Program Information

Aim

The aim of this programme is to educate scholars of anatomy who can plan and manage independent multidisciplinary researches in association with the related clinical departments, analyze the results of these researches, educate graduate and postgraduate students.

Qualification Awarded

Third Cycle (Doctorate Degree)

Registration and Admission Requirements

Bachelor's Degree and/or Master's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) Result, Certificate of English Proficiency

Graduation Requirements

Students who have succesfully complete all of the courses and take minumum 240 ECTS with a seminar, qualifying exam, dissertation proposal, PhD dissertation have a right to receive a diploma.

Recognition of Prior Learning

Students who graduate from the anatomy master's program will be able to apply.

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.

COURSE LISTS
Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
KAND1111941RADIOLOGY ITurkish228
KAND1111943NERVOUS SYSTEM ANATOMYTurkish3314
KAND1111944GASTROINTESTINAL SYSTEM ANATOMY IITurkish228
KAND1113052LOCOMOTOR SYSTEM ANATOMYTurkish3310
KAND1118910DISSECTION of CADAVERTurkish0+428
KAND1111926PHYSIOLOGY ITurkish226
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
KAND1211668RADIOLOGY IITurkish228
KAND1211946GENITOURINARY SYSTEMTurkish228
KAND1214248CARDIOVASCULAR SYSTEM ANATOMYTurkish3310
KAND1237650SECTIONAL ANATOMY of the CENTRAL NERVOUS SYSTEMTurkish224
KAND1211935PHYSIOLOGY IITurkish226
KAND1211936GENERAL PATHOLOGYTurkish226
KAND1214021FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATIONTurkish226

Program Qualification

Theoretical, Factual

He/she knows the basic functions and working mechanisms of organs and systems and can explain each system as a course subject.
He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.
She/he can take an active role in multidisciplinary studies related to her/his branch.
He/she can identify normal anatomical structures on radiogram, MR and CT images and provide anatomical explanations for pathological conditions
He/she can speak at least one foreign language effectively, he/she can follow international publications in his/her branch or other branchs.
He/she can understand the topographic anatomy, surface projections and courses of organs and structures.
He/she can can make a presentation about his/her branch or other researchers branchs.
He/she can analyzes herself/himself by following current research topics.
He/she can solve clinical problems and explain anatomically.
He/she can define the basic microanatomical structures in the human body, tissues, organs and systems.
He/she can make trust-based relationships with students and get them interest in the lesson.


Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram 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.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

2 - He/she can dissect different parts of cadavers alone, identify organs and other structures on them, and lecture on them

1 - He/she knows the basic functions and working mechanisms of organs and systems and can explain each system as a course subject.

8 - He/she can understand the topographic anatomy, surface projections and courses of organs and structures.

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.

4 - She/he can take an active role in multidisciplinary studies related to her/his branch.

6 - He/she understands the relationship of anatomy with other basic medicine and clinical branches and takes part in projects.

3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field.

5 - He/she can identify normal anatomical structures on radiogram, MR and CT images and provide anatomical explanations for pathological conditions

8 - He/she can understand the topographic anatomy, surface projections and courses of organs and structures.

4- Knows the importance of ethical principles and ethical committees for individuals and society.

14 - He/she can make trust-based relationships with students and get them interest in the lesson.

11 - He/she effectively fulfills the responsibility given within the team in multidisciplinary studies.

5- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health.

11 - He/she effectively fulfills the responsibility given within the team in multidisciplinary studies.

10 - He/she can analyzes herself/himself by following current research topics.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

SKILLS
Cognitive, Practical

1- Evaluating, using and conveying new information in its field with a systematic approach.

6 - He/she understands the relationship of anatomy with other basic medicine and clinical branches and takes part in projects.

10 - He/she can analyzes herself/himself by following current research topics.

9 - He/she can can make a presentation about his/her branch or other researchers branchs.

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.

6 - He/she understands the relationship of anatomy with other basic medicine and clinical branches and takes part in projects.

4 - She/he can take an active role in multidisciplinary studies related to her/his branch.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

12 - He/she can solve clinical problems and explain anatomically.

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.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

9 - He/she can can make a presentation about his/her branch or other researchers branchs.

11 - He/she effectively fulfills the responsibility given within the team in multidisciplinary studies.

4- Conducting critical analysis, synthesis and evaluation of new and complex thoughts.

10 - He/she can analyzes herself/himself by following current research topics.

12 - He/she can solve clinical problems and explain anatomically.

5-Having high level skills in using research methods in studies related to his/her field.

10 - He/she can analyzes herself/himself by following current research topics.

4 - She/he can take an active role in multidisciplinary studies related to her/his branch.

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.

5 - He/she can identify normal anatomical structures on radiogram, MR and CT images and provide anatomical explanations for pathological conditions

11 - He/she effectively fulfills the responsibility given within the team in multidisciplinary studies.

12 - He/she can solve clinical problems and explain anatomically.

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.

9 - He/she can can make a presentation about his/her branch or other researchers branchs.

10 - He/she can analyzes herself/himself by following current research topics.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

2- Performing statistical analysis at a level that can evaluate a scientific article.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

10 - He/she can analyzes herself/himself by following current research topics.

12 - He/she can solve clinical problems and explain anatomically.

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 - He/she can speak at least one foreign language effectively, he/she can follow international publications in his/her branch or other branchs.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

4- Leading in environments that are related to the field and require resolution of interdisciplinary problems.

4 - She/he can take an active role in multidisciplinary studies related to her/his branch.

11 - He/she effectively fulfills the responsibility given within the team in multidisciplinary studies.

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 - He/she can analyzes herself/himself by following current research topics.

12 - He/she can solve clinical problems and explain anatomically.

2- Following evidence-based practices and conducts researches that will create evidence in his/her field about professional practices.

6 - He/she understands the relationship of anatomy with other basic medicine and clinical branches and takes part in projects.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

1 - He/she knows the basic functions and working mechanisms of organs and systems and can explain each system as a course subject.

3- Applying the principles of advanced professional development and lifelong learning related to the field of health in his/her studies.

10 - He/she can analyzes herself/himself by following current research topics.

11 - He/she effectively fulfills the responsibility given within the team in multidisciplinary studies.

12 - He/she can solve clinical problems and explain anatomically.

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.

10 - He/she can analyzes herself/himself by following current research topics.

3 - He/she can design a project on a subject individually, take an active role in that project, compose a scientific article, and publish.

6 - He/she understands the relationship of anatomy with other basic medicine and clinical branches and takes part in projects.

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.

6 - He/she understands the relationship of anatomy with other basic medicine and clinical branches and takes part in projects.

4 - She/he can take an active role in multidisciplinary studies related to her/his branch.

7 - He/she can speak at least one foreign language effectively, he/she can follow international publications in his/her branch or other branchs.

3- Establishing and discussing advanced written, verbal and visual communication by using a foreign language at least at European Language Portfolio C1 Level.

7 - He/she can speak at least one foreign language effectively, he/she can follow international publications in his/her branch or other branchs.

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.

5 - He/she can identify normal anatomical structures on radiogram, MR and CT images and provide anatomical explanations for pathological conditions

1 - He/she knows the basic functions and working mechanisms of organs and systems and can explain each system as a course subject.

2 - He/she can dissect different parts of cadavers alone, identify organs and other structures on them, and lecture on them

14 - He/she can make trust-based relationships with students and get them interest in the lesson.

2- Establishing functional interaction by using strategic decision-making processes in solving the problems encountered in the field.

12 - He/she can solve clinical problems and explain anatomically.

9 - He/she can can make a presentation about his/her branch or other researchers branchs.

10 - He/she can analyzes herself/himself by following current research topics.

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.

10 - He/she can analyzes herself/himself by following current research topics.

12 - He/she can solve clinical problems and explain anatomically.

6-Having experience in working with other health disciplines.

11 - He/she effectively fulfills the responsibility given within the team in multidisciplinary 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 - He/she can analyzes herself/himself by following current research topics.

12 - He/she can solve clinical problems and explain anatomically.

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.

13 - He/she can define the basic microanatomical structures in the human body, tissues, organs and systems.

2 - He/she can dissect different parts of cadavers alone, identify organs and other structures on them, and lecture on them

1 - He/she knows the basic functions and working mechanisms of organs and systems and can explain each system as a course subject.

Employment Opportunities

Students who have successfully completed the program can work in areas convenient for their specialty by syncretizing their anatomy knowledge. They can be appointed as research assistant or lecturer at universities, provided that they are successful in the Personnel and Graduate Education Exam (ALES) and foreign language exams. They can continue to their doctorate.

Upgrading

May apply to post-doctoral programmes.

Type of Training

Full Time

Assessment and Evaluation

Assessment and evaluation is done as a written exam or an oral exam. The success of the student in the course is determined by the exam grade obtained after the exams. In order to be considered successful in the course, the student must score at least 75 points from the oral or written exam. The passing grade is determined by taking 50% of the scores obtained from the midterm and general exams.

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

Role Play and Drama Technique

Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students.

Script text, theater, classroom, conference room, video and audio, visual recordings.

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

Concept Map Technique

Distinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual framework

Concept maps

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.

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

Quiz

It is done to identify learning gaps. In this case, student grades are not reflected. The level of realization of learning objectives can be evaluated depending on the process. In this case, it can be reflected in student grades.

Worksheets, question bank, question pool, answer key

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

Course1234567891011121314
ADVANCED CENTRAL NERVOUS SYSTEM ANATOMY I11223324332342
ADVANCED CENTRAL NERVOUS SYSTEM ANATOMY II11223324332342
ADVANCED PERIHERAL NERVOUS SYSTEM ANATOMY00102010030401
BIOMECHANICS of the SPINE20103200230020
CARDIOVASCULAR SYSTEM ANATOMY10033302400330
CLINIC of BASIC DISEASES I21003302000320
CLINIC of BASIC DISEASES II12013303000320
CLINICAL ANATOMY32112322243014
CLINICAL and TOPOGRAPHIC ANATOMY of HEAD and NECK11001102000231
COMMUNICATION SKILLS00020000003000
DISSECTION of CADAVER15112132000303
FUNCTIONAL ANATOMY of EAR30203031030323
FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATION01242010304113
GASTROINTESTINAL SYSTEM ANATOMY II30011023220430
GENERAL PATHOLOGY22331332244543
GENERAL PHARMACOLOGY20110210222311
GENITOURINARY SYSTEM41134315122553
LOCOMOTOR SYSTEM ANATOMY02112100122331
LYMPHATIC SYSTEM ANATOMY11000101001020
NERVOUS SYSTEM ANATOMY32323213333442
PHYSIOLOGY I01223121202211
PHYSIOLOGY II02102312413100
RADIOLOGY I11113313112332
RADIOLOGY II31222433332103
SECTIONAL ANATOMY of the CENTRAL NERVOUS SYSTEM10113434314044
SEMINAR00223240454002
TOPOGRAPHIC ANATOMY of EXTREMITIS30011423220130
TOPOGRAPHIC ANATOMY of the ABDOMEN and PELVIS32103203010110
İlişkili Ders Sayısı / 28/304229313661573855474845615841

Surveys for Students

Strongly DisagreeDisagreeNeither Agree Nor DisagreeAgreeStrongly AgreeDon't Know/No IdeaChoose
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;

Numerical Data

Number of Students by years

Student Success

Graduate Success

Publication Date: 27/11/2023 - 20:48Last Update : 27/11/2023 - 20:49
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