Program Information
Aim
We aim to train specialists who can improve their midwifery skills and knowledge with ladership in professionalism, approaching the whole group they are serving, providing services in multidisciplinary cooperation, and who can continuously develop midwifery researches in the process of midwifery practice and development, having training and management skills on this specific field.Qualification Awarded
Second Cycle (Master's Degree)Registration and Admission Requirements
Bachelor's Degree Diploma, Academic Personnel and Graduate Education Exam (ALES) ResultGraduation Requirements
Students who have succesfully complete all of the courses,a seminar and a thesis who have taken the 90 to 120 ECTS have a right to receive a diploma.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 |
| EBEY1114193 | RESEARCH METHODS and TECNIQUES | Turkish | 2 | 2 | 6 | |
| EBEY1167180 | PERINATOLOGY | Turkish | 2 | 2 | 4 | |
| EBEY1114195 | MIDWIFERY and COMMUNITY HEALTH | Turkish | 2 | 2 | 6 | |
| EBEY1115110 | ADVANCED APPLICATIONS in MIDWIFERY | Turkish | 2+2 | 3 | 8 | |
| EBEY1167160 | PHYSIOPATHOLOGY in MIDWIFERY | Turkish | 2+2 | 3 | 8 | |
| EBEY1167190 | REPRODUCTIVE HEALTH | Turkish | 2+2 | 3 | 8 | |
| EBEY1134550 | UROGYNECOLOGY and MIDWIFERY | Turkish | 3+2 | 4 | 8 | |
| Spring Semester Courses Plan | ||||||
| Code | Course | Language of Instruction | T+U | UK | ECTS | Download |
| EBEY1214194 | CONCEPTS and MODELS in MIDWIFERY | Turkish | 2 | 2 | 6 | |
| EBEY1214196 | MIDWIFERY and ETHICS | Turkish | 2 | 2 | 6 | |
| EBEY1215220 | SEMINAR | Turkish | - | 4 | ||
| EBEY1231270 | NEWBORN HEALTH and DISEASES | Turkish | 2+2 | 3 | 8 | |
| EBEY1214014 | HOW to PREPARE a SCIENTIFIC RESEARCH PROJECT | Turkish | 2 | 2 | 6 | |
| EBEY1214197 | ARTICLE READING and WRITING | Turkish | 2 | 2 | 6 | |
| EBEY1215210 | BIRTH PREPARING CLASSES SEMINAR | Turkish | 2+2 | 3 | 8 | |
| EBEY1266010 | RISKY BIRTH MANAGEMENT | Turkish | 3 | 3 | 8 | |
| EBEY1267210 | BASIC ULTRASONOGRAPHY for MIDWIVES | Turkish | 2+2 | 3 | 8 | |
| EBEY1267250 | INFERTILITY | Turkish | 2 | 2 | 4 | |
Program Qualification
Theoretical, Factual
Based on midwifery undergraduate level qualifications, midwifes have sufficient knowledge to make it happen by knowing the importance of midwifery practices and evidence-based studies on delivery and birh.
Comprehend the interdisciplinary interactions related to the field of specialty in midwifery.
Has sufficient information about the relevant legislation in midwifery practices.
| Program Output TYYÇ Basic Area Matrix | |
| Basic Area Qualification | Program Qualification |
| KNOWLEDGE | |
| Theoretical, Factual | |
| 1- Having up-to-date knowledge at the level of expertise in the field of health based on undergraduate level competencies, develops and deepens them. | 1 - Based on midwifery undergraduate level qualifications, midwifes have sufficient knowledge to make it happen by knowing the importance of midwifery practices and evidence-based studies on delivery and birh. 5 - Can apply educational skills methods 3 - Has the ability to access, evaluate and interpret the theoretical knowledge at the level of specialty acquired in the field of midwifery. |
| 2- Understanding the interaction between the disciplines that it is related to in the field of health. | 2 - Comprehend the interdisciplinary interactions related to the field of specialty in midwifery.
Has sufficient information about the relevant legislation in midwifery practices. |
| 3- Having advanced knowledge about other technological tools including computers and devices specific to the field at the level required by the health field. | 9 - It develops a behavior which is open to development and adopting lifelong learning in the health service where information is constantly changing |
| 5- Having knowledgeable about statistical methods used continuously in studies conducted in the field of health. | 6 - In a study that requires a specialty in midwifery, can conducts independently in the light of the knowledge and skills acquired. |
| SKILLS | |
| Cognitive, Practical | |
| 1- Having the ability to use, develop and deepen the theoretical and practical knowledge it has acquired at the level of expertise in its field. | 4 - Can develop theories particular to midwifery by knowing the theories of health care and integrating them with the knowledge gained in midwifery. 1 - Based on midwifery undergraduate level qualifications, midwifes have sufficient knowledge to make it happen by knowing the importance of midwifery practices and evidence-based studies on delivery and birh. 3 - Has the ability to access, evaluate and interpret the theoretical knowledge at the level of specialty acquired in the field of midwifery. |
| 2- Integrating the information it has in the field of health with information from different disciplines and interpreting it to create new information, analysing and synthesising it using different research methods and offering solutions. | 7 - Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility |
| 3- Publishing the report of the research he /she has done/participated in and publishes it in a nationally/internationally accepted refereed journal or presents it in a scientific meeting. | 3 - Has the ability to access, evaluate and interpret the theoretical knowledge at the level of specialty acquired in the field of midwifery. |
| 4- Performing the necessary examination by using the devices and devices specific to the field with other technological tools including computer at the level required by the health field and solves the problems and problems. | 7 - Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results |
| 5- Using information and communication technologies related to its field. | 7 - Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results |
| 6-The ability to choose, calculate and interpret the correct statistical methods while conducting research on his/her field. | 6 - In a study that requires a specialty in midwifery, can conducts independently in the light of the knowledge and skills acquired. |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
| 1- Constructing issues that require expertise in the field of health, offering solutions, solving problems, evaluating the results obtained and applying them when necessary. | 7 - Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results 3 - Has the ability to access, evaluate and interpret the theoretical knowledge at the level of specialty acquired in the field of midwifery. |
| 2- Developing solution proposals and produces solutions by taking responsibility in case of unforeseen complex situations in health field-related issues. | 7 - Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results |
| 3- Carrying out studies related to the health field independently and/or as a team. | 8 - Leadership in environments that require solving foreseen or unforeseen problems related to midwifery profession 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility |
| 2- Performing statistical analysis at a level that can evaluate a scientific article. | 6 - In a study that requires a specialty in midwifery, can conducts independently in the light of the knowledge and skills acquired. |
| Learning Competence | |
| 1- Evaluating information about the health field with a critical approach and directs learning. | 9 - It develops a behavior which is open to development and adopting lifelong learning in the health service where information is constantly changing 10 - Can follow current, national and international professional literature in midwifery, conduct scientific studies and transfer their results systematically. 11 - Using English at a sufficient level to conduct scientific studies in midwifery. |
| 2- Performing statistical analysis at a level that can evaluate a scientific article. | 6 - In a study that requires a specialty in midwifery, can conducts independently in the light of the knowledge and skills acquired. |
| 3- Following evidence-based practices and conducting research that will create evidence in his/her field about professional practices. | 14 - Write research projects that can provide national and international evidence to the midwifery profession. |
| 4- Applying the principles of advanced professional development and lifelong learning related to the health field in his/her studies. | 9 - It develops a behavior which is open to development and adopting lifelong learning in the health service where information is constantly changing |
| Communication and Social Competence | |
| 1- ingand shares his/her knowledge in the field of health, current developments and his/her own works in a systematic way in writing, verbally and visually with groups in the same field or outside. | 6 - In a study that requires a specialty in midwifery, can conducts independently in the light of the knowledge and skills acquired. 7 - Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results 14 - Write research projects that can provide national and international evidence to the midwifery profession. 11 - Using English at a sufficient level to conduct scientific studies in midwifery. 10 - Can follow current, national and international professional literature in midwifery, conduct scientific studies and transfer their results systematically. 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility |
| 2- Examining the social relations in the professional and professional environment and the norms that guide these relationships from a critical perspective and does what is necessary to improve them. | 2 - Comprehend the interdisciplinary interactions related to the field of specialty in midwifery.
Has sufficient information about the relevant legislation in midwifery practices. |
| 3- Establishing verbal and written communication by using a foreign language at least at European Language Portfolio C1 General Level. | 11 - Using English at a sufficient level to conduct scientific studies in midwifery. |
| 4- Having knowledge about computer software and communication technologies at the level required by the health field and uses them at an advanced level. | 9 - It develops a behavior which is open to development and adopting lifelong learning in the health service where information is constantly changing |
| Field-based Competence | |
| 1- Developing strategies and policies on health-related issues and interprets implementation plans and evaluates the results obtained within a scientific and ethical framework. | 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility 14 - Write research projects that can provide national and international evidence to the midwifery profession. 13 - Takes an active role in the work of professional organizations. |
| 2- Observing social, scientific and ethical values during the collection, interpretation and announcement of data related to the health field and teaches these values. | 14 - Write research projects that can provide national and international evidence to the midwifery profession. 15 - Can develop a critical perspective to scientific studies. 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility 10 - Can follow current, national and international professional literature in midwifery, conduct scientific studies and transfer their results systematically. 6 - In a study that requires a specialty in midwifery, can conducts independently in the light of the knowledge and skills acquired. 7 - Has the ability to identify a problem that requires expertise related to midwifery, determining the solution methods, collecting data in order to solve the problem, analyzing and evaluating the results |
| 3- Applying the knowledge and problem-solving abilities it absorbs in the field of health in interdisciplinary studies. | 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility |
| 4- Evaluating current developments in the field of health in line with national values and country facts, including children and families, which are the basic units of the society. | 3 - Has the ability to access, evaluate and interpret the theoretical knowledge at the level of specialty acquired in the field of midwifery. |
| 5- Developing strategy, policy and implementation plans on issues related to the health field and evaluates the results obtained within the framework of quality processes. | 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility 15 - Can develop a critical perspective to scientific studies. 14 - Write research projects that can provide national and international evidence to the midwifery profession. 13 - Takes an active role in the work of professional organizations. |
| 6- Contributing to national and international health policy studies on taking health further. | 13 - Takes an active role in the work of professional organizations. 14 - Write research projects that can provide national and international evidence to the midwifery profession. 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility |
| 6-Having experience in working with other health disciplines. | 12 - Takes part in research, projects and activities in collaboration with the healthcare team and other disciplines with a sense of social responsibility |
Employment Opportunities
Those who have successfully completed the program can serve as an midwife in hospitals.Upgrading
Type of Training
Full TimeAssessment and Evaluation
Assessment is done by written exam, reading and comprehension of a research article, or expression of a subject. To be considered successful from a course, the grade must be at least 65 in the master program. The ratio of the midterm exam to the success rate is 50% and the overall exam's success rate is 50%.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 |
Simulation Technique | Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices. | Simulation environment, Computer |
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 |
Computer-Internet Supported Instruction | Online Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills. | Moodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc. |
Care Plan | ||
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 |
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
| Course | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ADVANCED APPLICATIONS in MIDWIFERY | 3 | 1 | 2 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 2 | 0 | 0 | 0 | 1 |
| ARTICLE READING and WRITING | 1 | 0 | 2 | 0 | 1 | 3 | 3 | 1 | 1 | 3 | 3 | 3 | 3 | 4 | 4 |
| BASIC ULTRASONOGRAPHY for MIDWIVES | 3 | 3 | 2 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 |
| BIRTH PREPARING CLASSES SEMINAR | 3 | 1 | 2 | 0 | 1 | 0 | 0 | 0 | 1 | 2 | 0 | 0 | 1 | 0 | 0 |
| CONCEPTS and MODELS in MIDWIFERY | 0 | 2 | 2 | 4 | 1 | 0 | 1 | 1 | 1 | 1 | 1 | 0 | 0 | 0 | 0 |
| HOW to PREPARE a SCIENTIFIC RESEARCH PROJECT | 0 | 0 | 0 | 0 | 1 | 4 | 1 | 0 | 0 | 4 | 2 | 0 | 0 | 4 | 3 |
| INFERTILITY | 2 | 2 | 1 | 0 | 1 | 0 | 1 | 0 | 0 | 1 | 1 | 1 | 0 | 0 | 3 |
| MIDWIFERY and COMMUNITY HEALTH | 2 | 1 | 3 | 0 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 2 | 2 | 0 | 0 |
| MIDWIFERY and ETHICS | 0 | 3 | 1 | 0 | 0 | 0 | 1 | 1 | 1 | 1 | 0 | 0 | 2 | 0 | 1 |
| NEWBORN HEALTH and DISEASES | 3 | 1 | 3 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 | 0 | 1 | 0 | 1 |
| PERINATOLOGY | 3 | 1 | 2 | 0 | 1 | 0 | 3 | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 1 |
| PHYSIOPATHOLOGY in MIDWIFERY | 3 | 0 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 1 | 0 | 0 | 0 | 1 |
| REPRODUCTIVE HEALTH | 3 | 1 | 1 | 0 | 1 | 0 | 1 | 0 | 1 | 1 | 0 | 0 | 0 | 0 | 1 |
| RESEARCH METHODS and TECNIQUES | 0 | 0 | 2 | 0 | 1 | 3 | 3 | 0 | 0 | 3 | 3 | 3 | 0 | 3 | 3 |
| RISKY BIRTH MANAGEMENT | 3 | 1 | 2 | 0 | 1 | 0 | 3 | 1 | 0 | 1 | 0 | 0 | 0 | 0 | 0 |
| SEMINAR | 3 | 0 | 4 | 4 | 4 | 4 | 4 | 0 | 4 | 4 | 3 | 4 | 3 | 4 | 4 |
| UROGYNECOLOGY and MIDWIFERY | 3 | 0 | 3 | 0 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 |
| İlişkili Ders Sayısı / 17/18 | 35 | 17 | 33 | 8 | 18 | 14 | 25 | 5 | 14 | 22 | 18 | 13 | 12 | 15 | 25 |
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; |