Aim
The aim is to train knowledgeable medical secretaries committed to ethical values who will work on compiling, organizing, and presenting the findings from scientific research in various branches of medicine and health technology for the benefit of researchers.Qualification Awarded
Short Cycle (Associate's Degree)Registration and Admission Requirements
"In order to be eligible for admission to this program, it is required to have completed high school or equivalent education, obtained a diploma, and achieved a sufficient score in the Higher Education Institutions Exam (YKS) in the Basic Proficiency Test (TYT). Admission to the program is based on the principles determined by the Higher Education Council. Foreign students are accepted according to the success criteria determined by the Senate."Graduation Requirements
Students who successfully complete all the courses, applications, and internships prescribed in the program, and who have earned a minimum of 120 ECTS credits in total, are eligible to receive a diploma. The graduation success degree is determined by the overall weighted grade point average.Recognition of Prior Learning
Students may apply for exemption from the courses they have previously enrolled in and successfully completed at their higher education institutions or from an institution with recognized equivalence. Exemption requests, when deemed necessary, are decided by the board of directors based on the opinion of the instructor responsible for the relevant course.Lesson Plan - ECTS Credits
* The courses indicated in this course table shows current course plan information in Student Affairs.
** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.
*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.
Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.
Fall Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
TDS1124400 | MEDICAL TERMINOLOGY | Turkish | 2 | 2 | 4 | |
TDS1126440 | INTRODUCTION to BUSINESS SCIENCE | Turkish | 2 | 2 | 3 | |
TDS1126500 | PUBLIC HEALTH | Turkish | 2 | 2 | 4 | |
TDS1126600 | MEDICAL DOCUMENTATION I | Turkish | 2 | 2 | 4 | |
TDS1141910 | MARKETING PRINCIPLES and MARKETING in HEALTH SERVICES | Turkish | 3 | 3 | 4 | |
TDS1115376 | NATURAL DISASTER and PROTECTION METHODS | Turkish | 2 | 2 | 2 | |
TDS1124500 | FIRST AID | Turkish | 1+1 | 1.5 | 2 | |
TDS1124600 | BUSINESS ETHICS | Turkish | 2 | 2 | 2 | |
TDS1124700 | COMMUNICATION | Turkish | 2 | 2 | 2 | |
TDS1124800 | OCCUPATIONAL SAFETY | Turkish | 2 | 2 | 2 | |
TDS1124900 | BEHAVIORAL SCIENCES | Turkish | 2 | 2 | 2 | |
TDS1112350 | RADIATION PROTECTION | Turkish | 2 | 2 | 2 | |
TDS1121810 | LABORATORY TECHNIQUES and SAFETY | Turkish | 2 | 2 | 2 | |
ATA1110800 | HISTORY of the TURKISH REPUBLIC I | Turkish | 2 | 2 | 2 | |
İNG1110900 | ENGLISH I | English | 2 | 2 | 2 | |
TDL1110200 | TURKISH LANGUAGE I | Turkish | 2 | 2 | 2 |
Spring Semester Courses Plan | ||||||
Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
TDS1226010 | HEALTH PSYCHOLOGY | Turkish | 2 | 2 | 4 | |
TDS1213960 | HOSPITAL MANAGEMENT and PROCESSES | Turkish | 2 | 2 | 4 | |
TDS1226700 | MEDICAL DOCUMENTATION II | Turkish | 2 | 2 | 4 | |
TDS1228700 | PRESENTATION TECHNIQUES | Turkish | 2 | 2 | 4 | |
TDS1228800 | EPIDEMIOLOGY | Turkish | 2 | 2 | 4 | |
TDS1225100 | RESEARCH METHOD & TECHNIQUES | Turkish | 2 | 2 | 2 | |
TDS1225300 | ENVIRONMENTAL PROTECTION | Turkish | 2 | 2 | 2 | |
TDS1225600 | QUALITY MANAGEMENT in HEALTH | Turkish | 2 | 2 | 2 | |
TDS1211800 | INFORMATION TECHNOLOGIES and TOOLS I | Turkish | 2 | 2 | 2 | |
TDS1211250 | CURRENT CHEMICALS & DRUGS | Turkish | 2 | 2 | 2 | |
ATA1210000 | HISTORY of the TURKISH REPUBLIC II | Turkish | 2 | 2 | 2 | |
İNG1212000 | ENGLISH II | English | 2 | 2 | 2 | |
TDL1220000 | TURKISH LANGUAGE II | Turkish | 2 | 2 | 2 |
Program Qualification
Theoretical, Factual
The student professionally assesses and applies the information obtained from foundational theoretical and practical courses supported by textbooks containing current information, practical tools, and other resources in the field of Medical Documentation and Secretarial Services.
The student acts in accordance with societal, scientific, cultural, and ethical values in the stages of collecting, interpreting, implementing, and announcing results related to the field of Medical Documentation and Secretarial Services.
Program Output TYYÇ Basic Area Matrix | |
Basic Area Qualification | Program Qualification |
Employment Opportunities
Graduates of the program have job opportunities in the outpatient clinics, clinics, information processing units, patient admission and registration services, human resources departments, and central medical archive services of public and private healthcare institutions.Upgrading
Type of Training
Full TimeAssessment and Evaluation
The success status in a course is determined by the course grade. The course grade is obtained by evaluating the student's success in midterm exams and alternative assignments, practical work, group projects, and similar activities throughout the semester, along with the general exam. Applicable to all courses, a student who scores less than 50 points in the general exam is considered unsuccessful in that course. To pass a course, a student must have a minimum of 60 points or a success coefficient of 2.27 at the end of the semester.Head of Department/Program
Head Of Department
Dr.Öğr.Üye. Elif Zeynep YILMAZProgramme Director
Öğr.Gör. Aslıhan DEMİRCANLearning 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 |
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. |
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 |
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 | ||
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 |
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 |
Course - Program Competencies Relations
Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
NATURAL DISASTER and PROTECTION METHODS | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 3 | 1 | 2 | 3 | 4 | 4 | 4 |
APPLICATIONS of HEALTH INFORMATION SYSTEMS | 5 | 5 | 5 | 4 | 5 | 4 | 4 | 5 | 4 | 5 | 4 | 2 | 4 | 4 |
BASIC BIOSTATISTICS | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 4 | 3 | 4 | 3 | 3 | 4 | 4 |
BASIC HEALTH AND DISEASES KNOWLEDGE | 5 | 4 | 4 | 3 | 4 | 3 | 4 | 0 | 0 | 0 | 4 | 4 | 4 | 4 |
BEHAVIORAL SCIENCES | 4 | 5 | 5 | 3 | 3 | 4 | 3 | 4 | 2 | 2 | 5 | 2 | 4 | 4 |
BUSINESS ETHICS | 4 | 5 | 4 | 3 | 4 | 4 | 4 | 4 | 1 | 2 | 4 | 3 | 5 | 5 |
CUSTOMER RELATIONSHIP MANAGEMENT | 4 | 3 | 4 | 4 | 5 | 4 | 3 | 5 | 2 | 3 | 4 | 3 | 5 | 5 |
ENVIRONMENTAL PROTECTION | 3 | 4 | 2 | 3 | 3 | 4 | 4 | 4 | 1 | 2 | 3 | 5 | 4 | 4 |
EPIDEMIOLOGY | 5 | 4 | 3 | 4 | 3 | 4 | 0 | 4 | 0 | 0 | 4 | 5 | 4 | 4 |
HEALTH INFORMATION SYSTEMS | 5 | 5 | 5 | 5 | 4 | 4 | 3 | 4 | 3 | 5 | 4 | 2 | 4 | 4 |
HEALTH LEGISLATION | 5 | 5 | 4 | 5 | 4 | 4 | 3 | 4 | 3 | 3 | 5 | 2 | 5 | 5 |
HEALTH PSYCHOLOGY | 3 | 4 | 3 | 3 | 2 | 3 | 4 | 3 | 0 | 1 | 5 | 4 | 4 | 5 |
HOSPITAL MANAGEMENT and PROCESSES | 5 | 5 | 5 | 5 | 4 | 5 | 3 | 4 | 2 | 3 | 5 | 3 | 5 | 4 |
INFORMATION TECHNOLOGIES and TOOLS I | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 5 | 4 | 2 | 4 | 4 |
INTRODUCTION to BUSINESS SCIENCE | 3 | 2 | 3 | 4 | 5 | 4 | 2 | 3 | 2 | 3 | 3 | 1 | 3 | 4 |
LABOR & SOCIAL SECURITY LAW | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 4 | 2 | 2 | 4 | 4 | 5 | 5 |
LABORATORY TECHNIQUES and SAFETY | 1 | 1 | 4 | 3 | 0 | 4 | 5 | 4 | 0 | 0 | 2 | 5 | 2 | 3 |
LIBRARIANSHIP of MEDICINE | 5 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 5 |
MARKETING PRINCIPLES and MARKETING in HEALTH SERVICES | 5 | 5 | 4 | 4 | 4 | 5 | 3 | 4 | 1 | 3 | 4 | 2 | 5 | 5 |
MEDICAL DOCUMENTATION I | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 5 |
MEDICAL DOCUMENTATION II | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 4 | 4 | 5 | 5 | 4 | 4 | 5 |
MEDICAL TERMINOLOGY | 4 | 2 | 4 | 2 | 3 | 3 | 3 | 4 | 1 | 1 | 5 | 4 | 3 | 4 |
OCCUPATIONAL SAFETY | 4 | 4 | 4 | 4 | 4 | 5 | 3 | 4 | 1 | 2 | 3 | 3 | 4 | 4 |
OFFICE of MANAGEMENT & ARCHIVE INFORMATION | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 5 | 4 | 2 | 4 | 4 |
PRESENTATION TECHNIQUES | 3 | 4 | 5 | 3 | 3 | 4 | 4 | 3 | 3 | 3 | 5 | 4 | 4 | 4 |
PUBLIC HEALTH | 2 | 3 | 4 | 3 | 3 | 4 | 4 | 2 | 0 | 1 | 3 | 5 | 3 | 4 |
QUALITY MANAGEMENT in HEALTH | 4 | 5 | 4 | 5 | 5 | 5 | 3 | 4 | 2 | 4 | 4 | 3 | 5 | 4 |
RHETORIC & DICTION | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 5 | 3 | 4 | 4 |
TECHNIQUES of BASIC COMPUTER | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 5 | 3 | 5 | 4 | 2 | 3 | 3 |
TECHNIQUES of PROFESSIONAL CORRESPONDENCE | 5 | 5 | 5 | 5 | 4 | 4 | 4 | 4 | 4 | 5 | 5 | 3 | 4 | 4 |
VOCA. ENGLISH in MEDICAL DOCU. and SECRETERIAT | 5 | 4 | 5 | 4 | 4 | 4 | 5 | 5 | 5 | 4 | 5 | 3 | 4 | 4 |
İlişkili Ders Sayısı / 31/42 | 129 | 128 | 127 | 118 | 115 | 125 | 110 | 118 | 68 | 92 | 126 | 99 | 125 | 131 |
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 |