ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Medicine (English) | |||||
| Bachelor | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
Course Introduction and Application Information
| Course Code: | MED514 | ||||
| Course Name: | Forensic Medicine and Public Health Internship | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | Yes | ||||
| Type of course: | Compulsory Courses | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Doç. Dr. SÜREYYA BOZKURT | ||||
| Course Lecturer(s): | Dr. Öğr. Üyesi Nezih VAROL | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | To enable students to know the characteristics of Public Health, to apply preventive medicine measures, to make the pre-diagnosis or diagnosis of diseases that may require urgent intervention, and to gain knowledge and skills to provide diagnosis and treatment services at the primary level. To be able to explain what the forensic sciences are, the fields they are dealing with, what is the place of Forensic Medicine, what the legal responsibilities of the physician are and what the expertise is, to know and apply what should be considered in the preparation of a forensic report, to have information about sudden and unexpected deaths intended to be. |
| Course Content: | It covers the principles of symptoms and findings, diagnosis and treatment of diseases in adult patients in a way that covers the learning objectives specified in the Core Education Program in the field of Forensic Medicine and Public Health. |
Learning Outcomes
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The students who have succeeded in this course;
1) Can integrate the necessary knowledge, skills, attitudes, and behaviors from fundamental and clinical sciences, behavioral sciences, and social sciences (including the required knowledge, skills, and attitudes in forensic medicine) to develop competencies in clinical decision-making and the management of patients and diseases for both common and rare, life-threatening, or emergency clinical conditions. 2) Can explain the mechanisms underlying the development of clinical conditions, symptoms, and signs. 3) Performs basic medical practices. 4) Can take general and problem-focused medical histories. 5) Can perform general and problem-focused physical examinations. 6) Can explain the maintenance of patient records, the preparation of medical reports, and the process of reporting diseases. 7) Can discuss the approach to selecting laboratory and imaging investigations, perform those applicable in a primary healthcare setting, describe the requisition methods for procedures to be conducted in external or secondary care facilities, evaluate their results, and discuss differential or definitive diagnoses along with initial treatment approaches. 8) Can discuss the management of health conditions. 9) Can list screenings according to the patient's needs. 10) Can discuss the differential diagnosis of clinical conditions requiring secondary healthcare and describe the referral criteria. 11) Can discuss preventive medicine practices. 12) Can demonstrate awareness of the principles necessary for a professional and ethical approach in healthcare processes, including the legal responsibilities of the physician. 13) Can explain evidence-based medical practices in the healthcare of individual patients. 14) Demonstrates independent study and learning competencies. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | Theoretical Lectures: Internship Presentation Forensic Medicine and Forensic Science Public Health and Fields of Application Death determination - Death examination and Autopsy Research Methods Epidemiology Injury. Evaluation of Forensic Medicine, Reporting Hands-on Training: Practical studies of Forensic Medicine and Public Health internship groups-I Practical studies of Forensic Medicine and Public Health internship groups-II Practical studies of Forensic Medicine and Public Health internship groups-III Practical studies of Forensic Medicine and Public Health internship groups-IV Practical studies of Forensic Medicine and Public Health internship groups-V | There is no preparation-course material. |
| 2) | Theoretical Lectures: Health Policies and Health Systems Forensic Gynecology, Abortion, birth and pregnancy, domestic violence, child abuse Human Rights Violations, Torture, Forensic Psychiatry Health Policies and Health Systems Forensic Toxicology, Asphyxia | There is no preparation-course material. |
| 3) | Theoretical Lectures: Health Law and Legislation Health Insurance Health management and Quality in Health Exam Practical training: Practical studies of Forensic Medicine and Public Health internship groups-VI Practical studies of Forensic Medicine and Public Health internship groups-VII Practical studies of Forensic Medicine and Public Health internship groups-VIII Practical studies of Forensic Medicine and Public Health internship groups-IX | There is no preparation-course material. |
Sources
| Course Notes / Textbooks: | Dersin kaynak kitabı bulunmamaktadır. The course does not have a mandatory resource. |
| References: | Ders sunuları |
Course - Program Learning Outcome Relationship
| Course Learning Outcomes | 1 |
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| Program Outcomes | ||||||||||||||||||||||||
| 1) The graduate integrates the knowledge, skills, attitudes, and behaviours acquired from basic and clinical sciences, behavioural sciences, and social sciences in the form of competencies and uses them for the provision of rational, effective, safe health care services in accordance with quality standards in the prevention, diagnosis, treatment, follow-up, and rehabilitation processes, and during the process considers protection of both patient’s health and healthcare workers health including her/his own. | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||
| 2) The graduate shows a biopsychosocial approach in patient management that considers the sociodemographic and sociocultural background of the individual without discrimination of language, religion, race, and gender. | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 3 | 2 | 3 | 3 | 3 | 1 | |||||||||||
| 3) The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | 3 | 2 | 2 | 1 | 2 | 2 | 2 | 2 | 3 | 2 | ||||||||||||||
| 4) The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 2 | 2 | |||||||||||
| 5) In the provision of health care services, the graduate considers both the changes in the physical and socioeconomic environment on a regional and global scale that affect health, as well as the changes in the individual characteristics and behaviours of the people who apply to her/him. | 1 | 1 | 1 | 2 | 2 | 1 | 1 | 1 | ||||||||||||||||
| 6) The graduate recognizes the characteristics, needs and expectations of the target population and provides health education to healthy/sick individuals and their relatives and other health care workers. | 3 | 3 | 3 | 2 | 2 | 3 | 2 | 2 | 2 | 1 | 2 | |||||||||||||
| 7) While carrying out her/his profession, the graduate fulfils her/his duties and obligations with determined behaviours to provide high-quality health care within the framework of ethical principles, rights and legal responsibilities and good medical practices, considering the integrity, privacy, and dignity of the patient. | 1 | 3 | 3 | 3 | 1 | 1 | ||||||||||||||||||
| 8) The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||||
| 9) The graduate physician advocates improving the provision of health services by considering the concepts of social reliability and social commitment to protect and improve public health. | 1 | 2 | 2 | 2 | 3 | 2 | 2 | 1 | ||||||||||||||||
| 10) To protect and improve health, the graduate physician can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components. | 1 | 1 | 3 | 2 | ||||||||||||||||||||
| 11) The graduate physician evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services. | 1 | 1 | 3 | 1 | 1 | 1 | 1 | |||||||||||||||||
| 12) The graduate physician attaches importance to protecting and improving her/his own physical, mental, and social health, and does what is necessary for this. | 1 | 1 | 2 | 1 | 1 | |||||||||||||||||||
| 13) During the provision of health care, the graduate shows exemplary behaviours and leads within the health team. | 1 | 3 | 1 | 2 | 1 | |||||||||||||||||||
| 14) The graduate uses the resources cost-effectively, in the planning, implementation, execution, and evaluation processes of the health care services in the health institution she/he manages, for the benefit of the society and in accordance with the legislation. | 1 | 1 | 3 | 1 | 3 | 1 | 1 | |||||||||||||||||
| 15) The graduate communicates positively within the health team with whom she/he provides health care services, being aware of the duties and obligations of other health workers and shows appropriate behaviours to assume different team roles when necessary. | 3 | 1 | 2 | |||||||||||||||||||||
| 16) The graduate works harmoniously and effectively with her/his colleagues and other professional groups in her/his professional practice. | ||||||||||||||||||||||||
| 17) The graduate communicates effectively with patients, patient relatives, health care workers and other professional groups, institutions, and organizations, including individuals and groups that require a special approach and have different sociocultural characteristics. | 3 | 1 | 1 | |||||||||||||||||||||
| 18) The graduate shows a patient-centred approach in the protection, diagnosis, treatment, follow-up, and rehabilitation processes that involve the patient and patient’s caregivers as partners in the decision-making mechanisms. | 1 | 3 | 1 | 1 | 1 | |||||||||||||||||||
| 19) When necessary, the graduate plans and implements scientific research for the population she/he serves, and uses the results ontained and/or the results of other research for the benefit of the society. | ||||||||||||||||||||||||
| 20) The graduate reaches the current literature information related to her/his profession, evaluates critically, and applies the principles of evidence-based medicine in the clinical decision-making process. | 1 | |||||||||||||||||||||||
| 21) The graduate uses information technologies to improve the effectiveness of her/his work in health care, research, and education. | 3 | 3 | ||||||||||||||||||||||
| 22) The graduate effectively manages individual study and learning processes and career development. | 1 | 1 | 2 | 3 | ||||||||||||||||||||
| 23) The graduate demonstrates the ability to acquire, evaluate, integrate new knowledge with existing knowledge, apply it to professional situations, and adapt to changing conditions throughout professional life. | 1 | 1 | 2 | 3 | ||||||||||||||||||||
| 24) The graduate chooses the right learning resources to improve the quality of the health care service she/he provides, organizes her/his own learning process. | 1 | 1 | 2 | 3 | ||||||||||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | The graduate integrates the knowledge, skills, attitudes, and behaviours acquired from basic and clinical sciences, behavioural sciences, and social sciences in the form of competencies and uses them for the provision of rational, effective, safe health care services in accordance with quality standards in the prevention, diagnosis, treatment, follow-up, and rehabilitation processes, and during the process considers protection of both patient’s health and healthcare workers health including her/his own. | 3 |
| 2) | The graduate shows a biopsychosocial approach in patient management that considers the sociodemographic and sociocultural background of the individual without discrimination of language, religion, race, and gender. | 3 |
| 3) | The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | 3 |
| 4) | The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | 3 |
| 5) | In the provision of health care services, the graduate considers both the changes in the physical and socioeconomic environment on a regional and global scale that affect health, as well as the changes in the individual characteristics and behaviours of the people who apply to her/him. | 3 |
| 6) | The graduate recognizes the characteristics, needs and expectations of the target population and provides health education to healthy/sick individuals and their relatives and other health care workers. | 3 |
| 7) | While carrying out her/his profession, the graduate fulfils her/his duties and obligations with determined behaviours to provide high-quality health care within the framework of ethical principles, rights and legal responsibilities and good medical practices, considering the integrity, privacy, and dignity of the patient. | 3 |
| 8) | The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | 2 |
| 9) | The graduate physician advocates improving the provision of health services by considering the concepts of social reliability and social commitment to protect and improve public health. | 3 |
| 10) | To protect and improve health, the graduate physician can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components. | 3 |
| 11) | The graduate physician evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services. | 3 |
| 12) | The graduate physician attaches importance to protecting and improving her/his own physical, mental, and social health, and does what is necessary for this. | 2 |
| 13) | During the provision of health care, the graduate shows exemplary behaviours and leads within the health team. | 3 |
| 14) | The graduate uses the resources cost-effectively, in the planning, implementation, execution, and evaluation processes of the health care services in the health institution she/he manages, for the benefit of the society and in accordance with the legislation. | 3 |
| 15) | The graduate communicates positively within the health team with whom she/he provides health care services, being aware of the duties and obligations of other health workers and shows appropriate behaviours to assume different team roles when necessary. | 3 |
| 16) | The graduate works harmoniously and effectively with her/his colleagues and other professional groups in her/his professional practice. | 3 |
| 17) | The graduate communicates effectively with patients, patient relatives, health care workers and other professional groups, institutions, and organizations, including individuals and groups that require a special approach and have different sociocultural characteristics. | 3 |
| 18) | The graduate shows a patient-centred approach in the protection, diagnosis, treatment, follow-up, and rehabilitation processes that involve the patient and patient’s caregivers as partners in the decision-making mechanisms. | 3 |
| 19) | When necessary, the graduate plans and implements scientific research for the population she/he serves, and uses the results ontained and/or the results of other research for the benefit of the society. | |
| 20) | The graduate reaches the current literature information related to her/his profession, evaluates critically, and applies the principles of evidence-based medicine in the clinical decision-making process. | 3 |
| 21) | The graduate uses information technologies to improve the effectiveness of her/his work in health care, research, and education. | 1 |
| 22) | The graduate effectively manages individual study and learning processes and career development. | 2 |
| 23) | The graduate demonstrates the ability to acquire, evaluate, integrate new knowledge with existing knowledge, apply it to professional situations, and adapt to changing conditions throughout professional life. | 3 |
| 24) | The graduate chooses the right learning resources to improve the quality of the health care service she/he provides, organizes her/his own learning process. | 3 |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Final | 1 | % 65 |
| Final Sözlü | 1 | % 35 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 35 | |
| PERCENTAGE OF FINAL WORK | % 65 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Workload |
| Course Hours | 3 | 70 |
| Application | 2 | 26 |
| Final | 1 | 8 |
| Total Workload | 104 | |