Program Information

Aim

It is to train Occupational Therapists who create the right model for service, education, research and professional development, adhere to ethical principles, make evaluations specific to the occupational therapy profession, plan and implement them.

Qualification Awarded

First Cycle (Bachelor's Degree)

Registration and Admission Requirements

Students must have successfully graduated from high schools (or equals). The placements are done following the rules of Turkish Higher Education Council (YÖK) respect to the scores obtained from Higher Education Institutions Exam (YKS). Student register to programmes on the days declared by the Rectorship Students should have earned a high school or an equivalent diploma and sufficient score on Higher Education Institutions Exam (YKS). Admission is based on the scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, Quota and conditions are announced on our University’s website.

Graduation Requirements

Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.

Recognition of Prior Learning

Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.

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
ERG1182320ANATOMY ITurkish2+234
ERG1125550INTRODUCTION to ERGOTHERAPYTurkish222
ERG1125570ERGOTHERAPY THEORIESTurkish222
ERG1125580ETHICS in ERGOTHERAPYTurkish222
ERG1173340PSYCHOLOGYTurkish222
ERG1125660SOCIOLOGY of DISABILITYTurkish222
ERG1115000COMMUNICATION in HEALTH SERVICESTurkish222
ERG1125590DRAMATurkish1+222
ERG1125610ART APPROACHES in OCCUPATIONAL THERAPYTurkish1+222
ERG1125620LIFE QUALITYTurkish222
ERG1125630SCIENCE ART PHILOSOPHYTurkish222
ATA1110800HISTORY of the TURKISH REPUBLIC ITurkish222
İNG1111200ENGLISH IEnglish444
TDL1110200TURKISH LANGUAGE ITurkish222
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ERG1210700ANATOMY IITurkish2+234
ERG1225560GROWTH & DEVELOPMENTTurkish222
ERG1225640ACTIVITIES in OCCUPATIONAL THERAPYTurkish1+222
ERG1273380TECHNOLOGY in REHABILITATIONTurkish222
ERG1217000BEHAVIORAL SCIENCESTurkish222
ERG1282310PHYSIOLOGY Turkish334
ERG1225670STRATEGIES of COPING with STRESSTurkish1+222
ERG1225680MUSIC-PERCEPTION-COMMUNICATIONTurkish1+222
ERG1225690REHABILITATION in VIOLENT VICTIMSTurkish222
ERG1225710COMMUNICATION TECHNIQUES in OCCUPATIONAL THERAPYTurkish222
ATA1210000HISTORY of the TURKISH REPUBLIC IITurkish222
İNG1211300ENGLISH IIEnglish444
TDL1220000TURKISH LANGUAGE IITurkish222

Program Qualification

Theoretical, Factual

PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information.
PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations.


Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram Qualification
KNOWLEDGE
Theoretical, Factual

1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level.

2 - PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations.

1 - PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information.

2- Knowledge to access, evaluate and apply basic scientific knowledge in the field of health.

4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

3-Defining the importance of ethical principles and ethical committees for individuals and society.

9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication.

8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned.

SKILLS
Cognitive, Practical

1- Interpreting and evaluating data using basic knowledge and skills acquired in the field of health, identifying and analyzing problems and taking part/responsibility in studies planned for solution.

4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment.

2 - PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations.

3 - PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being.

2- Using basic computer programs and related technologies related to the field of health.

9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication.



4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment.

6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning.



-

COMPETENCIES
Ability to work independently and take responsibility

1- Carrying out a given task independently by using the basic knowledge it has about the field of health.

4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

2- Taking responsibility, individually and as a team member, to solve complex and unpredictable problems encountered in practice related to the field.

4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment.

6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning.

3- Carrying out activities for the development of employees within the framework of a project under its responsibility.

6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life.



7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life.

6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning.

Learning Competence

1- Evaluating the basic knowledge and skills with a critical approach.

1 - PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information.

2- Being able to determine learning needs and directing learning.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

3 - PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being.

2 - PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations.

3- Consciousness of lifelong learning.

8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned.

9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication.



8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned.

7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life.



8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned.

9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication.

Communication and Social Competence

1- Informing the relevant persons and institutions by using the basic knowledge and skills in the field of health, and conveying his/her thoughts and solution suggestions for problems in writing and verbally.

10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights.

6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning.

2- Sharing his/her thoughts on issues related to his/her field and suggestions for solutions to problems with experts and non-experts.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights.

7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life.

3- Contributing to projects and activities for the social environment in which they are living with a sense of social responsibility.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning.

4-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.

8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned.

5- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.

9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication.

6-It is monitoring the events on the agenda of the society and the world in the field of health and is sensitive to developments.

8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned.

10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights.



9 - PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication.



8 - PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.



6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning.

7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life.

Field-based Competence

1- Acting in accordance with social, scientific, cultural and ethical values during the stages of collecting, interpreting, applying and announcing the results of data related to the health field.

10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights.

2- Acting in accordance with quality management and processes and participates in these processes.

7 - PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life.

3- Having sufficient awareness of individual and public health, environmental protection and occupational safety.

6 - PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

2 - PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations.

3 - PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being.

4- As an individual, he/she is acting in accordance with the laws, regulations, legislation and professional ethics rules related to his/her duties, rights and responsibilities.

10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

5-It is an example to society with its appearance, attitude, attitudes and behaviors.

5 - PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines.

6-Having experience in working with other health disciplines.

4 - PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment.

3 - PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being.

7- Developing solution suggestions by considering professional and ethical values.

10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights.



10 - PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights.

Employment Opportunities

Graduates can work in public institutions, private sector, research institutes or universities.

Upgrading

Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.

Type of Training

Full Time

Assessment and Evaluation

The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's achievement in the semester and the general examination together with the midterm exams and midterm exams, applied studies, group work and similar studies. A student who does not get at least 50 points from the general examination is considered to be failing for all courses. To be successful, you need to have at least 60 points at the end of the term or 2.27 times the number of successes.

Head of Department/Program

Head Of Department

Prof.Dr. Devrim TARAKCI

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

Predict-Observe-Explain Techniques

Predicting, observing, establishing cause and effect relationships.

Observation and experiment plans, simulations, videos, prediction-observation- explanation form

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

Flipped Classroom Learning

Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed.

Video recordings, online environments, classroom

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

Short Answer Exam

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

Simulation-Based Evaluation

It is the evaluation of different clinical situations with a simulation or a model.

Can use the checklist in rubric, rating scale form

Course - Program Competencies Relations

Course12345678910
ACTIVITIES in OCCUPATIONAL THERAPY4444334124
ANATOMY I3323232013
ANATOMY II3323232013
ANIMAL SUPPORTED APPROACH4434443021
ART APPROACHES in OCCUPATIONAL THERAPY2233322011
ARTIFICIAL INTELLIGENCE APPLICATIONS in HEALTH SCIENCES5423544454
ASSISTIVE TECHNOLOGY4322323131
BASIC ASSESSMENT and MEASUREMENT TECHNICS4454221133
BEHAVIORAL SCIENCES3333333133
CANCER and OCCUPATIONAL THERAPY4544544343
CARDIOPUYMONARY REHABILITATION3323324231
CHILDREN and PLAY3444334034
COMMUNICATION in HEALTH SERVICES3132323133
COMMUNICATION TECHNIQUES in OCCUPATIONAL THERAPY2333432243
COMMUNITE BASED REHABILITATION4544444234
COMMUNITY PARTICIPATION4445444234
DAILY LIVING ACTIVITIES4455344344
DANCE and MOVEMENT THERAPY4443443334
DESIGN TEQNIQUES in OCCUPATIONAL THERAPY3334344032
DISABILITY and HEALTH POLICIES4344444335
DRAMA2123223331
DRIVER REHABILITATION3324422133
EARLY INTERVENTION in OCCUPATIONAL THERAPY3534433044
EATING and SWALLOWING DISORDERS3343434234
ENGLISH I2222223432
ENGLISH II2233333553
ENGLISH III1111212532
ENGLISH IV3333333531
ERGOTHERAPY for HEALTH and WELL-BEING3324234232
ERGOTHERAPY in the CARERS3543312023
ERGOTHERAPY SCIENCE and PHILOSOPHY2152232023
ERGOTHERAPY THEORIES2232222022
ETHICS in ERGOTHERAPY2333433033
EVIDENCE BASED OCCUPATIONAL THERAPY PRACTICE5533344343
FUNCTIONAL KINESIOLOGY3333313113
GROWTH & DEVELOPMENT2233433033
HAND REHABILITATION4434223112
HISTORY of the TURKISH REPUBLIC II1111111111
HISTORY of the TURKISH REPUBLIC I1111111111
INDEPENDENT LIFE in CHILD with SPECIAL NEEDS2544322133
INDEPENDENT LIFE in VISUALLY IMPAIRED4343333334
INTERDISCIPLINER APPROACH in REHABILITATION3112533144
INTRODUCTION to ERGOTHERAPY3233333313
LIFE and ERGOTHERAPY3454333023
LIFE QUALITY3333333132
MEDICAL FIRST AID0010203102
MOTOR LEARNING3445213021
MUSIC-PERCEPTION-COMMUNICATION2323322113
NEUROANATOMY3332122011
OCCUPATIONAL THERAPY APPLICATIONS I2344323134
OCCUPATIONAL THERAPY APPLICATIONS II3423222133
OCCUPATIONAL THERAPY APPLICATIONS III3434332123
OCCUPATIONAL THERAPY in GERIATRIC REHABILITATION5445455544
OCCUPATIONAL THERAPY in MUSCU. DISORDERS4445433342
OCCUPATIONAL THERAPY in NEURODEVELOPMENTAL DISORDERS4444444234
OCCUPATIONAL THERAPY in NEUROLOGY1354243324
OCCUPATIONAL THERAPY in PSYCHIATRY4534444341
OCCUPATIONAL THERAPY MANAGEMENT and ORGANIZATION3333554445
OCCUPATIONAOL THERAPY in SCHOOLS4555343223
ORTHOSIS and BIOMECHANICS3444443233
PERFORMANCE AREAS SENSORY-MOTOR4434444333
PERFORMANCE AREAS-COGNITIVE2333112111
PERFORMANCE AREAS-PSYCHOSOCIAL4545444344
PHYSIOLOGY3333233103
PREPARATION for OCCUPATIONAL THERAPY APPLICATIONS3334322023
PREVENTATIVE OCCUPATIONAL THERAPY and ENVEROMENTAL APRANGEMENTS3344231122
PROBLEM BASED LEARNING4444433124
PROFESSIONAL ENGLISH I3333333553
PROFESSIONAL ENGLISH II3333333553
PROFESSIONAL PRACTICE in OCCUPATIONAL THERAPY I3344433133
PROFESSIONAL PRACTICE in OCCUPATIONAL THERAPY II3444333133
PSYCHOLOGY2332333032
REHABILITATION in VIOLENT VICTIMS3334232123
REHABILITATION TERMINOLOGY5211234351
RESEARCH METHODS4433444243
SCIENCE ART PHILOSOPHY3232323032
SELF MANAGEMENT2221322343
SOCIOLOGY of DISABILITY2233232013
SPECIAL TOPICS in OCCUPATIONAL THERAPY4343434323
SPORT and RECREATION with DISABLED PEOPLES4444443234
STIGMA and ERGOTHERAPY4444444334
STRATEGIES of COPING with STRESS3233323112
STUDENT GRADUATION PROJECT4555444434
TECHNOLOGY in REHABILITATION4221324141
TURKISH LANGUAGE I3333333453
TURKISH LANGUAGE II3333333353
TURKISH SIGN LANGUAGE I4223333344
UNHANDICAP LIFE and ARCHITECTURE4343343233
VIRTUAL REALITY in REHABILITATION4223443233
VOCATIONAL REHABILITATION4444443122
İlişkili Ders Sayısı / 90/91284287288297281264272165255257

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: 05/01/2023 - 14:35Last Update : 17/06/2026 - 11:56
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