Program Information
Program Information
Aim
The Department of Medical Biology has an important place in scientific research in the field of basic medical sciences in the world and in our country. Studies carried out under Medical Biology and Genetic Science are very important in solving molecular mechanisms in scientific studies from the laboratory to the clinic, in experimental animal model studies, in demonstrating the effectiveness of target genes, in the diagnosis and treatment approaches of diseases with genetic background. Despite the rapid updating of the developing technology and information network, the rapid adaptation of new technologies to laboratories, and the publication and follow-up of scientific study data so quickly, considering the limited number of doctoral level researchers to work in this field, the doctoral program in Medical Biology and Genetics is qualified and academic in this field. It is necessary for training effective researchers who want to make a career. Students who successfully complete the program will be brought to the society as a good researcher in the field of clinical and basic sciences.Qualification Awarded
Third Cycle (Doctorate Degree)Registration and Admission Requirements
The proposed program is for those who have completed Master's education in Biology, Medical Biological Sciences, Molecular Biology and Genetics, Molecular Biology, Genetic Engineering and/or Biotechnology, Biomedical Engineering and Basic Sciences, and five or six-year faculties such as Veterinary, Pharmacy, Dentistry and Medicine. It plans to accept students who have at least a bachelor's degree from one of them and meet the necessary conditions. • They are required to get a minimum of 60 points in the relevant field from the Academic Personnel and Graduate Education Entrance Examination (ALES) held throughout the country. • For foreign students; There is no GRE score requirement. • Foreign students must have received the equivalence of their undergraduate and graduate diplomas in the relevant field. • Candidates must have a score of 60 and above in the YDS/YÖKDİL exam and a TOEFL score of 72 and above. • Candidates who score 70 or more over 100 in the science exam to be held will be able to enter the interview evaluation, and students who are successful with a score of at least 70/100 in the interview will be accepted.Graduation Requirements
In order to be eligible for a doctorate degree, students accepted with a master's degree with thesis must complete at least 7 courses, one non-credit seminar course, proficiency exam, thesis proposal and thesis work, with a total of not less than 21 credits/hours. The requirement for a student admitted with a bachelor's degree consists of at least 14 courses, not less than 42 credits/hour in total, proficiency exam, seminar, thesis proposal and thesis work. Courses to be taken and ECTS values are presented below. Total ECTS value; A total of 240, including thesis, should not be less than 300 for those accepted with a master's degree.Recognition of Prior Learning
The proposed program is for those who have completed Master's education in Biology, Medical Biological Sciences, Molecular Biology and Genetics, Molecular Biology, Genetic Engineering and/or Biotechnology, Biomedical Engineering and Basic Sciences, and five or six-year faculties such as Veterinary, Pharmacy, Dentistry and Medicine. accepts students who have at least a bachelor's degree from one of them and meet the necessary conditions. Foreign students should document their BSc and MSc degrees by presenting an official equivalency certificate.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 |
| TBGD1116368 | CURRENT TOPICS in MEDICAL BIOLOGY and GENETICS | Turkish | 4 | 4 | 10 | |
| TBGD1111924 | DOCTORATE LAB ROTATION-I | Turkish | - | 10 | ||
| TBGD1111925 | MEDICAL and CLINICAL GENETICS | Turkish | 4+2 | 5 | 10 | |
| TBGD1113076 | CELL CYCLE and PROGRAMMED CELL DEATH | Turkish | 3 | 3 | 6 | |
| TBGD1113077 | GENETIC and MOLECULAR CONTROL MECHANISMS | Turkish | 3 | 3 | 6 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| TBGD1213071 | MOLECULAR and GENETIC BASIS of DISEASES | Turkish | 4 | 4 | 8 | |
| TBGD1211932 | QUALIFYING EXAM PREPARATION | Turkish | - | 40 | ||
| TBGD1216369 | SEMINAR | Turkish | - | 8 | ||
| TBGD1214021 | FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATION | Turkish | 2 | 2 | 6 | |
| TBGD1211789 | CELL SGINALING MECHANISMS | Turkish | 2 | 2 | 6 | |
| TBGD1211929 | GENETIC ANALYSİS LABORATORY | Turkish | 2+2 | 3 | 8 | |
| TBGD1211931 | GENE and CELLULAR THERAPY | Turkish | 2 | 2 | 6 | |
| TBGD1211934 | DOCTORATE LAB ROTATION-I | Turkish | - | 10 | ||
| TBGD1213085 | CANCER BIOLOGY and GENETICS | Turkish | 3 | 3 | 8 | |
| TBGD1213087 | STEM CELL BIOLOGY and REGENERATIVE MEDICINE | Turkish | 3+2 | 4 | 8 | |
| TBGD1213089 | ADVANCED MOLECULAR BIOLOGY and GENETICS TECHNIQUES | Turkish | 3+2 | 4 | 10 | |
Program Qualification
Theoretical, Factual
Defines cell structure-function interactions.
Defines the structure and function of organelles, and explains human diseases associated with organelle function abnormalities.
Explains the basic and advanced equipments with their principles in Medical Biology and Medical Genetics laboratories.
Explains and regulates the rules and safety issues to be followed in the laboratory.
Applies and qualified to implement statistical methods.
Uses, evaluates and develops current knowledge in the field with a systematic approach.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Developing, deepening and reaching original definitions that will bring innovation to the field with original thought and/or research based on qualifications. | - |
| 2- Understanding the interdisciplinary interaction to which the field is related; reaches original results by using new and complex ideas, information that requires expertise in analysis, synthesis and evaluation. | - |
| 3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field. | - |
| 4- Knows the importance of ethical principles and ethical committees for individuals and society. | - |
| 5- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health. | - |
| SKILLS | |
| Cognitive, Practical | |
| 1- Evaluating, using and conveying new information in its field with a systematic approach. | - |
| 2- Developing a new thought, method, design and/or application that brings innovation to its field or applying a known thought, method, design and/or application to a different field, investigates, understands, designs, adapts and implements an original subject. | - |
| 3-Being able to write the report of the research he/she has done/participated in and publishes it in a nationally/internationally accepted refereed journal and presents it in scientific meetings. | - |
| 4- Conducting critical analysis, synthesis and evaluation of new and complex thoughts. | - |
| 5-Having high level skills in using research methods in studies related to his/her field. | - |
| 6- Performing the necessary examination by using other technological tools and devices specific to the field at the level required by the field of health, including computers, and develops new creative solutions to problems. | - |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Contributing to the progress in the field by independently carrying out an original study that brings innovation to the field, developing a new thought, method, design and/or application or applying a known thought, method, design and/or application to a different field. | - |
| 2- Performing statistical analysis at a level that can evaluate a scientific article. | - |
| 3- Expanding the boundaries of knowledge in the field by publishing at least one scientific article about the field in national and/or international refereed journals. | - |
| 4- Leading in environments that are related to the field and require resolution of interdisciplinary problems. | - |
| Learning Competence | |
| 1- Developing new thoughts and methods related to the field by using high-level mental processes such as creative and critical thinking, problem solving and decision making. | - |
| 2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices. | - |
| 3- Applying the principles of advanced professional development and lifelong learning related to the field of health in his/her studies. | - |
| Communication and Social Competence | |
| 1- Examining and developing social relations and the norms that guide these relationships from a critical perspective and manages actions to change them when necessary. | - |
| 2- Defending their original views in the discussion of the subjects in their field with experts and establishes an effective communication showing their competence in his/her field. | - |
| 3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level. | - |
| Field-based Competence | |
| 1- Contributing to the process of becoming and maintaining the information society of the society in which it lives by introducing scientific, technological, social or cultural advances in its field. | - |
| 2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field. | - |
| 3- Contributing to the solution of scientific, cultural, artistic and ethical problems encountered in the field of humanities and supports the development of these values. | - |
| 6-Having experience in working with other health disciplines. | - |
| 5- Choosing and implementing the right statistical methods in his/her studies in the field of health and interprets them correctly. Performing analysis and synthesis. | - |
| 6- Using current developments and information related to the field of health for the benefit of the society in line with the children, family, national values and country facts. | - |
Employment Opportunities
As an academic, he/she can be a lecturer, laboratory manager, executive, researcher and consultant in clinical and scientific research at universities.Upgrading
May apply to post-doctoral programmes.Type of Training
Full TimeAssessment and Evaluation
Assessment is done by written exam, oral exam, reading and comprehension of a research article, or expression of a subject. To be considered successful from a course, the grade must be at least 75 in the master program. The ratio of the midterm exam to the success rate is 50% and the overall exam's success rate is 50%.Head of Department/Program
Learning Experiences
Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:
Learning Experiences * | Learning Activities | Tools Used |
|---|---|---|
Discussion Method | Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application. | Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments. |
Demonstration Method | The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice. | Real tools or model tools and equipment, multimedia tools, videos and animations), computer. |
Problem Solving Method | Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study | Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer |
Case Study Method | Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation. | Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments. |
Self Study Method | Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance. | Library, e-library, laboratory, workshop |
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. |
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 |
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 |
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. |
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 |
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) |
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADVANCED MOLECULAR BIOLOGY and GENETICS TECHNIQUES | 2 | 1 | 3 | 4 | 3 | 2 | 2 | 2 | 3 | 2 | 2 | 3 | 3 | 1 | 1 | 2 | 0 | 2 | 0 | 2 |
| CANCER BIOLOGY and GENETICS | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 3 | 3 | 3 |
| DOCTORATE LAB ROTATION-I | 3 | 1 | 1 | 3 | 3 | 3 | 2 | 3 | 3 | 3 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| MEDICAL and CLINICAL GENETICS | 1 | 1 | 1 | 2 | 1 | 2 | 1 | 2 | 3 | 2 | 2 | 1 | 1 | 3 | 1 | 3 | 3 | 2 | 1 | 1 |
| MOLECULAR and GENETIC BASIS of DISEASES | 3 | 4 | 1 | 0 | 1 | 4 | 3 | 3 | 3 | 3 | 0 | 2 | 3 | 2 | 2 | 3 | 3 | 3 | 0 | 1 |
| İlişkili Ders Sayısı / 5/16 | 15 | 11 | 10 | 15 | 14 | 17 | 13 | 15 | 18 | 14 | 9 | 11 | 11 | 10 | 8 | 13 | 11 | 12 | 6 | 9 |
Surveys for Students
| Strongly Disagree | Disagree | Neither Agree Nor Disagree | Agree | Strongly Agree | Don't Know/No Idea | Choose | |
|---|---|---|---|---|---|---|---|
| The lecturer explains the course's aim and extent and what is expected of the student clearly. | |||||||
| Chooses the course sources in accordance with the courses and announces them. | |||||||
| Guides/helps the students in accessing the resources they recommended for the course. | |||||||
| The lecturer's instruction method (course presentation) is clear, fluent and understandable. | |||||||
| Uses the instructional technologies (effectively.) | |||||||
| Offers multidirectional communication and interactional implementations in the classroom. | |||||||
| Has knowledge in the matter of traditional teaching strategic management and techniques. | |||||||
| Uses the teaching methods s/he covers in the course within their implementations. | |||||||
| Makes time for the student outside of course hours regarding the course | |||||||
| Comes to the class regularly and uses time effectively. | |||||||
| The lecturer is successful in establishing classroom dominance during the course. | |||||||
| Informs the students on current issues. | |||||||
| Sets an example with their open attitude and behaviour to students' opinions. | |||||||
| Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. | |||||||
| Helps me when I want to ask questions about my exam paper. | |||||||
| Lab/field/application studies are compatible with the aim and the extent of the course. | |||||||
| Develops the creative thinking process and skills of the learning and teaching process of the course. | |||||||
| The course is supported by the current issues and guests. | |||||||
| Things you would like to convey apart from the questions above; |