 | 5 | 3 | 2 | 5 | 3 | 2 | 4 | 5 | 5 | 4 | 2 | 1 | 4 | 1 | 0 | 0 |
GENERAL SURGERY (Elective) | 3 | 3 | 4 | 5 | 4 | 5 | 3 | 2 | 5 | 3 | 2 | 4 | 5 | 5 | 4 | 2 | 1 | 4 | 1 | 0 | 0 |
HISTORY of the TURKISH REPUBLIC I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 4 | 0 | 0 | 0 | 0 | 0 |
INFECTION DISE. and CLINICAL MICROBIOLOGY (Elective) | 1 | 3 | 4 | 1 | 5 | 3 | 3 | 2 | 1 | 1 | 0 | 3 | 1 | 3 | 1 | 0 | 3 | 1 | 0 | 0 | 4 |
INFECTIOUS DISEASES and CLINICAL MICROBIOLOGY | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
INTERNAL MEDICINE | 5 | 5 | 4 | 3 | 4 | 5 | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 2 | 0 | 0 |
INTERNAL MEDICINE (Elective) | 5 | 5 | 4 | 3 | 4 | 5 | 4 | 3 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 2 | 0 | 0 |
Introduction to Clinics | 4 | 3 | 3 | 4 | 3 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
MUSCULOSKELETAL BLOCK | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
Neoplasia Hemopoetic System | 1 | 1 | 0 | 0 | 2 | 2 | 4 | 2 | 0 | 3 | 1 | 4 | 4 | 3 | 1 | 4 | 5 | 3 | 0 | 0 | 4 |
NEUROLOGY | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
NUCLEAR MEDICINE (Elective) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
OBSTETRICS & GYNECOLOGY | 5 | 4 | 5 | 5 | 4 | 5 | 4 | 5 | 3 | 5 | 4 | 5 | 4 | 5 | 3 | 5 | 4 | 5 | 4 | 4 | 4 |
OPHTHALMOLOGY (Elective) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
OTORHINOLARYNGOLOGY | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
OTORHINOLARYNGOLOGY (Elective) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
PEDIATRICS | 5 | 5 | 5 | 3 | 4 | 5 | 4 | 3 | 2 | 4 | 4 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 0 | 0 |
PEDIATRICS (Elective) | 5 | 5 | 5 | 3 | 4 | 5 | 4 | 3 | 2 | 4 | 4 | 3 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 0 | 0 |
PLASTICS RECONS. and AESTHETICS SURGERY (ELECTIVE) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 0 | 3 | 2 | 2 | 2 | 3 |
PRECLINICAL SHADOWING | 2 | 2 | 1 | 1 | 1 | 1 | 3 | 1 | 0 | 1 | 1 | 4 | 5 | 3 | 4 | 2 | 4 | 5 | 3 | 3 | 4 |
PSYCHIATRY | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
PSYCHIATRY (Elective) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
PUBLIC HEALTH | 2 | 2 | 5 | 1 | 2 | 2 | 2 | 4 | 5 | 4 | 3 | 1 | 2 | 1 | 1 | 1 | 3 | 4 | 2 | 3 | 3 |
RADIATION ONCOLOGY (Elective) | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
RADIOLOGY (Elective) | 3 | 3 | 3 | 3 | 1 | 1 | 1 | 0 | 0 | 0 | 0 | 3 | 3 | 0 | 2 | 3 | 2 | 1 | 1 | 0 | 3 |
RATIONAL PHARMACOTHERAPY | 2 | 3 | 2 | 2 | 1 | 2 | 3 | 1 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 0 | 0 | 1 | 1 | 1 |
SCIENTIFIC RESEARCH PROJECTS III | 1 | 5 | 1 | 4 | 4 | 0 | 1 | 1 | 3 | 0 | 0 | 5 | 3 | 1 | 3 | 2 | 3 | 4 | 2 | 0 | 0 |
UROLOGY | 4 | 3 | 4 | 4 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 2 | 1 | 2 | 4 | 3 | 2 | 2 | 2 | 3 |
İlişkili Ders Sayısı / 49/126 | 186 | 160 | 182 | 179 | 164 | 174 | 182 | 114 | 126 | 129 | 140 | 148 | 126 | 89 | 116 | 140 | 129 | 128 | 84 | 74 | 117 |
Surveys for Students
Öğretim elemanı değerlendirme anketi | Kesinlikle katılmıyorum | Katılmıyorum | Kısmen katılıyorum | Katılıyorum | Kesinlikle katılıyorum | Fikrim yok |
---|---|---|---|---|---|---|
Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar. | ||||||
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur. | ||||||
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur. | ||||||
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır. | ||||||
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir. | ||||||
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir. | ||||||
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir. | ||||||
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır. | ||||||
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır. | ||||||
Derse düzenli olarak gelir ve zamanı etkin kullanır. | ||||||
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır. | ||||||
Güncel konular hakkında öğrencileri bilgilendirir. | ||||||
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder. | ||||||
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur. | ||||||
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur. | ||||||
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır. | ||||||
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir. | ||||||
Ders güncel konu ve konuklarla desteklenir. | ||||||
Yukarıdaki sorular dışında iletmek istedikleriniz |