Program Bilgileri
Program Bilgileri
Aim
To train nationally and internationally knowledgeable, competent and competent physicians who have reached the universal level in the fields of education, research and practice in Social Pediatrics, have the qualifications of universal scientists.Qualification Awarded
PhDRegistration and Admission Requirements
1. Becoming a pediatrician 2. To provide the necessary conditions for the doctoral program of the universityGraduation Requirements
The duration of successfully completing the credit courses required for the doctoral program is four semesters. Students who cannot successfully complete their courses within this period will be dismissed. Must have successfully completed at least seven courses, including the compulsory courses of the program and courses on research methods, ethics and publication ethics, and a seminar course. The doctoral program consists of 21 credits and 60 per academic year for students who have been accepted with a master's degree with thesis. It consists of at least 240 AKTS credits, including at least 7 courses, not less than AKTS, seminar, proficiency exam, thesis proposal and thesis work. The student who meets these conditions enters the doctoral proficiency exam. Successful students move on to the thesis stage. A student who has completed at least three thesis Monitoring Committee reports, including the Thesis Proposal, and prepared his thesis in accordance with the regulations, takes the thesis exam.Recognition of Prior Learning
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 |
| SPDD1114071 | CHILD HEALTH CARE | Turkish | 2 | 2 | 6 | |
| SPDD1114072 | WELL BABY FOLLOW-UP | Turkish | 2+2 | 3 | 8 | |
| SPDD1114073 | SEMINAR-I | Turkish | - | 10 | ||
| SPDD1114074 | FOLLOW-UP of the CHILD with a DISABLED and CHRONIC DISEASE | Turkish | 2+2 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SPDD1214071 | CHILD HEALTH CARE | Turkish | 2 | 2 | 6 | |
| SPDD1214073 | SEMINAR-I | Turkish | - | 10 | ||
| SPDD1214077 | VACCINATION | Turkish | 2+2 | 3 | 8 | |
| SPDD1214078 | SEMINAR-II | Turkish | - | 10 | ||
| SPDD1214281 | NUTRITION at the WELL BABY FOLLOW-UP | Turkish | 2+2 | 3 | 8 | |
| SPDD1214731 | STATISTICAL METHODS | Turkish | 3 | 3 | 8 | |
| SPDD1214021 | FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATION | Turkish | 2 | 2 | 6 | |
| SPDD1214075 | GROWTH and GROWTH PROBLEMS | Turkish | 2+2 | 3 | 8 | |
Program Qualification
Theoretical, Factual
. Independently designs, implements and concludes the research process on an original health-related subject.
Have the ability to communicate and discuss verbally and in writing in at least one foreign language.
Can choose modern techniques and tools required for applications in the field of health and uses information technologies effectively.
Constructs a problem in the field of health independently, develops a solution method, solves it, evaluates the results and applies it when necessary.
Acts in accordance with ethical and legal principles in the field of health.
She applies the knowledge and problem-solving skills she has absorbed in the field of health to interdisciplinary studies.
She systematically conveys the current developments in the field of health and her own studies to groups in her field and outside, in written, verbal and visual form.
It contributes to science by publishing at least a part of an original study that brings innovation to science, develops a new scientific method, or applies a known method to a field, in national and/or international peer-reviewed journals and expands the boundaries of knowledge in its field.
It contributes to the process of becoming an information society by introducing technological, social or cultural advances in the field of health.
Conducts critical analysis, synthesis and evaluation of new and complex ideas in the field of health.
| 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 - . Independently designs, implements and concludes the research process on an original health-related subject. |
| 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. | 6 - She applies the knowledge and problem-solving skills she has absorbed in the field of health to interdisciplinary studies. |
| 3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field. | 3 - Can choose modern techniques and tools required for applications in the field of health and uses information technologies effectively. |
| 4- Knows the importance of ethical principles and ethical committees for individuals and society. | 5 - Acts in accordance with ethical and legal principles in the field of health. |
| 5- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health. | 1 - . Independently designs, implements and concludes the research process on an original health-related subject. |
| SKILLS | |
| Cognitive, Practical | |
| 1- Evaluating, using and conveying new information in its field with a systematic approach. | 7 - She systematically conveys the current developments in the field of health and her own studies to groups in her field and outside, in written, verbal and visual form. |
| 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. | 4 - Constructs a problem in the field of health independently, develops a solution method, solves it, evaluates the results and applies it when necessary. |
| 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. | 8 - It contributes to science by publishing at least a part of an original study that brings innovation to science, develops a new scientific method, or applies a known method to a field, in national and/or international peer-reviewed journals and expands the boundaries of knowledge in its field. |
| 4- Conducting critical analysis, synthesis and evaluation of new and complex thoughts. | 10 - Conducts critical analysis, synthesis and evaluation of new and complex ideas in the field of health. |
| 5-Having high level skills in using research methods in studies related to his/her field. | 1 - . Independently designs, implements and concludes the research process on an original health-related subject. |
| 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. | 3 - Can choose modern techniques and tools required for applications in the field of health and uses information technologies effectively. |
| 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. | 4 - Constructs a problem in the field of health independently, develops a solution method, solves it, evaluates the results and applies it when necessary. |
| 2- Performing statistical analysis at a level that can evaluate a scientific article. | 1 - . Independently designs, implements and concludes the research process on an original health-related subject. |
| 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. | 8 - It contributes to science by publishing at least a part of an original study that brings innovation to science, develops a new scientific method, or applies a known method to a field, in national and/or international peer-reviewed journals and expands the boundaries of knowledge in its field. |
| 4- Leading in environments that are related to the field and require resolution of interdisciplinary problems. | 7 - She systematically conveys the current developments in the field of health and her own studies to groups in her field and outside, in written, verbal and visual form. |
| 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. | 10 - Conducts critical analysis, synthesis and evaluation of new and complex ideas in the field of health. |
| 2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices. | 4 - Constructs a problem in the field of health independently, develops a solution method, solves it, evaluates the results and applies it when necessary. |
| 3- Applying the principles of advanced professional development and lifelong learning related to the field of health in his/her studies. | 9 - It contributes to the process of becoming an information society by introducing technological, social or cultural advances in the field of health. |
| 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. | 9 - It contributes to the process of becoming an information society by introducing technological, social or cultural advances in the field of health. |
| 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. | 7 - She systematically conveys the current developments in the field of health and her own studies to groups in her field and outside, in written, verbal and visual form. |
| 3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level. | 2 - Have the ability to communicate and discuss verbally and in writing in at least one foreign language. |
| 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. | 9 - It contributes to the process of becoming an information society by introducing technological, social or cultural advances in the field of health. |
| 2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field. | 4 - Constructs a problem in the field of health independently, develops a solution method, solves it, evaluates the results and applies it when necessary. |
| 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. | 5 - Acts in accordance with ethical and legal principles in the field of health. |
| 6-Having experience in working with other health disciplines. | 6 - She applies the knowledge and problem-solving skills she has absorbed in the field of health to interdisciplinary studies. |
| 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. | 10 - Conducts critical analysis, synthesis and evaluation of new and complex ideas in the field of health. |
| 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. | 9 - It contributes to the process of becoming an information society by introducing technological, social or cultural advances in the field of health. |
Employment Opportunities
There are opportunities to continue an academic career at universities and to work in related departments such as child follow-up units.Upgrading
Type of Training
Full TimeAssessment and Evaluation
Regarding exams and course grades, the relevant articles of Istanbul Medipol University Graduate Education and Examination Regulations are applied.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 |
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. |
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 |
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 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| CHILD HEALTH CARE | 5 | 4 | 5 | 4 | 3 | 5 | 5 | 4 | 4 | 5 |
| CHILD PROTECTION in SOCIETY | 4 | 5 | 4 | 5 | 5 | 5 | 5 | 4 | 5 | 5 |
| FOLLOW-UP of the CHILD with a DISABLED and CHRONIC DISEASE | 4 | 5 | 4 | 3 | 5 | 5 | 5 | 4 | 5 | 5 |
| GROWTH and GROWTH PROBLEMS | 5 | 4 | 4 | 5 | 5 | 4 | 5 | 3 | 4 | 5 |
| QUALIFYING EXAM PREPARATION | 5 | 4 | 4 | 4 | 5 | 4 | 5 | 5 | 4 | 5 |
| SEMINAR-I | 5 | 4 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 |
| SEMINAR-II | 5 | 4 | 5 | 5 | 5 | 4 | 5 | 5 | 4 | 5 |
| VACCINATION | 5 | 4 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 5 |
| WELL BABY FOLLOW-UP | 5 | 4 | 5 | 4 | 5 | 4 | 5 | 4 | 4 | 5 |
| İlişkili Ders Sayısı / 9/13 | 43 | 38 | 41 | 40 | 43 | 39 | 45 | 38 | 39 | 45 |
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 |