| Medicine (English) | |||||
| Bachelor | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code: | MED101 | ||||
| Course Name: | BASIC AND CLINICAL INTEGRATED COURSE | ||||
| Semester: | Fall | ||||
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| Does the Course Require Work Experience?: | Yes | ||||
| Type of course: | Compulsory Courses | ||||
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Prof. Dr. HİKMET KOÇAK | ||||
| Course Lecturer(s): | Prof. Dr. Aydın Özbek, Prof. Dr. Çağatay Acuner, Prof. Dr. Figen Kaymaz,Prof. Dr. M. Ayberk Kurt, Prof. Dr. Pınar Yurdakul Mesutoğlu, Prof. Dr. Rauf Onur Ek, Prof. Dr. Veysel Sabri Hançer, Assoc. Prof. Dr. Muradiye Acar, Assoc. Prof. Dr. Süreyya Bozkurt, Asst. Prof. Dr. Esma Nur Okatan, Asst. Prof. Dr. İlknur Dursun, Asst. Prof. Dr. Ahmet Taha Demirbaş, Asst. Prof. Dr. Ayşe Köylü, Asst. Prof. Dr. Caner Geyik, Asst. Prof. Dr. Deniz Sertel Şelale, Asst. Prof. Dr. Denizhan Karış, Asst. Prof. Dr. Hakan Darıcı, Asst. Prof. Dr. İsmet Demirtaş, Asst. Prof. Dr. Murat Ekremoğlu, Asst. Prof. Dr. Öncü Akgül, Asst. Prof. Dr. Öykü Gönül Geyik, Asst. Prof. Dr. Siğnem Eyüboğlu, Asst. Prof. Dr. Sinan Şermet, Asst. Prof. Dr. Tayyibe Bardakçı, Asst. Prof. Dr. Yemliha Yıldız, Asst. Prof. Dr. Şeyda Nur Dağlı | ||||
| Course Assistants: |
| Course Objectives: | At the end of the Basic and Clinical Integrated Course be able to comprehend basic information about anatomy, biophysics, biochemistry, physiology, histology, embryology and microbiology regarding the important biological structures, functioning and metabolic processes of the organism; be able to explain the history of medicine; acquiring knowledge and medical skills that will form the basis for the courses they will take throughout their medical education. Objectives of the Committees Under the Scope of Basic and Clinical Integrated Course: At the end of the Introduction to Medical Sciences I committee, it is aimed to provide knowledge about the biophysical and biochemical properties of water, the functioning of body buffer systems, the organization of the genome and the functions of organelles, the biological functions of amino acids, the structural features and diversity of proteins, as well as to develop basic laboratory skills and professional attitude formation, which are essential and functional structures for the organism. At the end of the Introduction to Medical Sciences II committee, the aim is to provide knowledge on the structure of membranes and transport systems in living organisms, the structures and metabolism of nucleic acids as macromolecules involved in biochemical processes, the properties and biological functions of enzymes and vitamins, the relationship between cells, tissues, and organs, and the definitions in medical genetics. Additionally, it aims to provide knowledge about the historical development of the medical profession and ethical values, laboratory skills related to these topics, and professional attitude formation. At the end of the Introduction to Medical Sciences III committee, the aim is to equip students with knowledge regarding the structure, function, and metabolism of carbohydrates in relation to the organism's energy needs, the mechanisms of energy production, the general principles and mechanisms of inheritance, the rules and significance of medical terminology, the importance of etymology, the methods of combining terms, and the ways of forming plurals. At the end of the Passive Locomotor System committee, it is aimed to develop the ability to evaluate the anatomy of the passive movement system, its biomechanical and biophysical functions, the histology of basic tissues, and the chemical reactions involved in the structure, function, and metabolism of essential macromolecules such as lipids as a whole. At the end of the Active Locomotor System committee, the aim is to acquire knowledge about the histology and anatomy of muscle tissue, the innervation and nourishment of tissues, the anatomical structures and clinical aspects of the upper extremity, the anatomy of the breast, the axillary fossa, and the brachial plexus, as well as the anatomical structures and clinical features of the lower extremity, face, and neck regions. Additionally, it is aimed for students to understand the kinesiology, biomechanics, biophysical properties, and physiology of muscle function according to physical laws. At the end of the Microorganisms,Blood-Immune System committee, it is aimed for students to understand the physiology of blood and immune system cells and organs, the histology of the lymphoid system, the classification, structure, and symbiotic relationships of microorganisms, and the functioning of the immune system. At the end of the Vertical Corridor-1: Community Engagement committee, the aim is to enhance students' awareness of the contribution and importance of healthcare services to society, providing opportunities for them to identify their own learning needs, plan their career development, and evaluate their performance. At the end of the Vertical Corridor-2: Human Sciences in Medicine committee, students are expected to gain insights into the humanistic and social aspects of medicine through the art of cinema, develop awareness of ethical issues, understand the concept and types of addiction, and raise awareness about addiction. At the end of the Vertical Corridor-3: First Contact with Science (Hello to Science) committee, the aim is to create awareness in students about scientific resources, research environments, data, analysis, and effective scientific communication skills. Through Clinical Skills Practices, it is aimed to provide students with opportunities to practice in environments using mannequins and models, enabling them to establish healthy communication with patients before starting clinical education and acquire basic medical skills through repeated practice. |
| Course Content: | Theoretical courses: Medical Biology, Medical Biochemistry, Biophysics, Physiology, Anatomy, Histology and Embryology, Medical Genetics, Microbiology and Immunology, History of Medicine and Deontology, Medical Education, Laboratory Applications, Clinical Skills, Vertical Corridor 1, 2, and 3 activities |
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The students who have succeeded in this course;
1) Recognize the rules and characteristics of medical terminology. Identify and describe the structure, function, and clinical relationships of the passive and active components of the locomotor system anatomy. 2) be able to relate the fundamental building blocks of the organism to the structures and organizational pathways of metabolically significant macromolecules. 3) To be able to explain the structure of the cell, genome organization, and associated mechanisms. 4) To be able to define the basic concepts of biophysics, its place in medicine and its usage areas. 5) Should be able to explain the physiological functions of the membrane and blood physiology 6) Define the concept of genetics and heredity material 7) be able to classify the basic tissue types and properties, define the embryological development of these tissues, and establish the structure-function relationship. 8) Explain the general functioning of the immune system and relate the structure of immune system cells and organs to function. 9) be able to explain the basic concepts in clinical microbiology 10) List the basic characteristics and classification of microorganisms. 11) be able to count the developments in medicine, information about medicine and health institutions throughout history, and explain the paradigm shifts in medicine. 12) Describe basic laboratory equipment and know basic techniques 13) Apply the professional skills that will form the basis of health service delivery 14) Research and present a medical/paramedical issue in public 15) Demonstrates attitudes and behaviors in accordance with basic laboratory rules, safety and working with biological materials. |
| Week | Subject | Related Preparation |
| 1) | MEDICAL EDUCATION - Introduction to the Course Program, Guidelines, and Regulations DEAN'S OFFICE - Opening and Presentation Techniques Committee Introduction Theoretical Courses: HISTORY OF MEDICINE: Introduction to the History of Medicine, Medicine in Prehistoric Times and Early High Cultures (Mesopotamia and Egypt), Medicine in Ancient Indian and Chinese Civilizations, Ancient Greek Medicine, Medicine in Alexandria and Ancient Rome, Byzantine and Medieval Islamic Medicine. BIOPHYSICS: Introduction to Biophysics MEDICAL BIOLOGY: Structural and Common Features of Prokaryotic and Eukaryotic Cells CLINICAL SKILLS- Skills in using the Microscope | Power point presentation |
| 2) | Introduction to Medical Sciences I Theoretical Courses: HISTORY OF MEDICINE: Medicine in the Seljuk and Ottoman Periods, Medicine in the Western Middle Ages and the Renaissance. MEDICAL BIOLOGY: Introduction to Laboratory Equipment and Microscopes, Cell Membrane, Overview of Genome Structure I-II, Human Genome and Its Organization, Nuclear Structure and Organization, General Structure and Functions of Chromosomes I-II. MEDICAL BIOCHEMISTRY: Structure and Ionization of Water I-II, Acid-Base, pH, and pK Concepts I-II. BIOPHYSICS: Fundamental Principles of Biophysics, Biophysical Properties of Living Structures, Biophysical Properties of Water and Its Role in the Organism. PHYSIOLOGY: Functional Organization of the Human Body and Control of the Internal Environment. Laboratory Courses: MEDICAL BIOLOGY: Introduction to Laboratory Equipment, Examination of Prokaryotic and Eukaryotic Cells. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity | Power point presentation |
| 3) | Theoretical Courses: HISTORY OF MEDICINE: Western Medicine in the 17th and 18th Centuries, Western Medicine in the 19th and 20th Centuries. MEDICAL BIOLOGY: Nuclear Structure and Organization, Structure and Function of Lysosomes. MEDICAL BIOCHEMISTRY: Buffer Systems, Structure and Chemical Properties of Amino Acids, Structure and Function of Peroxisomes. BIOPHYSICS: Body Fluids, Their Characteristics and Measurement Methods, Intracellular Electrical Environment, Aqueous Solutions, and Buffer Systems. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity | Power point presentation |
| 4) | Theoretical Courses: MEDICAL BIOLOGY: Structure and Function of Mitochondria, Structure and Function of the Golgi Apparatus, Cytoskeleton I-II. MEDICAL BIOCHEMISTRY: Structure and Chemical Properties of Amino Acids and Peptide Bond Formation I-II, Three-Dimensional Structure of Proteins, Protein Classification, Fibrous Proteins, Globular Proteins. BIOPHYSICS: Biophysical Properties Determining the Structural and Functional Features of Biomolecules, Thermodynamics, and Gibbs Free Energy. Laboratory Courses: MEDICAL BIOCHEMISTRY: Spectrophotometer. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Engagement with Preventive Medicine (Field Visit) Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity Post-Film Discussion Session | Power point presentation |
| 5) | Theoretical Courses: Student Presentation-Committee Final Assessment-Committee Final Exam Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity | Power point presentation |
| 6) | Committee Presentation, Introduction to Medical Sciences-II Theoretical Courses: MEDICAL BIOLOGY: Cell-Cell Junctions and Adhesion Molecules I-II, Transport of Molecules Between Cytoplasm and Nucleus, Intracellular Molecule Transport I-II-III, Cell Division: Mitosis and Meiosis I-II. PHYSIOLOGY: Ion Channels, Ion Transport Through Channels, Transport Systems I-II. BIOPHYSICS: Biophysical Properties of Cell Membrane Structure and Functions, Biophysical Properties of Membrane Transport, Ion Channels, Voltage Clamping Method, Electrical and Bioelectrical Potentials. MEDICAL BIOCHEMISTRY: General Properties and Classification of Enzymes I-II, Enzyme Activity and Kinetics I-II, Regulation of Enzyme Activity. Clinical Skills Practice: Handwashing Skills, Application of Bandages and Dressings | Power point presentation |
| 7) | Theoretical Courses: BIOPHYSICS: Formation of Membrane Potential, Nernst Equilibrium Potential, and Goldman-Hodgkin-Katz Equations I-II, Effects of Membrane Potential on Cell Biology, Ionic Basis of Action Potential I-II, Effects of Electric Currents on Tissues, Biological Effects of Electric Currents, Pflüger’s Laws. PHYSIOLOGY: Membrane Potential, Propagation of Action Potential, Excitability I-II, Synaptic Transmission. MEDICAL BIOLOGY: Cell Cycle and Its Control I-II. MEDICAL BIOCHEMISTRY: General Properties of Vitamins, Fat-Soluble Vitamins I-II. Laboratory Courses: MEDICAL BIOLOGY: Mitosis and Meiosis. Clinical Skills Practice: Application of Bandages and Dressings Application of a Cervical Collar Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity | Power point presentation |
| 8) | Theoretical Courses: MEDICAL GENETICS: Introduction to Medical Genetics, Genetic Concepts. MEDICAL BIOCHEMISTRY: Water-Soluble Vitamins I-II, Synthesis of Purine Bases, Synthesis of Pyrimidine Bases, Purine and Pyrimidine Degradation, and Disorders Related to Nucleotide Metabolism. MEDICAL BIOLOGY: Structure and Properties of DNA and RNA I-II, Epigenetic Mechanisms I-II, DNA Replication. HISTOLOGY: Cells and Tissues, Histological Techniques I-II. BIOPHYSICS: Chronaxie, Rheobase, Stimulation in Humans with Direct Currents, Surgical Galvanism, Functional Structure and Biophysical Properties of Proteins, Biophysical Properties of Enzyme Kinetics. Laboratory Courses: MEDICAL BIOCHEMISTRY: Measurement of Enzyme Activity. Clinical Skills Practice: Application of a Cervical Collar. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity | Power point presentation |
| 9) | Theoretical Courses: MEDICAL BIOLOGY: Eukaryotic Transcription I-II. PHYSIOLOGY: [Content not specified, please clarify]. MEDICAL BIOCHEMISTRY: Purine and Pyrimidine Degradation and Disorders Related to Nucleotide Metabolism. Laboratory Courses: MEDICAL BIOLOGY: DNA Extraction. Clinical Skills Practice: Providing First Aid for the Removal of Foreign Objects in the Airway. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity Specific Study Module Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 10) | Theoretical Courses: STUDENT PRESENTATION-COMMITTEE FINAL ASSESSMENT-COMMITTEE FINAL EXAM Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity Specific Study Module Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 11) | Committee Presentation: Introduction to Medical Sciences III Theoretical Courses: MEDICAL BIOCHEMISTRY: Structure and Classification of Carbohydrates, Oligosaccharides, Structure and Properties of Polysaccharides, Introduction to Carbohydrate Metabolism: Digestion and Absorption I-II. MEDICAL BIOLOGY: Genetic Code and Translation, Control of Gene Expression I-II. ANATOMY: Introduction to Anatomy I-II, Introduction to Medical Terminology, Latin Nouns and Their Declensions I-II, Latin Adjectives and Their Declensions I-II. MEDICAL GENETICS: General Principles of Inheritance I-II, Patterns of Single-Gene Inheritance. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity Specific Study Module Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 12) | Theoretical Courses: MEDICAL BIOLOGY: Cell Death I-II, Mutations and Detection Methods, DNA Repair Mechanisms. MEDICAL BIOCHEMISTRY: Glycolysis and Citric Acid Cycle I-II, Pentose Phosphate Pathway I-II, Gluconeogenesis, Glycogen Metabolism, Regulation of Carbohydrate Metabolism. ANATOMY: Prefixes in Medical Terminology, Suffixes in Medical Terminology, Abbreviations in Medical Terminology, Numbers and Colors. MEDICAL GENETICS: Non-Mendelian Inheritance Mechanisms. Clinical Skills Practice: Measuring and Interpreting Blood Glucose Levels Using a Glucometer. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity Specific Study Module Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 13) | Theoretical Courses: MEDICAL BIOCHEMISTRY: Bioenergetics and Energy Production, Electron Transport Chain, Oxidative Phosphorylation and Its Regulation. MEDICAL BIOLOGY: Intercellular Communication, Intracellular Messenger Systems I-II. BIOPHYSICS: Energy Flow in Living Organisms, Bioenergetics and Laws of Thermodynamics I-II, Oxidative Stress. Laboratory Courses: MEDICAL BIOCHEMISTRY: Carbohydrate Analysis Methods. Clinical Skills Practice: Measuring and Interpreting Blood Glucose Levels Using a Glucometer. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-2 (Human Sciences in Medicine): Film Activity Specific Study Module Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 14) | Student Presentation: Committee Final Assessment Committee Final Exam Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 15) | I. MIDTERM EXAM | - |
| 16) | Committee Presentation: Movement System-I (Passive Movement System) Theoretical Courses: HISTOLOGY-EMBRYOLOGY: Epithelial Tissue I-IV, Connective Tissue I-II, Cartilage Histology. ANATOMY: Basic Anatomical Terms, Positions, Planes, and Axes, General Information About Bones I-II, Terms Related to Movement in Anatomy, General Information About Joints I-II, Columna Vertebralis, Sternum, and Costal Bones I-II. MEDICAL BIOCHEMISTRY: Basic Structure and Classification of Lipids I-II. Laboratory Courses: HISTOLOGY-EMBRYOLOGY: DIGILAB1 – Covering Epithelium, Glandular Epithelium. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 17) | Theoretical Courses: ANATOMY: Columna Vertebralis, Sternum, and Costal Bones III, Bones of the Upper Extremity I-II, Bone Histology III, Joints of the Upper Extremity I-II. MEDICAL BIOCHEMISTRY: Metabolic Process of Dietary Lipids, Chemical Properties of Triglycerides, Phospholipids, Glycolipids, and Steroids I. HISTOLOGY-EMBRYOLOGY: Connective Tissue II-III, Cartilage Histology. BIOPHYSICS: Biomechanical and Biophysical Properties of Bone Tissue I-II. Laboratory Courses: ANATOMY LAB1: Columna Vertebralis, Sternum, and Costal Bones. HISTOLOGY-EMBRYOLOGY DIGILAB1: Connective Tissue, Bone, Cartilage, Covering Epithelium, Glandular Epithelium. Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Community Engagement Specific Study Module Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 18) | Theoretical: ANATOMY - Lower Extremity Bones I, Lower Extremity Bones II, Lower Extremity Bones III, Lower Extremity Joints I-II MEDICAL BIOCHEMISTRY - Chemical Properties of Triglycerides, Phospholipids, Glycolipids, and Steroids II, Metabolic Process of Dietary Lipids, Lipoprotein Metabolism I-II, Fatty Acid and Triglyceride Metabolism, Lipolysis BIOPHYSICS - Biophysical Foundations of Medical Imaging Methods Laboratory: ANATOMY LAB 3 - Upper Extremity Joints, Lower Extremity Bones HISTOLOGY-EMBRYOLOGY - Bone and Cartilage Tissues Specific Study Module, Vertical Corridor-1: Istinye Medical Journey-1 Early Clinical Contact Community Contact Specific Study Module, Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 19) | Theoretical: ANATOMY - Skull Bones (Neurocranium) I-II, Skull Bones (Splanchnocranium) MEDICAL BIOCHEMISTRY - Synthesis and Utilization of Ketone Bodies, Fatty Acid Synthesis, Cholesterol and Steroid Metabolism I-II, Protein Digestion and Absorption I-II Laboratory: MEDICAL BIOCHEMISTRY DIGITAL LAB - Lipids ANATOMY - Lower Extremity Joints; Skull Bones (Neurocranium) | Power point presentation |
| 20) | Theoretical: ANATOMY - Skull Bones (Splanchnocranium) II, Entire Skull: Inner-Outer Surfaces and Anthropological Points I-II MEDICAL BIOCHEMISTRY - Nitrogen Removal from Amino Acids and Urea Cycle I-II STUDENT PRESENTATION Laboratory: ANATOMY - Skull Bones (Splanchnocranium) MEDICAL BIOCHEMISTRY - Protein Analysis Specific Study Module, Vertical Corridor-1: Istinye Medical Journey-1 Early Clinical Contact Community Contact Specific Study Module, Vertical Corridor-3 (Scientific Approach): Research Methods | Power point presentation |
| 21) | Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit EXAM | - |
| 22) | Theoretical: COMMITTEE PRESENTATION - Active Motion System (Active MS) ANATOMY - General Information About Muscles I-II-III, Shoulder and Arm: Anterior and Posterior Regions, Pectoral Region I-II-III HISTOLOGY AND EMBRYOLOGY - Muscle Tissue I-II PHYSIOLOGY - Skeletal Muscle Contraction I-II BIOPHYSICS - Physical Forces Affecting Posture and Lever Functions in the Human Body Laboratory: HISTOLOGY AND EMBRYOLOGY - Muscle Tissues Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 23) | Theoretical: ANATOMY - Anatomy of the Breast and Fossa Axillaris, Plexus Brachialis I-II-III, Anterior Region of the Forearm and Fossa Cubiti I-II, Posterior Region of the Forearm, Hand Anatomy I-II, Posterior Abdominal Wall, Plexus Lumbosacralis I-II, Anterior Abdominal Wall, Canalis Inguinalis and Inguinal Hernias I-II PHYSIOLOGY - Stimulation of Skeletal Muscle: Neuromuscular Transmission and Excitation-Contraction Coupling I-II, Stimulation and Contraction of Smooth Muscle I Laboratory: ANATOMY - Superficial Back Muscles, Anterior and Posterior Regions of the Shoulder and Arm, Pectoral Region, Anterior and Posterior Regions of the Forearm, Fossa Cubiti, and Hand Anatomy My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 24) | Theoretical: ANATOMY - Anteromedial Regions of the Thigh (Canalis Adductorius, Trigonum Femorale) I-II, Gluteal Region, Posterolateral Regions of the Thigh and Fossa Poplitea I-II, Leg Anatomy I-II, Foot Anatomy I-II PHYSIOLOGY - Stimulation and Contraction of Smooth Muscle II BIOPHYSICS - Biomechanical Properties of the Human Body, Biophysics of Muscle Contraction, Heat Production in Muscle, and Hill's Heat Experiments I-II Laboratory: ANATOMY - Posterior Abdominal Wall and Plexus Lumbosacralis; Anterior Abdominal Wall, Canalis Inguinalis and Inguinal Hernias; Anteromedial Regions of the Thigh (Canalis Adductorius, Trigonum Femorale); Gluteal Region; Posterolateral Regions of the Thigh and Fossa Poplitea My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 25) | Laboratory: ANATOMY - Anatomy of the Leg and Foot; Anatomy of the Face and SCALP, Parotid Region, Temporal Region, Pterygopalatine Fossa and Infratemporal Fossa, Anterior and Lateral Regions of the Neck My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 26) | Theoretical: STUDENT SEMINAR COMMITTEE EVALUATION Lab: ANATOMY-Suboccipital Region and Deep Back Muscles Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 27) | EXAM Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | - |
| 28) | Commıttee Presentatıon- Mıcro-Organısm-Blood-Immunology Theoretical: Theoretical Courses HISTOLOGY: Gametogenesis I-II Fertilization and the First Week of Development I-II Implantation and the Second Week of Development I-II MICROBIOLOGY: Introduction to Microbiology I-II General Characteristics of Bacteria I-II Bacterial Genetics I-II Cultivation of Bacteria I IMMUNOLOGY: Introduction to Immunology - Structure and Components of the Immune System (Antigens and Antibodies) I-II Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 29) | Theoretical Courses HISTOLOGY: Implantation and Second Week of Development I-II Third Week of Development I-II Weeks 4-8 and the Fetal Period I-II PHYSIOLOGY: Physiological Properties of Blood Blood Groups Blood Coagulation Erythrocytes I-II Leukocytes MICROBIOLOGY: Cultivation of Bacteria I-II Bacterial Metabolism I-II Microbiota in Health and Disease I-II General Properties of Viruses Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 30) | Theoretical Courses HISTOLOGY: Placenta and Fetal Membranes I-II Development of the Musculoskeletal System I-II Blood Tissue I-II Hematopoietic Organs and Hematopoiesis I-II MICROBIOLOGY: General Properties of Fungi General Properties of Parasites Sterilization, Disinfection, and Antisepsis I-II PHYSIOLOGY: Red Blood Cells, Anemia, and Polycythemia I-II Blood Groups; Transfusion; Tissue and Organ Transplantation Hemostasis and Blood Coagulation I-II The Body's Resistance to Infections I-II Laboratory Courses MICROBIOLOGY: Laboratory Safety and Microscopy Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 31) | STUDENT SEMİNAR- COMMITTEE EVALUATION Laboratory PHYSİOLOGY-Hematopoietic Organs and Blood Tissue Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | Power point presentation |
| 32) | EXAM Specific Work Module, Vertical Corridor-1: My Journey in Istinye Medicine-1 Early Clinical Exposure Community Engagement Specific Work Module, Vertical Corridor-:3 Field Visit | - |
| 33) | II. MIDTERM EXAM | - |
| Course Notes / Textbooks: | ANATOMİ: -Fonksiyonel Anatomi-Ekstremiteler ve Sırt Bölgesi (Doğan Taner) -Anatomi 1. cilt (Kaplan Arıncı-Alaittin Elhan) -Gray's Anatomy (Susan Standring) -Atlas of Human Anatomy (Frank H. Netter) -İnsan Anatomisi Atlası (Johannes Sobotta) It is recommended that students come by reading the lecture notes on skill practices. Besides; 1.Gray's Anatomy (Susan Standring) 2.Atlas of Human Anatomy (Frank H. Netter) 3.Atlas of Anatomy-Head and Neuroanatomy (THIEME) 4.Atlas of Human Anatomy (Johannes Sobotta) FİZYOLOJİ: -İnsan Fizyolojisi (TFBD) İstanbul Tıp Kitabevi Yayınları 2020 -Fizyoloji (Berne & Levy) -Ganong’un Tıbbi Fizyolojisi -Lippincott Görsel Anlatımlı Fizyoloji Öğrencilerin beceri uygulamalarına ilişkin ders notlarını okuyarak gelmeleri önerilir. PHYSIOLOGY : -Physiology (Berne & Levy) -Ganong’s Medical Physiology -Lippincott Illustrated Reviews: Physiology -Human physiology An integrated approach, (Silverthorn) BİYOFİZİK: -Biyofizik Yöntemler Biyolojik Etkiler Önlemler, Prof. Dr. Hamza Esen ve Prof. Dr. Ferhan Esen, Hacettepe Taş Yayınları, 2017. -Biyofizik, Prof. Dr. Ferit Pehlivan, 8. Baskı, Pelikan Yayınları, 2015. -Bütünleştirilmiş Molekülsel ve Hücresel Biyofizik, Valeria Raicu ve Aurel Popescu, Çeviri editörü: Prof. Dr. Rüstem Nurten, İstanbul Medikal Yayınları, 2014. -Temel Biyofizik Cilt I: Mekanik, Prof. Dr. İsmail Günay, Çukurova Nobel Tıp Kitabevi, 2014. -Biophysics Demystified, Daniel Goldfarb, 3Mc Graw Hill Publications, 2011. -Biyofizik Ders Kitabı, Editör Prof. Dr. Şefik Dursun, İstanbul Üniversitesi Yayın No: 4890, Cerrahpaşa Tıp Fakültesi Yayın No: 278, 2010. -Biyofiziğe Giriş, Osman Ziya Sayhan, Evrim Kitapevi, 2010. -Biyomedikal Fizik; Gürbüz Çelebi; Barış Yayınları Fakülteler Kitabevi; 2008. -Physics for Scientists and and Engineers, Raymond A. Serway and John W. Jewett, 6th Edition, Thomson Brooks/Cole, 2004 BIOPHYSICS: -Integrated Molecular and Cellular Biophysics, Valeria Raicu, Aurel Popescu, Springer, 2008 -Biophysics Demystified, Daniel Goldfarb, 3Mc Graw Hill Publications, 2011 -Biophysics: A Physiological Approach, Patrick F. Dillon, Cambridge University Press, 2008 -Physics for Scientists and and Engineers, Raymond A. Serway and John W. Jewett, 6th Edition, Thomson Brooks/Cole, 2004 -Guyton and Hall Textbook of Medical Physiology, Guyton AC, Hall JE, 12nd Edition, Elsevier Inc, 2012 BİYOKİMYA: - Gürdöl F.: Tıbbi Biyokimya, Nobel Tıp Kitabevleri, İstanbul, 2017 -Harvey R., FerrierD.: Çeviri edit. Ulukaya E. Lippincott Biyokimya 5. Baskı, 2014 -Murray, Bender, Weil, Botham, Kennely, Rodwell: Çeviri .Edit. Prof. Dr. Gül Güner Akdoğan, Prof.Dr. Biltan Ersöz, Prof. Dr. Nevbahar Turgan -Harper'ın Biyokimyası, 1. baskı, 2015 -David L. Nelson, Michael M.Cuy. Lehninger Principles of Biochemistry fifth edition, W.H. Freeman and Company New York, 2008 -Biochemistry (Lippincott Illustrated Reviews Series), Denise Ferrier -Lehninger Principles of Biochemistry, David L. Nelson -Biochemistry For Dummies, John T. Moore BIOCHEMISTRY: -Ferrier D.: Lippincott Illustrated Reviews: Biochemistry 7th edition, 2017 -Murray, Bender, Weil, Botham, Kennely, Rodwell: Harper's Illustrated Biochemistry, 31e, 2018 -David L. Nelson, Michael M.Cuy. Lehninger Principles of Biochemistry fifth edition, W.H. Freeman and Company New York, 2008 -David L. Nelson, Lehninger Principles of Biochemistry, 2012 -John T. Moore, Biochemistry For Dummies 2nd Edition |
| References: | ANATOMİ: -Fonksiyonel Anatomi-Ekstremiteler ve Sırt Bölgesi (Doğan Taner) -Anatomi 1. cilt (Kaplan Arıncı-Alaittin Elhan) -Gray's Anatomy (Susan Standring) -Atlas of Human Anatomy (Frank H. Netter) -İnsan Anatomisi Atlası (Johannes Sobotta) It is recommended that students come by reading the lecture notes on skill practices. Besides; 1.Gray's Anatomy (Susan Standring) 2.Atlas of Human Anatomy (Frank H. Netter) 3.Atlas of Anatomy-Head and Neuroanatomy (THIEME) 4.Atlas of Human Anatomy (Johannes Sobotta) FİZYOLOJİ: -İnsan Fizyolojisi (TFBD) İstanbul Tıp Kitabevi Yayınları 2020 -Fizyoloji (Berne & Levy) -Ganong’un Tıbbi Fizyolojisi -Lippincott Görsel Anlatımlı Fizyoloji Öğrencilerin beceri uygulamalarına ilişkin ders notlarını okuyarak gelmeleri önerilir. PHYSIOLOGY : -Physiology (Berne & Levy) -Ganong’s Medical Physiology -Lippincott Illustrated Reviews: Physiology -Human physiology An integrated approach, (Silverthorn) BİYOFİZİK: -Biyofizik Yöntemler Biyolojik Etkiler Önlemler, Prof. Dr. Hamza Esen ve Prof. Dr. Ferhan Esen, Hacettepe Taş Yayınları, 2017. -Biyofizik, Prof. Dr. Ferit Pehlivan, 8. Baskı, Pelikan Yayınları, 2015. -Bütünleştirilmiş Molekülsel ve Hücresel Biyofizik, Valeria Raicu ve Aurel Popescu, Çeviri editörü: Prof. Dr. Rüstem Nurten, İstanbul Medikal Yayınları, 2014. -Temel Biyofizik Cilt I: Mekanik, Prof. Dr. İsmail Günay, Çukurova Nobel Tıp Kitabevi, 2014. -Biophysics Demystified, Daniel Goldfarb, 3Mc Graw Hill Publications, 2011. -Biyofizik Ders Kitabı, Editör Prof. Dr. Şefik Dursun, İstanbul Üniversitesi Yayın No: 4890, Cerrahpaşa Tıp Fakültesi Yayın No: 278, 2010. -Biyofiziğe Giriş, Osman Ziya Sayhan, Evrim Kitapevi, 2010. -Biyomedikal Fizik; Gürbüz Çelebi; Barış Yayınları Fakülteler Kitabevi; 2008. -Physics for Scientists and and Engineers, Raymond A. Serway and John W. Jewett, 6th Edition, Thomson Brooks/Cole, 2004 BIOPHYSICS: -Integrated Molecular and Cellular Biophysics, Valeria Raicu, Aurel Popescu, Springer, 2008 -Biophysics Demystified, Daniel Goldfarb, 3Mc Graw Hill Publications, 2011 -Biophysics: A Physiological Approach, Patrick F. Dillon, Cambridge University Press, 2008 -Physics for Scientists and and Engineers, Raymond A. Serway and John W. Jewett, 6th Edition, Thomson Brooks/Cole, 2004 -Guyton and Hall Textbook of Medical Physiology, Guyton AC, Hall JE, 12nd Edition, Elsevier Inc, 2012 BİYOKİMYA: - Gürdöl F.: Tıbbi Biyokimya, Nobel Tıp Kitabevleri, İstanbul, 2017 -Harvey R., FerrierD.: Çeviri edit. Ulukaya E. Lippincott Biyokimya 5. Baskı, 2014 -Murray, Bender, Weil, Botham, Kennely, Rodwell: Çeviri .Edit. Prof. Dr. Gül Güner Akdoğan, Prof.Dr. Biltan Ersöz, Prof. Dr. Nevbahar Turgan -Harper'ın Biyokimyası, 1. baskı, 2015 -David L. Nelson, Michael M.Cuy. Lehninger Principles of Biochemistry fifth edition, W.H. Freeman and Company New York, 2008 -Biochemistry (Lippincott Illustrated Reviews Series), Denise Ferrier -Lehninger Principles of Biochemistry, David L. Nelson -Biochemistry For Dummies, John T. Moore BIOCHEMISTRY: -Ferrier D.: Lippincott Illustrated Reviews: Biochemistry 7th edition, 2017 -Murray, Bender, Weil, Botham, Kennely, Rodwell: Harper's Illustrated Biochemistry, 31e, 2018 -David L. Nelson, Michael M.Cuy. Lehninger Principles of Biochemistry fifth edition, W.H. Freeman and Company New York, 2008 -David L. Nelson, Lehninger Principles of Biochemistry, 2012 -John T. Moore, Biochemistry For Dummies 2nd Edition |
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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 | 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. | 1 | 1 | 3 | |||||||||||||||||||||
| 3) The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | 1 | 2 | 1 | 1 | 1 | 2 | 1 | |||||||||||||||||
| 4) The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | ||||||||||||
| 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 | 2 | 2 | 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. | 2 | 3 | 3 | 1 | 3 | 2 | 2 | 3 | 3 | 2 | 2 | 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 | ||||||||||||||||||||||
| 8) The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | ||||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||
| 13) During the provision of health care, the graduate shows exemplary behaviours and leads within the health team. | ||||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 21) The graduate uses information technologies to improve the effectiveness of her/his work in health care, research, and education. | 3 | |||||||||||||||||||||||
| 22) The graduate effectively manages individual study and learning processes and career development. | 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. | ||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||
| 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. | 3 |
| 3) | The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | |
| 4) | The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | 1 |
| 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 |
| 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. | |
| 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. | 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. | 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. | 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. | |
| 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. | |
| 13) | During the provision of health care, the graduate shows exemplary behaviours and leads within the health team. | |
| 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. | |
| 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. | |
| 16) | The graduate works harmoniously and effectively with her/his colleagues and other professional groups in her/his professional practice. | 1 |
| 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. | |
| 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. | |
| 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. | |
| 22) | The graduate effectively manages individual study and learning processes and career development. | |
| 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. | |
| 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. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Application | 1 | % 10 |
| Homework Assignments | 3 | % 5 |
| Presentation | 1 | % 5 |
| Committee | 6 | % 40 |
| Final | 2 | % 40 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| total | % 100 | |
| Activities | Number of Activities | Preparation for the Activity | Spent for the Activity Itself | Completing the Activity Requirements | Workload | ||
| Course Hours | 1 | 2 | 2 | 745 | 749 | ||
| Laboratory | 6 | 2 | 2 | 98 | 612 | ||
| Application | 6 | 2 | 2 | 6 | 60 | ||
| Study Hours Out of Class | 1 | 2 | 2 | 253 | 257 | ||
| Presentations / Seminar | 1 | 12 | 2 | 12 | 26 | ||
| Homework Assignments | 2 | 0 | 10 | 10 | 40 | ||
| Midterms | 6 | 1 | 1 | 15 | 102 | ||
| Final | 2 | 1 | 1 | 20 | 44 | ||
| Total Workload | 1890 | ||||||