Program Information
Program Information
Aim
The need for medical history and ethics specialists in Medical Faculties in Turkey has emerged seriously in recent years. Also, for those who want to work academically or to improve themselves on this subject, there is a need for medical history and ethics master studies. For this purpose, the History of Medicine and Ethics Doctorate program was opened.Qualification Awarded
Doctorate (PhD)Registration and Admission Requirements
For application, it is necessary to graduate from departments such as Medicine, Dentistry, Pharmacy, which can be applied directly to doctoral programs, or to graduate from the History of Medicine and Ethics Master's with Thesis, to get at least 55 and above in the ALES exam, and to get a score of 70 or higher in the interview conducted by the Department.Graduation Requirements
Students who complete courses ranging from 240 to 360 ECTS, complete all seminars and theses, and accomplish the publication requirement specified in the senate decision, are entitled to receive a diploma.Recognition of Prior Learning
To apply to the program, it is necessary to graduate from departments such as Medicine, Dentistry, Pharmacy, which can be applied directly to doctoral programs, or to graduate from the History of Medicine and Ethics Master's with Thesis.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 |
| TTED1110252 | BASIC THEORIES of ETHICS | Turkish | 2 | 2 | 8 | |
| TTED1113057 | MEDICAL LIABILITY | Turkish | 2 | 2 | 8 | |
| TTED1116071 | DEVELOPMENT of MEDICAL HISTORY | Turkish | 2 | 2 | 8 | |
| TTED1113068 | MEDICAL HISTORY of ISLAMIC and SELJUK PERIOD | Turkish | 2 | 2 | 8 | |
| TTED1110305 | MISCONDUCT in CRIMINAL LAW | Turkish | 2 | 2 | 6 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| TTED1213063 | CHIEF PHYSICIANS (HEKIMBAŞI) and OTTOMAN HOSPITALS | Turkish | 2 | 2 | 8 | |
| TTED1215116 | PATIENT RIGHTS and PRIVACY | Turkish | 2 | 2 | 8 | |
| TTED1215117 | HEALTH LEGISLATION | Turkish | 2 | 2 | 8 | |
| TTED1216072 | HISTORY of MEDICINE in the PRINCIPALS and OTTOMAN PERIOD | Turkish | 2 | 2 | 8 | |
| TTED1214048 | ADVANCED RESEARCH METHODS | Turkish | 3 | 3 | 8 | |
| TTED1214021 | FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATION | Turkish | 2 | 2 | 6 | |
Program Qualification
Theoretical, Factual
Tarihin genel çerçevesi içinde tıbbın gelişimini bilir.
Tarihin ilk devirlerinden itibaren hastalıkların tedavisi için yapılanları öğrenir.
Tarihin en eski dönemlerinden itibaren hekimin kimliğini ve eğitimini öğrenir.
Türk Tıp Tarihi ve Osmanlı Tıp tarihini öğrenir.
Deontoloji ve Etik kavramlarını bilir, ilkelerini öğrenir.
Hekimin sorumluluğu ve bunun için uyulacak kuralları öğrenir.
| 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. | 1 - Tarihin genel çerçevesi içinde tıbbın gelişimini bilir. |
| 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. | 2 - Tarihin ilk devirlerinden itibaren hastalıkların tedavisi için yapılanları öğrenir. |
| 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 - Deontoloji ve Etik kavramlarını bilir, ilkelerini öğrenir. |
| 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. | 1 - Tarihin genel çerçevesi içinde tıbbın gelişimini bilir. |
| 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. | 7 - Seminere hazırlanma, ödev yapma, tez hazırlanma metotlarını öğrenir ve uygular. |
| 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. | 7 - Seminere hazırlanma, ödev yapma, tez hazırlanma metotlarını öğrenir ve uygular. |
| 4- Conducting critical analysis, synthesis and evaluation of new and complex thoughts. | 6 - Hekimin sorumluluğu ve bunun için uyulacak kuralları öğrenir. |
| 5-Having high level skills in using research methods in studies related to his/her field. | 7 - Seminere hazırlanma, ödev yapma, tez hazırlanma metotlarını öğrenir ve uygular. |
| 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. | 7 - Seminere hazırlanma, ödev yapma, tez hazırlanma metotlarını öğrenir ve uygular. |
| 4- Leading in environments that are related to the field and require resolution of interdisciplinary problems. | 7 - Seminere hazırlanma, ödev yapma, tez hazırlanma metotlarını öğrenir ve uygular. 5 - Deontoloji ve Etik kavramlarını bilir, ilkelerini öğrenir. 3 - Tarihin en eski dönemlerinden itibaren hekimin kimliğini ve eğitimini öğrenir. |
| 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 - Tarihin ilk devirlerinden itibaren hastalıkların tedavisi için yapılanları öğrenir. 6 - Hekimin sorumluluğu ve bunun için uyulacak kuralları öğrenir. |
| 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
Gains the right to do a doctorate in the History of Medicine and Ethics at the Faculty of Medicine and enter academic life.Upgrading
May apply for post-doc programs.Type of Training
Full TimeAssessment and Evaluation
Exams are evaluated over 100 points. A minimum score of 65 and above is required in doctorate written exams. The ratio of midterm to success is 50% and the overall exam to success is 50%. Exams are verbal or written, they must prepare a seminar and prepare homework assignments.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. |
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) |
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 |
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 |
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 |
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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
|---|---|---|---|---|---|---|---|
| CASE STUDY of CLINICAL ETHIC | 0 | 0 | 0 | 0 | 1 | 3 | 1 |
| CHIEF PHYSICIANS (HEKIMBAŞI) and OTTOMAN HOSPITALS | 2 | 0 | 0 | 4 | 0 | 0 | 0 |
| HEALTH LEGISLATION | 0 | 0 | 0 | 0 | 1 | 2 | 1 |
| MEDICAL HISTORY of ISLAMIC and SELJUK PERIOD | 2 | 1 | 1 | 3 | 0 | 0 | 0 |
| MEDICAL LIABILITY | 0 | 0 | 0 | 0 | 2 | 4 | 1 |
| METHOD in MEDICAL ETHICS RESEARCH | 0 | 0 | 0 | 0 | 2 | 2 | 2 |
| MISCONDUCT in CRIMINAL LAW | 1 | 1 | 0 | 0 | 3 | 3 | 3 |
| MODERN MEDICAL EDUCATION | 2 | 0 | 0 | 4 | 0 | 0 | 0 |
| PATIENT RIGHTS and PRIVACY | 0 | 0 | 0 | 0 | 3 | 2 | 1 |
| QUALIFYING EXAM PREPARATION | 1 | 1 | 1 | 1 | 1 | 1 | 2 |
| REPUBLIC of TURKEY PERIOD | 2 | 0 | 0 | 4 | 0 | 0 | 0 |
| İlişkili Ders Sayısı / 11/17 | 10 | 3 | 2 | 16 | 13 | 17 | 11 |
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; |