| Medicine | |||||
| Bachelor | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code: | TIP099 | ||||
| Course Name: | Clinical Toxicology | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | Turkish | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | No | ||||
| Type of course: | Departmental Elective | ||||
| Course Level: |
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| Mode of Delivery: | E-Learning | ||||
| Course Coordinator: | Doç. Dr. SEMA KETENCİ | ||||
| Course Lecturer(s): | Doç. Dr. Sema Ketenci | ||||
| Course Assistants: |
| Course Objectives: | The aim of this course is to provide students with basic knowledge and approaches in the field of clinical toxicology. It is aimed to have knowledge about the diagnosis, treatment and management of poisoning and to gain the knowledge and skills to make appropriate interventions against common toxic agents. |
| Course Content: | This course covers the effects of drugs, chemicals, environmental toxins and biological toxins on the organism, diagnosis and treatment of poisoning, pharmacokinetic properties of toxic substances, use of antidotes, laboratory diagnostic methods and management of toxicological emergencies. Special topics such as forensic toxicology, environmental toxins and occupational toxicity are also covered. |
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The students who have succeeded in this course;
1) Explain the pharmacokinetic and pharmacodynamic properties of toxic substances. 2) Defines the clinical symptoms of common poisoning conditions. 3) Applies diagnostic methods in poisoning. 4) Knows the principles of treatment of acute and chronic poisonings. 5) Plan patient management in clinical toxicology applications. 6) Explain the use and indications of antidotes. 7) Develops a multidisciplinary approach to toxicologic emergencies. |
| Week | Subject | Related Preparation |
| 1) | Introduction to clinical toxicology: Definitions, basic concepts and history | • Güncel makaleler ve vaka sunumları • WHO ve CDC gibi kurumların toksikolojik rehberleri • Toksikoloji: Prensipler ve Uygulamalar – Dr. Ayşegül Güney • WHO: Guidelines for Poison Control Centers • UpToDate – Clinical Toxicology Bölümü |
| 2) | Toxicokinetics and toxicodynamics: Absorption, distribution, metabolism, excretion | • Güncel makaleler ve vaka sunumları • WHO ve CDC gibi kurumların toksikolojik rehberleri • Toksikoloji: Prensipler ve Uygulamalar – Dr. Ayşegül Güney • WHO: Guidelines for Poison Control Centers • UpToDate – Clinical Toxicology Bölümü |
| 3) | General approach in poisoning and emergency service management | • Güncel makaleler ve vaka sunumları • WHO ve CDC gibi kurumların toksikolojik rehberleri • Toksikoloji: Prensipler ve Uygulamalar – Dr. Ayşegül Güney • WHO: Guidelines for Poison Control Centers • UpToDate – Clinical Toxicology Bölümü |
| 4) | Central nervous system depressants and stimulants (opioids, benzodiazepines, amphetamines, etc.) | • Goldfrank's Toxicologic Emergencies – Lewis S. Nelson et al. • Casarett & Doull's Essentials of Toxicology – Curtis D. Klaassen |
| 5) | Industrial and environmental toxins (carbon monoxide, cyanide, solvents) | • Goldfrank's Toxicologic Emergencies – Lewis S. Nelson et al. • Casarett & Doull's Essentials of Toxicology – Curtis D. Klaassen |
| 6) | Midterm Exam (%40) | |
| 7) | Antidepressant and antipsychotic drug poisoning | • Goldfrank's Toxicologic Emergencies – Lewis S. Nelson et al. • Casarett & Doull's Essentials of Toxicology – Curtis D. Klaassen |
| 8) | Heavy metal toxicity (lead, arsenic, mercury, iron) | • Goldfrank's Toxicologic Emergencies – Lewis S. Nelson et al. • Casarett & Doull's Essentials of Toxicology – Curtis D. Klaassen |
| 9) | Pesticide and insecticide poisoning (organophosphates etc.) | • Goldfrank's Toxicologic Emergencies – Lewis S. Nelson et al. • Casarett & Doull's Essentials of Toxicology – Curtis D. Klaassen |
| 10) | Antidotes and supportive therapies: In which case, how and when? | • Güncel makaleler ve vaka sunumları • WHO ve CDC gibi kurumların toksikolojik rehberleri |
| 11) | Forensic toxicology and occupational poisoning | • Goldfrank's Toxicologic Emergencies – Lewis S. Nelson et al. • WHO: Guidelines for Poison Control Centers • UpToDate – Clinical Toxicology Bölümü |
| 12) | Case presentations and clinical case discussions | • Güncel makaleler ve vaka sunumları • WHO ve CDC gibi kurumların toksikolojik rehberleri • Toksikoloji: Prensipler ve Uygulamalar – Dr. Ayşegül Güney • WHO: Guidelines for Poison Control Centers • UpToDate – Clinical Toxicology Bölümü |
| 13) | Case presentations and clinical case discussions | - Current articles and case presentations - Toxicological guidelines from organizations such as WHO and CDC - Toxicology: Principles and Applications - Dr. Ayşegül Güney - WHO: Guidelines for Poison Control Centers - UpToDate - Department of Clinical Toxicology |
| 14) | Final Exam (%60) |
| Course Notes / Textbooks: | • Goldfrank's Toxicologic Emergencies – Lewis S. Nelson et al. • Casarett & Doull's Essentials of Toxicology – Curtis D. Klaassen • Klinik Toksikoloji (Editör: Prof. Dr. Sezai Demirbağ) |
| References: | • Basal Klinik Toksikoloji – Türkiye Klinikleri Yayınları • Toksikoloji – Prof. Dr. Barlas Ayhan (Türkçe kaynak) • Güncel makaleler ve vaka sunumları • WHO ve CDC gibi kurumların toksikolojik rehberleri • Toksikoloji: Prensipler ve Uygulamalar – Dr. Ayşegül Güney • WHO: Guidelines for Poison Control Centers • UpToDate – Clinical Toxicology Bölümü |
| 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 | 2 | |||||||||||||||||
| 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 | 2 | 2 | 2 | 3 | 3 | |||||||||||||||||
| 3) The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | 3 | 3 | 2 | 3 | 3 | 3 | 3 | |||||||||||||||||
| 4) The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | 2 | 2 | 3 | 2 | 2 | 2 | 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. | 2 | 2 | 3 | 3 | 3 | 3 | 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 | 3 | 3 | 3 | 3 | 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. | 2 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||||||
| 8) The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | 2 | 2 | 2 | 2 | 2 | 2 | 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. | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||||||||||||||||
| 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. | 2 | 3 | 2 | 2 | 2 | 2 | 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. | 2 | 2 | 2 | 2 | 3 | 3 | 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 | 2 | 2 | 2 | 2 | 2 | 2 | |||||||||||||||||
| 13) During the provision of health care, the graduate shows exemplary behaviours and leads within the health team. | 2 | 2 | 3 | 3 | 3 | 3 | 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 | 3 | 3 | 3 | 3 | 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 | 3 | 2 | 3 | 3 | 3 | ||||||||||||||||||
| 16) The graduate works harmoniously and effectively with her/his colleagues and other professional groups in her/his professional practice. | 3 | 3 | 2 | 3 | 3 | 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. | 2 | 2 | 3 | 3 | 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 | 3 | 3 | 3 | 3 | 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. | 2 | 2 | 2 | 2 | 2 | 2 | 2 | |||||||||||||||||
| 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 | 3 | 3 | 3 | 3 | 3 | 3 | |||||||||||||||||
| 21) The graduate uses information technologies to improve the effectiveness of her/his work in health care, research, and education. | 3 | 3 | 3 | 3 | 3 | 3 | 3 | |||||||||||||||||
| 22) The graduate effectively manages individual study and learning processes and career development. | 2 | 3 | 3 | 3 | 3 | 3 | 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. | 3 | 3 | 3 | 3 | 3 | 3 | 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. | 2 | 2 | 2 | 2 | 3 | 3 | 3 | |||||||||||||||||
| 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. | 1 |
| 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. | 1 |
| 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. | 2 |
| 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. | 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. | 2 |
| 8) | The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | 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. | 2 |
| 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. | 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. | 2 |
| 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. | 3 |
| 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. | 1 |
| 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. | 2 |
| 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 |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 10 | % 0 |
| Homework Assignments | 1 | % 0 |
| Midterms | 1 | % 40 |
| Final | 1 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 28 | 0 | 2 | 56 | |||
| Homework Assignments | 1 | 0 | 0 | ||||
| Midterms | 1 | 0 | 0 | ||||
| Final | 1 | 0 | 0 | ||||
| Total Workload | 56 | ||||||