Course Description
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BASIC CLINICAL SKILLS II | ISM2016012 | Yearly | 16+32 | - | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ayşe Güliz DİRİMEN ARIKAN |
| Name of Lecturer(s) | Prof.Dr. Sultan Sibel ERDEM, Assist.Prof. Ayşe Güliz DİRİMEN ARIKAN, Assist.Prof. Ali Behram SALAR, Assist.Prof. İkbal Hümay ARMAN |
| Assistant(s) | Dr Öğr Üyesi Ayşe Güliz Dirimen Arıkan Dr Öğr Üyesi İkbal Hümay Arman Dr Öğr Üyesi Ali Behram Salar |
| Aim | OBJECTIVES: Students will be able to practice basic medicine in a simulated environment and on a model, using basic communication techniques and motivational interviewing techniques, taking a full detailed patient history and patient information, including family relatives and pediatric patients. LEARNING OUTCOMES: Students at the end of this semester: Demonstrates the ability to perform surgical hand washing and sterile field creation in a simulated environment. Opens intravenous vascular access, inserts IV catheter and administers medication on the model. Insert and document nasogastric catheter on the model. Male-female foley catheter insertion and documentation on the model. Makes wound care on the model. Demonstrate basic communication and motivational interviewing skills in a scenario-based learning environment and simulated/standardized patient interview in a simulated environment. Takes full detailed patient history in simulated/standardized patient interview in simulated environment. Informs the patient using basic communication techniques in a scenario-based learning environment and simulated / standardized patient interview in a simulated environment. Takes vital signs and performs and documents basic physical examination components in a simulated/standardized patient interview in a simulated environment. It shows that you know your limits. Attaches importance to patient privacy. Makes team work. |
| Course Content | This course contains; The other domains of history taking,Vital signs,Simulated patient interview: The other parts of patirnt's story,Opening intravenous lines, taking blood, inserting serum and administering medication,Wound caring,Nasogastric tube insertion,Giving information techniques: simulated patients,Bladder catheterisation . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to practice basic medicine in a simulated environment and on a model, using basic communication techniques and motivational interviewing techniques, taking a full detailed patient history and patient information, including family relatives and pediatric patients. LEARNING OUTCOMES: Students at the end of this semester: Demonstrates the ability to perform surgical hand washing and sterile field creation in a simulated environment. Opens intravenous vascular access, inserts IV catheter and administers medication on the model. Insert and document nasogastric catheter on the model. Male-female foley catheter insertion and documentation on the model. Makes wound care on the model. Demonstrate basic communication and motivational interviewing skills in a scenario-based learning environment and simulated/standardized patient interview in a simulated environment. Takes full detailed patient history in simulated/standardized patient interview in simulated environment. Informs the patient using basic communication techniques in a scenario-based learning environment and simulated / standardized patient interview in a simulated environment. Takes vital signs and performs and documents basic physical examination components in a simulated/standardized patient interview in a simulated environment. It shows that you know your limits. Attaches importance to patient privacy. Makes team work. | 10, 11, 15, 21, 31, 36, 9 | C, K, M, R |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 21: Simulation Technique, 31: Storytelling Techniques, 36: Peer Teaching Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, K: Self Assessment Technique, M: Objective Structured Clinical Exam, R: Simulation-Based Evaluation |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The other domains of history taking | Presentation video watching |
| 2 | Vital signs | Presentation video watching, demonstration |
| 3 | Simulated patient interview: The other parts of patirnt's story | Presnetation, video presentations |
| 4 | Opening intravenous lines, taking blood, inserting serum and administering medication | Prsentations and video watching |
| 5 | Wound caring | |
| 6 | Nasogastric tube insertion | Presentation video watching |
| 7 | Giving information techniques: simulated patients | |
| 8 | Bladder catheterisation |
| Resources |
| Tutor's presentations Bate's visual communication and physical examination Bate's pysical examination textbook OSMOSIS for manikin procedures Youtube videos Kurtz S, Silverman J, Draper J. Teaching and Learning Communication Skills in Medicine. 2nd ed. Boca Raton: CRC Press; 2016. van Servellen G. Communication Skills for the Health Care Professional: Context, Concepts, Practice, and Evidence. 3rd ed. Burlington, MA: Jones & Bartlett Learning; 2018. Institute of Medicine (U.S.). Speaking of Health: Assessing Health Communication Strategies for Diverse Populations. Washington, DC: National Academies Press; 2002. |
| Beceri laboratuvarı sorumlusu: Skills Lab Coordinator Beceri laboratuvarı: Skills Laboratory Akran eğiticiler: Peer Tutors Simüle hastalar: Simulated Patients / Standardized Patients Mankenler: Manikins |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 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. | ||||||
| 4 | PQ4: Knows the methods of advancing his/her knowledge about health and its practice. | ||||||
| 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. | X | |||||
| 7 | PQ7: Interprets examination data for diagnoses, compares with clinical data, and provides solutions. | ||||||
| 8 | PQ8: Selects and applies appropriate tools for promotion and improvement of individual and public 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. | ||||||
| 11 | PQ11: Takes responsibility for any intervention on the human body for the diagnosis and treatment. | X | |||||
| 12 | PQ12: Determines personal learning requirements and decides and develops a positive lifelong learning attitude. | ||||||
| 13 | PQ13: Evaluates the information gained in the field of health with a critical approach. | ||||||
| 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. | ||||||
| 15 | PQ15: Shares their recommendations on promotion and improvement of health with interdisciplinary experts by supporting with data. | ||||||
| 16 | PQ16: Uses English at least at the General Level of European Language Portfolio B1, follows resources in his/her field and communicates. | ||||||
| 17 | PQ17: Uses computer software, information, and communication technologies at least at the Advanced Level of European Computer Operating License. | ||||||
| 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. | ||||||
| 19 | PQ19: Develops strategy, policy and implementation plans on health issues and evaluate the results obtained the framework of quality processes. | ||||||
| 20 | PQ20: Systematically shares his/her works on promoting and improving health with quantitative and qualitative data and interdisciplinary experts. | ||||||
| 21 | PQ21: Has sufficient awareness on occupational health and safety issues. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 0 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(0/30) | 0 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| BASIC CLINICAL SKILLS II | ISM2016012 | Yearly | 16+32 | - | 2 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Ayşe Güliz DİRİMEN ARIKAN |
| Name of Lecturer(s) | Prof.Dr. Sultan Sibel ERDEM, Assist.Prof. Ayşe Güliz DİRİMEN ARIKAN, Assist.Prof. Ali Behram SALAR, Assist.Prof. İkbal Hümay ARMAN |
| Assistant(s) | Dr Öğr Üyesi Ayşe Güliz Dirimen Arıkan Dr Öğr Üyesi İkbal Hümay Arman Dr Öğr Üyesi Ali Behram Salar |
| Aim | OBJECTIVES: Students will be able to practice basic medicine in a simulated environment and on a model, using basic communication techniques and motivational interviewing techniques, taking a full detailed patient history and patient information, including family relatives and pediatric patients. LEARNING OUTCOMES: Students at the end of this semester: Demonstrates the ability to perform surgical hand washing and sterile field creation in a simulated environment. Opens intravenous vascular access, inserts IV catheter and administers medication on the model. Insert and document nasogastric catheter on the model. Male-female foley catheter insertion and documentation on the model. Makes wound care on the model. Demonstrate basic communication and motivational interviewing skills in a scenario-based learning environment and simulated/standardized patient interview in a simulated environment. Takes full detailed patient history in simulated/standardized patient interview in simulated environment. Informs the patient using basic communication techniques in a scenario-based learning environment and simulated / standardized patient interview in a simulated environment. Takes vital signs and performs and documents basic physical examination components in a simulated/standardized patient interview in a simulated environment. It shows that you know your limits. Attaches importance to patient privacy. Makes team work. |
| Course Content | This course contains; The other domains of history taking,Vital signs,Simulated patient interview: The other parts of patirnt's story,Opening intravenous lines, taking blood, inserting serum and administering medication,Wound caring,Nasogastric tube insertion,Giving information techniques: simulated patients,Bladder catheterisation . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Students will be able to practice basic medicine in a simulated environment and on a model, using basic communication techniques and motivational interviewing techniques, taking a full detailed patient history and patient information, including family relatives and pediatric patients. LEARNING OUTCOMES: Students at the end of this semester: Demonstrates the ability to perform surgical hand washing and sterile field creation in a simulated environment. Opens intravenous vascular access, inserts IV catheter and administers medication on the model. Insert and document nasogastric catheter on the model. Male-female foley catheter insertion and documentation on the model. Makes wound care on the model. Demonstrate basic communication and motivational interviewing skills in a scenario-based learning environment and simulated/standardized patient interview in a simulated environment. Takes full detailed patient history in simulated/standardized patient interview in simulated environment. Informs the patient using basic communication techniques in a scenario-based learning environment and simulated / standardized patient interview in a simulated environment. Takes vital signs and performs and documents basic physical examination components in a simulated/standardized patient interview in a simulated environment. It shows that you know your limits. Attaches importance to patient privacy. Makes team work. | 10, 11, 15, 21, 31, 36, 9 | C, K, M, R |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 21: Simulation Technique, 31: Storytelling Techniques, 36: Peer Teaching Technique, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam, K: Self Assessment Technique, M: Objective Structured Clinical Exam, R: Simulation-Based Evaluation |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | The other domains of history taking | Presentation video watching |
| 2 | Vital signs | Presentation video watching, demonstration |
| 3 | Simulated patient interview: The other parts of patirnt's story | Presnetation, video presentations |
| 4 | Opening intravenous lines, taking blood, inserting serum and administering medication | Prsentations and video watching |
| 5 | Wound caring | |
| 6 | Nasogastric tube insertion | Presentation video watching |
| 7 | Giving information techniques: simulated patients | |
| 8 | Bladder catheterisation |
| Resources |
| Tutor's presentations Bate's visual communication and physical examination Bate's pysical examination textbook OSMOSIS for manikin procedures Youtube videos Kurtz S, Silverman J, Draper J. Teaching and Learning Communication Skills in Medicine. 2nd ed. Boca Raton: CRC Press; 2016. van Servellen G. Communication Skills for the Health Care Professional: Context, Concepts, Practice, and Evidence. 3rd ed. Burlington, MA: Jones & Bartlett Learning; 2018. Institute of Medicine (U.S.). Speaking of Health: Assessing Health Communication Strategies for Diverse Populations. Washington, DC: National Academies Press; 2002. |
| Beceri laboratuvarı sorumlusu: Skills Lab Coordinator Beceri laboratuvarı: Skills Laboratory Akran eğiticiler: Peer Tutors Simüle hastalar: Simulated Patients / Standardized Patients Mankenler: Manikins |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 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. | ||||||
| 4 | PQ4: Knows the methods of advancing his/her knowledge about health and its practice. | ||||||
| 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. | X | |||||
| 7 | PQ7: Interprets examination data for diagnoses, compares with clinical data, and provides solutions. | ||||||
| 8 | PQ8: Selects and applies appropriate tools for promotion and improvement of individual and public 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. | ||||||
| 11 | PQ11: Takes responsibility for any intervention on the human body for the diagnosis and treatment. | X | |||||
| 12 | PQ12: Determines personal learning requirements and decides and develops a positive lifelong learning attitude. | ||||||
| 13 | PQ13: Evaluates the information gained in the field of health with a critical approach. | ||||||
| 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. | ||||||
| 15 | PQ15: Shares their recommendations on promotion and improvement of health with interdisciplinary experts by supporting with data. | ||||||
| 16 | PQ16: Uses English at least at the General Level of European Language Portfolio B1, follows resources in his/her field and communicates. | ||||||
| 17 | PQ17: Uses computer software, information, and communication technologies at least at the Advanced Level of European Computer Operating License. | ||||||
| 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. | ||||||
| 19 | PQ19: Develops strategy, policy and implementation plans on health issues and evaluate the results obtained the framework of quality processes. | ||||||
| 20 | PQ20: Systematically shares his/her works on promoting and improving health with quantitative and qualitative data and interdisciplinary experts. | ||||||
| 21 | PQ21: Has sufficient awareness on occupational health and safety issues. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |