Program Bilgileri
Aim
The program is designed to provide students with extensive and comprehensive training in the field of health law for the students to make proposals to the resolution of dispute, have scientific research skills and expertise in spesific areas.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
-To hold a bachelor's degree, -The ALES requirement does not apply to the non-thesis master's program. -50% of the undergraduate GPA and 50% of the interview score are combined. Applications for the announced graduate programs must be submitted in accordance with the prescribed procedures and within the timeframes specified in the announcement.Graduation Requirements
A non-thesis master’s degree program consists of at least ten courses and one semester project course, provided that the program comprises a minimum of 30 credits and 60 ECTS credits. Students who successfully complete their credit-bearing courses and semester project and submit the required documents to the institute within one month of completion are awarded a non-thesis master’s degree diploma.Recognition of Prior Learning
Students are accepted by lateral transfer according to the articles of Istanbul Medipol University Graduate Education and Training Regulations regarding the admission of students by lateral transfer.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 |
| SHKY1111154 | INTRODUCTION to MEDICAL LAW and MEDICAL ETHIC I | Turkish | 3 | 3 | 8 | |
| SHKY1117470 | PATIENT RIGHTS and DOCTOR'S LEGAL LIABILITY I | Turkish | 3 | 3 | 8 | |
| SHKY1112184 | CRIMINAL LIABILITY of HEALTH PROFESSIONALS | Turkish | 3 | 3 | 7 | |
| SHKY1115065 | VIOLENCE in HEAL. FROM The DIMEN. of CRIMINAL LAW | Turkish | 3 | 3 | 7 | |
| SHKY1117490 | HEALTH ADMINISTRATIVE LAW I | Turkish | 3 | 3 | 7 | |
| SHKY1117510 | HOSPITAL ADMINISTRATION | Turkish | 3 | 3 | 7 | |
| SHKY1117520 | CURRENT PROBLEMS of MEDICAL LAW I | Turkish | 3 | 3 | 7 | |
| SHKY1129270 | MEDICAL ETHICS I | Turkish | 3 | 3 | 7 | |
| SHKY1161990 | HEALTH SERVICE THEORY | Turkish | 3 | 3 | 7 | |
| SHKY1162010 | THE BASICS of MEDICINE for HEALTH LAWYERS CONCEPTS | Turkish | 3 | 3 | 7 | |
| SHKY1165570 | THE THEORY of HEALTH CARE SERVICES | Turkish | 3 | 3 | 7 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SHKY1211155 | INTRODUCTION to MEDICAL LAW and MEDICAL ETHIC I | Turkish | 3 | 3 | 8 | |
| SHKY1217560 | PATIENT RIGHTS and DOCTOR'S LEGAL LIABILITY II | Turkish | 3 | 3 | 8 | |
| SHKY1240960 | OCCUPATIONAL HEALTH and SAFETY LAW | Turkish | 3 | 3 | 8 | |
| SHKY1212185 | MEDICINE and CRIMINE LAW | Turkish | 3 | 3 | 7 | |
| SHKY1212186 | LICENCING and CONTROLLING of HEALTH INSTITUONS | Turkish | 3 | 3 | 7 | |
| SHKY1214464 | EVALUATION of AESTH. INTER. in TERMS of CRIM. LAW | Turkish | 3 | 3 | 7 | |
| SHKY1216268 | CRIMES AGAINST PUBLIC HEALTH | Turkish | 3 | 3 | 7 | |
| SHKY1217570 | LIABILITIES of HEALTH AGENCIES and INSTITUTIONS | Turkish | 3 | 3 | 7 | |
| SHKY1217580 | HEALTH ADMINISTRATIVE LAW II | Turkish | 3 | 3 | 7 | |
| SHKY1217590 | SPECIFIC MEDICAL INTERVENTIONS | Turkish | 3 | 3 | 7 | |
| SHKY1217620 | CURRENT PROBLEMS of MEDICAL LAW II | Turkish | 3 | 3 | 7 | |
| SHKY1229280 | MEDICAL ETHICS II | Turkish | 3 | 3 | 7 | |
| SHKY1262020 | PROVISION of HEALTH CARE SERVICES | Turkish | 3 | 3 | 7 | |
| SHKY1262040 | FORENSIC MEDICINE PRACTICE in HEALTH LAW | Turkish | 3 | 3 | 7 | |
Program Qualification
Theoretical, Factual
In light of the current developments in the field of health law, have knowledge about the main sources, legislation and jurisprudence which related to the health law.
With understanding relationships among concept, institution and method that related to disciplines of health law, establish a connection between them.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
Employment Opportunities
The master's program provides the opportunity to become an expert in the field of health law to active researchers, managers, lawyers, health professionals and other professional groups who want to develop themselves in this field. They can use this expertise in managerial positions in the field of health and law, take part in professional trainings as trainers and contribute to their careers in their fields.Upgrading
The non-thesis master's program consists of at least ten courses and a term project course, provided that it is not less than 30 credits and 60 ECTS. Students who successfully complete these courses and successfully defend the term project are entitled to graduate from the non-thesis master's program.Type of Training
Full TimeAssessment and Evaluation
Success in a course is determined by the course success grade. The course success grade is obtained by evaluating the student's success in midterm exams and assignments, practical studies, group studies and similar studies that replace midterm exams and the general exam together.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. |
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) |
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. |
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 |
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 |
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 |
Course - Program Competencies Relations
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| CURRENT PROBLEMS of MEDICAL LAW I | 4 | 4 | 3 | 2 | 2 | 2 | 2 | 3 | 3 | 3 | 0 | 1 | 2 | 3 |
| CURRENT PROBLEMS of MEDICAL LAW II | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 3 | 4 | 3 | 4 | 4 | 4 |
| FORENSIC MEDICINE PRACTICE in HEALTH LAW | 3 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 5 | 3 | 3 | 3 | 4 | 4 |
| HEALTH ADMINISTRATIVE LAW I | 3 | 2 | 3 | 2 | 1 | 2 | 3 | 2 | 1 | 3 | 2 | 0 | 3 | 3 |
| HOSPITAL ADMINISTRATION | 4 | 5 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 4 | 4 | 3 |
| INTRODUCTION to MEDICAL LAW and MEDICAL ETHIC I | 3 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 4 | 3 | 2 | 5 | 5 |
| LIABILITIES of HEALTH AGENCIES and INSTITUTIONS | 4 | 3 | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 4 | 3 |
| LICENCING and CONTROLLING of HEALTH INSTITUONS | 2 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 0 |
| MEDICAL ETHICS I | 3 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 4 | 3 | 2 | 5 | 5 |
| MEDICAL ETHICS II | 3 | 3 | 4 | 4 | 2 | 3 | 3 | 4 | 3 | 4 | 3 | 2 | 5 | 5 |
| MEDICINE and CRIMINE LAW | 2 | 1 | 2 | 3 | 1 | 2 | 2 | 2 | 3 | 1 | 2 | 2 | 2 | 3 |
| OCCUPATIONAL HEALTH and SAFETY LAW | 2 | 2 | 0 | 2 | 0 | 0 | 0 | 1 | 4 | 0 | 0 | 0 | 0 | 0 |
| PATIENT RIGHTS and DOCTOR'S LEGAL LIABILITY I | 4 | 4 | 4 | 4 | 4 | 5 | 5 | 4 | 3 | 3 | 3 | 2 | 4 | 4 |
| PROVISION of HEALTH CARE SERVICES | 3 | 3 | 3 | 2 | 2 | 1 | 1 | 2 | 1 | 2 | 3 | 1 | 3 | 3 |
| SPECIFIC MEDICAL INTERVENTIONS | 3 | 2 | 3 | 3 | 1 | 3 | 3 | 2 | 3 | 4 | 4 | 0 | 4 | 3 |
| TERM PROJECT | 4 | 3 | 4 | 3 | 4 | 4 | 3 | 2 | 1 | 3 | 3 | 3 | 2 | 2 |
| VIOLENCE in HEAL. FROM The DIMEN. of CRIMINAL LAW | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 0 | 3 | 1 |
| İlişkili Ders Sayısı / 17/26 | 54 | 51 | 57 | 54 | 40 | 47 | 48 | 51 | 47 | 51 | 44 | 32 | 59 | 56 |
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 |