Course Program
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MEDICINE & HUMANITIES | - | Yearly | 12+0 | - | 1 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Committee Course |
| Course Coordinator | Assist.Prof. İkbal Hümay ARMAN |
| Name of Lecturer(s) | Prof.Dr. Ayşegül ÇOPUR ÇİÇEK, Assist.Prof. İkbal Hümay ARMAN, Assist.Prof. Serhat KORAN |
| Assistant(s) | |
| Aim | Explaining the areas of intersection between medicine and social sciences, humanities and arts, and evaluating the knowledge gained from human sciences in medicine within the context of professionalism. |
| Course Content | This course contains; Introduction to medical humanities,Scientific paradigma change,Concepts of health, disease, illness,,Causation theories and biopsychosocial approach,Social components and determinants of health,Health indicators, environment-health interaction, Migration, Recurring and new infections, Conceptual disease maps,The power of medicine on society, medicalization and stigmatization Stress and stress management. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the scientific paradigm shift and relates it to the biopsychosocial model | 10, 16, 19, 23, 34, 36, 37, 5, 8, 9 | C |
| Explains the concepts of health, illness, disease and sickness-health from a social perspective. | 10, 16, 19, 23, 34, 36, 37, 5, 8, 9 | C |
| Explains the concept of medical humanities | 10, 16, 19, 34, 36, 37, 5, 8, 9 | C |
| Explains the differences between the biomedical and biopsychosocial models and the reflections of these differences on medical practice | 10, 16, 19, 34, 36, 37, 5, 8, 9 | C |
| Explains how the causes of diseases have been explained throughout the history of medicine and the concept of the web of causation | 10, 16, 23, 24, 34, 36, 37, 5, 8, 9 | C |
| List the social components of health and explain how they affect health | 10, 14, 16, 19, 23, 3, 31, 36, 37, 4, 5, 9 | C |
| Explains the relationship between health and culture | 10, 16, 19, 23, 34, 36, 37, 4, 5, 9 | C |
| Counts the health effects of climate change | 10, 9 | C |
| Explains the stress response in the context of culture | 10, 5, 9 | C |
| Explain the development of medicine as a profession | 10, 4, 9 | C |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 24: Mind Map Technique, 3: Problem Baded Learning Model, 31: Storytelling Techniques, 34: Educational Game Techniques , 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to medical humanities | |
| 2 | Scientific paradigma change | |
| 3 | Concepts of health, disease, illness, | |
| 4 | Causation theories and biopsychosocial approach | |
| 5 | Social components and determinants of health | |
| 6 | Health indicators, environment-health interaction, Migration, Recurring and new infections, Conceptual disease maps | |
| 7 | The power of medicine on society, medicalization and stigmatization Stress and stress management |
| Resources |
| Alan Bleakley. Medical Humanities and Medical Education: How the medical humanities can shape better doctors? Routledge, New York, 2015. Stephen Buetow. Person- centered Health Care: Balancing the Welfare of Clinicians and Patients. Routledge, New York, 2016. Merrill Singer and Pamela I. Erickson (eds.). A Companion to Medical Anthropology. Wiley-Blackwell, 2011. Michael Winkelman. Culture and Health: Applying Medical Anthropology. Jossey-Bass, 2009. Cecil G Helman. Culture, Health and Illness (Fifth edition). Hodder Arnold, 2007. Sarah Cant and Ursula Sharma. A new medical pluralism? Alternative medicine, doctors, patients and the state. Routledge, 1999. Cynthia D. Belar and William W. Deardorff (eds.). Clinical health psychology in medical settings: a practitioner's guidebook (2nd ed.). American Psychological Association, Washington, 2009. Quynh Lj (editor). Health and well-being : a social and cultural perspective. Nova Science Publishers, 2011. Sandro Galea. Macrosocial Determinants of Population Health. Springer, 2007. Osman Hayran. Sağlık Yönetimi Yazıları. 2. Baskı, SAGEYA Yayınları, 2012. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows structural (morphological) and operational (functional) properties of the normal human (medical) and disorder (disease) states | ||||||
| 2 | Knows diagnostic methods and treatment modalities of disorders (diseases). | ||||||
| 3 | Knows the causes of disease conditions, ways of protection and methods of promoting and improving community health. | ||||||
| 4 | Knows the methods of developing and applying health related knowledge at advanced level. | ||||||
| 5 | Able to reach multidisciplinary advanced knowledge regarding health-related disciplines, interpret and apply the knowledge. | ||||||
| 6 | Performs a complete clinical examination of human body structurally and functionally and identifies problems. | ||||||
| 7 | Interprets laboratory results for diagnosis, compares with clinical data and develop solution proposals. | ||||||
| 8 | Selects and implements appropriate tools for the promotion and development of individual and community health. | ||||||
| 9 | Plans and conducts an advanced study on health independently. | ||||||
| 10 | Develops new strategic approaches to solve the problems encountered in the promotion and development of individual and community health. | ||||||
| 11 | Takes the responsibility of any type of practice when diagnosing and treating human body | ||||||
| 12 | Takes the role as a leader or a team worker when solving health related problems. | ||||||
| 13 | Evaluates knowledge and skills regarding health with a critical approach and develops a positive attitude towards lifelong learning. | ||||||
| 14 | Informs the patient, related people, institutions and the society about the health problems and transfers solution proposals in writing, verbally and visually using effective communication means. | ||||||
| 15 | Critically reviews, develops and acts on changes in social relations and norms that guide such relationships. | X | |||||
| 16 | Uses English at least at the European Language Portfolio B2 Level, monitors knowledge and communicates in his field. | ||||||
| 17 | Able to use advanced computer skills and informatics and communication technologies at a level required by the field. | ||||||
| 18 | Acquires, interprets, implements and announces data related to the health and acts in accordance with social, scientific, cultural and ethical values and teaches these values. | X | |||||
| 19 | Develops strategies, policy and implementation plans in the field of health and evaluates the results obtained within the framework of quality processes. | ||||||
| 20 | Shares studies on the promotion and development of health with interdisciplinary specialists systematically, supporting with quantitative and qualitative data. | ||||||
| 21 | Has adequate 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 | 12 | 12 | 144 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 1 | 2 | 2 | |||
| 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) | 146 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(146/30) | 5 | |||||
| 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 |
|---|---|---|---|---|---|
| MEDICINE & HUMANITIES | - | Yearly | 12+0 | - | 1 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Committee Course |
| Course Coordinator | Assist.Prof. İkbal Hümay ARMAN |
| Name of Lecturer(s) | Prof.Dr. Ayşegül ÇOPUR ÇİÇEK, Assist.Prof. İkbal Hümay ARMAN, Assist.Prof. Serhat KORAN |
| Assistant(s) | |
| Aim | Explaining the areas of intersection between medicine and social sciences, humanities and arts, and evaluating the knowledge gained from human sciences in medicine within the context of professionalism. |
| Course Content | This course contains; Introduction to medical humanities,Scientific paradigma change,Concepts of health, disease, illness,,Causation theories and biopsychosocial approach,Social components and determinants of health,Health indicators, environment-health interaction, Migration, Recurring and new infections, Conceptual disease maps,The power of medicine on society, medicalization and stigmatization Stress and stress management. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the scientific paradigm shift and relates it to the biopsychosocial model | 10, 16, 19, 23, 34, 36, 37, 5, 8, 9 | C |
| Explains the concepts of health, illness, disease and sickness-health from a social perspective. | 10, 16, 19, 23, 34, 36, 37, 5, 8, 9 | C |
| Explains the concept of medical humanities | 10, 16, 19, 34, 36, 37, 5, 8, 9 | C |
| Explains the differences between the biomedical and biopsychosocial models and the reflections of these differences on medical practice | 10, 16, 19, 34, 36, 37, 5, 8, 9 | C |
| Explains how the causes of diseases have been explained throughout the history of medicine and the concept of the web of causation | 10, 16, 23, 24, 34, 36, 37, 5, 8, 9 | C |
| List the social components of health and explain how they affect health | 10, 14, 16, 19, 23, 3, 31, 36, 37, 4, 5, 9 | C |
| Explains the relationship between health and culture | 10, 16, 19, 23, 34, 36, 37, 4, 5, 9 | C |
| Counts the health effects of climate change | 10, 9 | C |
| Explains the stress response in the context of culture | 10, 5, 9 | C |
| Explain the development of medicine as a profession | 10, 4, 9 | C |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 24: Mind Map Technique, 3: Problem Baded Learning Model, 31: Storytelling Techniques, 34: Educational Game Techniques , 36: Peer Teaching Technique, 37: Computer-Internet Supported Instruction, 4: Inquiry-Based Learning, 5: Cooperative Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to medical humanities | |
| 2 | Scientific paradigma change | |
| 3 | Concepts of health, disease, illness, | |
| 4 | Causation theories and biopsychosocial approach | |
| 5 | Social components and determinants of health | |
| 6 | Health indicators, environment-health interaction, Migration, Recurring and new infections, Conceptual disease maps | |
| 7 | The power of medicine on society, medicalization and stigmatization Stress and stress management |
| Resources |
| Alan Bleakley. Medical Humanities and Medical Education: How the medical humanities can shape better doctors? Routledge, New York, 2015. Stephen Buetow. Person- centered Health Care: Balancing the Welfare of Clinicians and Patients. Routledge, New York, 2016. Merrill Singer and Pamela I. Erickson (eds.). A Companion to Medical Anthropology. Wiley-Blackwell, 2011. Michael Winkelman. Culture and Health: Applying Medical Anthropology. Jossey-Bass, 2009. Cecil G Helman. Culture, Health and Illness (Fifth edition). Hodder Arnold, 2007. Sarah Cant and Ursula Sharma. A new medical pluralism? Alternative medicine, doctors, patients and the state. Routledge, 1999. Cynthia D. Belar and William W. Deardorff (eds.). Clinical health psychology in medical settings: a practitioner's guidebook (2nd ed.). American Psychological Association, Washington, 2009. Quynh Lj (editor). Health and well-being : a social and cultural perspective. Nova Science Publishers, 2011. Sandro Galea. Macrosocial Determinants of Population Health. Springer, 2007. Osman Hayran. Sağlık Yönetimi Yazıları. 2. Baskı, SAGEYA Yayınları, 2012. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Knows structural (morphological) and operational (functional) properties of the normal human (medical) and disorder (disease) states | ||||||
| 2 | Knows diagnostic methods and treatment modalities of disorders (diseases). | ||||||
| 3 | Knows the causes of disease conditions, ways of protection and methods of promoting and improving community health. | ||||||
| 4 | Knows the methods of developing and applying health related knowledge at advanced level. | ||||||
| 5 | Able to reach multidisciplinary advanced knowledge regarding health-related disciplines, interpret and apply the knowledge. | ||||||
| 6 | Performs a complete clinical examination of human body structurally and functionally and identifies problems. | ||||||
| 7 | Interprets laboratory results for diagnosis, compares with clinical data and develop solution proposals. | ||||||
| 8 | Selects and implements appropriate tools for the promotion and development of individual and community health. | ||||||
| 9 | Plans and conducts an advanced study on health independently. | ||||||
| 10 | Develops new strategic approaches to solve the problems encountered in the promotion and development of individual and community health. | ||||||
| 11 | Takes the responsibility of any type of practice when diagnosing and treating human body | ||||||
| 12 | Takes the role as a leader or a team worker when solving health related problems. | ||||||
| 13 | Evaluates knowledge and skills regarding health with a critical approach and develops a positive attitude towards lifelong learning. | ||||||
| 14 | Informs the patient, related people, institutions and the society about the health problems and transfers solution proposals in writing, verbally and visually using effective communication means. | ||||||
| 15 | Critically reviews, develops and acts on changes in social relations and norms that guide such relationships. | X | |||||
| 16 | Uses English at least at the European Language Portfolio B2 Level, monitors knowledge and communicates in his field. | ||||||
| 17 | Able to use advanced computer skills and informatics and communication technologies at a level required by the field. | ||||||
| 18 | Acquires, interprets, implements and announces data related to the health and acts in accordance with social, scientific, cultural and ethical values and teaches these values. | X | |||||
| 19 | Develops strategies, policy and implementation plans in the field of health and evaluates the results obtained within the framework of quality processes. | ||||||
| 20 | Shares studies on the promotion and development of health with interdisciplinary specialists systematically, supporting with quantitative and qualitative data. | ||||||
| 21 | Has adequate 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 | |