Program Information
Aim
To provide with the knowledge and skill to carry out an original research in order to address health policy issues using interdisciplinary perspective, based upon advanced level theoretical knowledge about organization, financing, utilization and outcomes of health services.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 ProficiencyGraduation 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
Graduates from the Faculties of Medicine, Dentistry and Pharmacy and a 4-year undergraduate degree in Health and/ or Social Sciences, and have completed a Master's program in Management of their fields. Students enrolled in another university's Health Management program can apply for transfer. The courses taken by the student while enrolled in another university's postgraduate program are determined by the advisor and the relevant Department Board recommendation and the approval of the Graduate School Administrative Board, in case of subsequent enrollment in a postgraduate program at the University.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 |
| SAYD1120310 | HEALTH POLICY ANALYSIS | Turkish | 3 | 3 | 10 | |
| SAYD1120320 | HEALTH LAW and REGULATION | Turkish | 3 | 3 | 10 | |
| SAYD1167520 | ANALYSIS of MANAGEMENT THEORIES | Turkish | 3 | 3 | 8 | |
| SAYD1167530 | FINANCIAL MANAGEMENT in HEALTHCARE ORGANIZATIONS | Turkish | 3 | 3 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| SAYD1220650 | PLANNING of HEALTH SERVICES | Turkish | 3 | 3 | 10 | |
| SAYD1214048 | ADVANCED RESEARCH METHODS | Turkish | 3 | 3 | 8 | |
| SAYD1214021 | FURTHER TOPICS in SCIENTIFIC RES. PRO. PREPARATION | Turkish | 2 | 2 | 6 | |
| SAYD1214016 | LEADERSHIP and LEADERSHIP ANALYSIS | Turkish | 3 | 3 | 10 | |
| SAYD1267540 | HEALTH SERVICES MARKETING and BRAND MANAGEMENT | Turkish | 3 | 3 | 8 | |
| SAYD1267550 | MANAGEMENT of HEALTH RESULTS | Turkish | 3 | 3 | 8 | |
| SAYD1267560 | STRATEGIC HUMAN RESOURCES MANAG. THEORIES and APP. | Turkish | 3 | 3 | 8 | |
| SAYD1267580 | ENTREPRENEURSHIP and INNOVATION MANAGEMENT | Turkish | 3 | 3 | 8 | |
| SAYD1267590 | QUALITY and ACCREDIATION in HEALTH | Turkish | 3 | 3 | 8 | |
| SAYD1267610 | SOCIOLOGY of HEALTH | Turkish | 3 | 3 | 8 | |
| SAYD1267620 | ORGANIZATIONAL THEORIES | Turkish | 3 | 3 | 8 | |
Program Qualification
Theoretical, Factual
1. S(he) has deep theoretical and applied knowledge about organization, financing, utilization and outcomes of health services and follows the developments.
2. S(he) develops a new conceptual framework, analyzes the framework and reaches original results by critically assessing the existing health policies from an interdisciplinary perspective.
| 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
Program graduates can work in private or public health institutions, and continue to work as academics.Upgrading
May apply to post-doctoral programmes.Type of Training
Full TimeAssessment and Evaluation
The success of a course is determined by the course grade. Course achievement grade is obtained by evaluating the student's success and the general exam during the semester in the midterm and midterm assignments, projects, applied studies, group work and similar studies. To be successful in a course, the grade must be at least 75 (B-) in the master's program. The number, form, and rate of affecting the course achievement scores of a course within the semester are entered into the education information system and announced to the students at the beginning of the semester. The effect of the general examination on lesson success grade cannot be less than 30% and more than 70%.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 |
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 |
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 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ANALYSIS of MANAGEMENT THEORIES | 3 | 2 | 2 | 1 | 1 | 2 | 4 | 3 | 0 | 4 | 0 | 2 | 2 |
| EVIDENCE BASED HEALTH MANAGEMENT | 3 | 4 | 4 | 5 | 4 | 5 | 4 | 2 | 5 | 5 | 0 | 3 | 4 |
| FINANCIAL MANAGEMENT in HEALTHCARE ORGANIZATIONS | 5 | 4 | 1 | 1 | 1 | 2 | 3 | 4 | 3 | 3 | 0 | 4 | 4 |
| HEALTH LAW and REGULATION | 2 | 1 | 1 | 0 | 1 | 0 | 2 | 1 | 0 | 1 | 0 | 0 | 0 |
| HEALTH POLICY ANALYSIS | 3 | 4 | 4 | 3 | 3 | 3 | 4 | 5 | 4 | 3 | 4 | 5 | 3 |
| HEALTH SERVICES MARKETING and BRAND MANAGEMENT | 1 | 2 | 1 | 1 | 3 | 2 | 3 | 2 | 3 | 3 | 2 | 3 | 4 |
| LEADERSHIP and LEADERSHIP ANALYSIS | 3 | 4 | 4 | 4 | 4 | 3 | 3 | 3 | 5 | 4 | 2 | 4 | 5 |
| PLANNING of HEALTH SERVICES | 4 | 4 | 3 | 3 | 4 | 3 | 4 | 2 | 4 | 4 | 2 | 4 | 2 |
| QUALIFYING EXAM PREPARATION | 5 | 5 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 4 | 5 | 4 | 4 |
| SEMINAR | 4 | 3 | 2 | 2 | 5 | 3 | 5 | 3 | 3 | 5 | 3 | 3 | 3 |
| STRATEGIC HUMAN RESOURCES MANAG. THEORIES and APP. | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 4 | 0 | 4 | 4 |
| STRATEGIC PLANNING and MANAGEMENT | 1 | 3 | 3 | 2 | 3 | 3 | 0 | 2 | 2 | 1 | 4 | 2 | 2 |
| İlişkili Ders Sayısı / 12/23 | 39 | 39 | 36 | 29 | 35 | 33 | 39 | 35 | 37 | 41 | 22 | 38 | 37 |
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; |