| Medicine (English) | |||||
| Bachelor | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
| Course Code: | MED201 | ||||
| Course Name: | 2nd Panel(Basic and Clinical Integrated Course) | ||||
| Semester: | Spring | ||||
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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. YILDIZ İYİDOĞAN | ||||
| Course Lecturer(s): | Prof. Dr. Aydın Özbek, Prof. Dr. Cem Dane, Assos. Prof. Dr. Müberra Namlı Kalem, Assis.Prof.Dr. Altuğ Semiz,Prof. Dr. Yusuf Sarıoğlu,Prof. Dr. Nurdan Uraş, Prof.Dr.Cengiz Kara,Prof. Dr. Nusret Erdoğan, Prof. Dr. Yeşim Gürbüz, Prof. Dr. Pınar Atasoy, Assos.Prof. Dr. Sibel Şensu, Prof. Dr. Engin Ulukaya,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 | ||||
| Course Assistants: |
| Course Objectives: | In Grade II education programme, the students are aimed to: Explain the normal structures and functions of anatomy, histology and embryology, physiology, biophysics, biochemistry at the system and multi-system level in relation to the clinic, Explain the changes in different stages of life by integrating them with Gynecology and Obstetrics and Child Health and Diseases courses, Emphasize the importance of the place and usage areas of biostatistics in medicine, Provide preparation information for the clinical period by microbiology and immunology, pathology and pharmacology, acquire medical knowledge skills. And gain medical knowledge and skills. At the end of the Nervous, Sensory Committe, the students learned the features and parts of the central nervous system; comprehend the anatomy of the spinal cord; learned the course and functions of descending and ascending roads; comprehend the brain stem and parts of the brain; learned the formatio reticularis structure and the limbic system, and comprehended the ventricular system; learned the membranes and circulation of the CNS; learned the eyes and ways of seeing; have learned the ear and hearing ways; It is aimed for students to learn the embryological development, microscopic morphology, structural differences of neuron cells, their different localizations and related functional tasks of the nervous system and related sensory organs and endocrine organs. Students explain the basic terminology and basic information and general principles about the nervous system and sensory organs; learning the connections between the motor cortex, brain stem, cerebellum and basal ganglia in motor control; comprehend the physiological mechanisms of the somatosensory system; It is aimed to be able to describe the neural structures related to the perception, signal transmission and evaluation of special senses, their functions and how the brain metabolism works, and to learn the effect of the brain's motivational systems on behavior. Students learn about nervous system organization, neural circuits of information processing; It is aimed to understand the importance of neurotransmitters in signal transmission and to explain motor functions and reflexes of the spinal cord. At the end of the Circulation-Respiratory Committe, the students have acquired general information about the structures that make up the circulatory and respiratory system; It is aimed to learn the anatomical structures of the Nose, Paranasal Sinuses, Larynx, Trachea and lungs. Students should learn the embryological development of the structures that make up the circulatory and respiratory systems, the microscopic morphology, the structural differences of the cells, their different localizations and the functional tasks associated with them, and be able to connect with the clinic. Students will be taught the cardiac cycle, the physiology of the body and blood flow, the measurement of cardiac functions and the function of the physiological waves (ECG), arteries and veins, physiology of the capillary and lymphatic system, It is aimed to have knowledge about the regulation mechanism of respiration, to gain knowledge and skills about the structure-function relationship of respiratory system organs. It is aimed to learn the basic information about circulatory and respiratory dynamics and respiratory biophysics and clinical virology in Microbiology and Clinical Microbiology courses. At the end of the Digestive-Metabolism COMMITTEE, students It is aimed to have information about the anatomical, histological, embryological features related to the digestive system, as well as the physiological and biochemical processes related to energy need and metabolism. In pharmacology courses, it is aimed to gain knowledge and skills about the passage of drugs through the biological membrane and absorption, distribution of drugs, excretion of drugs, mechanisms of action of drugs. Objectives of the UROGENITAL-ENDOCRINE COMMITTEE At the end of this committee, students are expected to: Understand the collaborative functioning mechanisms of the urogenital system. Comprehend the anatomy of the urinary system and the functions of its structures. Master and describe the internal structure and functions of the kidney. Explain the anatomy and function of the ureter and bladder. Identify and describe the anatomy and functions of the external and internal genital organs in both males and females. Gain proficiency in the mechanisms of the genital system for both genders. In histology and embryology courses, students are expected to: Describe the histological structures and development of the tissues and organs comprising the male and female genital systems. Explain the histology of the hormones produced by the hypothalamus, pituitary gland, and pineal gland. In physiology courses, students are expected to: Gain knowledge of acid-base balance, fluid-electrolyte balance, and the kidney's physiological control mechanisms and evaluate normal functions. Identify the body's primary buffering systems and explain the compensation mechanisms that respond to acid-base imbalances. In biochemistry courses, students are expected to: Explain the biochemistry of the cell membrane, signal transduction mechanisms, general properties, classification, and action mechanisms of hormones. Describe the synthesis and control mechanisms of endocrine system hormones. Objectives of the BIOLOGICAL AGENTS-DEFENSE-INFLAMMATION COMMITTEE At the end of this committee, students are expected to: In Microbiology and Clinical Microbiology courses, students should: Learn the general and distinguishing characteristics of microorganisms causing infections, understand their pathogenic mechanisms and virulence factors. Understand methods for isolating microorganisms from clinical samples and identifying them through differential tests. Gain knowledge of antimicrobials used in treatment, resistance mechanisms, and methods of disease prevention. Learn the organs and cells of the immune system, understand their mechanisms of action during infections, and comprehend their roles. Understand the general characteristics, species, and pathogenic mechanisms of fungi, their forms, diagnostic methods used in laboratories, and treatment approaches. In Immunology courses, students should: Learn the defense mechanisms that occur in the host against infections, including the organs, cells, and molecules involved, and comprehend their roles in immune responses. Understand the general principles of tests based on antigen-antibody reactions. In Pathology courses, students should: Define the fields of medical pathology and cytology, their applications, and laboratory techniques. Understand pathology terminology, developmental disorder terminology, cellular injury, cell death, and cellular adaptation. Comprehend acute and chronic inflammation, tissue regeneration, repair processes, and the pathogenesis of hemodynamic disorders. In Biophysics courses, students should: Acquire knowledge about the types of electromagnetic energy used in imaging methods, electromagnetic wave radiation, particle-tissue interactions, and the measurement of ionizing radiation. Understand basic methods of radiation protection, the effects of radiation, excitation and ionization, and the use of radiation in medicine based on tissue sensitivity. Objectives of the LIFE STAGES - I COMMITTEE At the end of this committee, students are expected to: In Microbiology and Clinical Microbiology courses, students should: Learn about the parasites that cause diseases in humans, their life cycles, and characteristics. Identify parasites, understand their treatment methods, and learn preventive measures. In Pharmacology courses, students should: Understand the basic principles of drug-drug interactions, drug toxicity, and pharmacotherapy principles across different life stages. Comprehend the effects of genes on drug response, autacoids, and their clinical uses. Explain pharmacokinetic and pharmacodynamic drug interactions, mechanisms of adverse effects, and how drug toxicity is detected and evaluated. Describe pharmacokinetics and pharmacodynamics during pregnancy and teratogenic effects of drugs. Explain pharmacokinetic and pharmacodynamic differences in neonates, infants, children, and the elderly. Define and explain fundamental concepts in pharmacogenetics. Discuss the stages of drug development and the importance of ethics in drug research. Explain histaminergic and serotonergic signaling systems and their medical applications. Describe the renin-angiotensin system, the physiology and modulation of vasoactive peptides, the nitric oxide signaling system, and eicosanoid production, their pharmacological effects, and therapeutic uses. In Histology and Embryology courses, students should: Comprehend early developmental anomalies, cellular aging, and wound healing processes. In Biochemistry courses, students should: Understand the harmful effects of free radicals and the components of antioxidant systems. Define the conditions affecting free radical reactions and describe exogenous and endogenous factors and their effects. In Obstetrics and Gynecology courses, students should: Learn and explain the menstrual cycle, the three trimesters of pregnancy, and the process of childbirth. In Pediatrics courses, students should: Understand the neonatal period, bilirubin metabolism in neonates, neonatal nutrition, and the characteristics of breast milk. Learn about child nutrition, neuromotor development, normal growth, and puberty. Objectives of Clinical Skills Practices and Vertical Corridor Programs Clinical Skills Practices: The aim is to provide an environment where students can continue to build upon the foundational clinical skills they gained in the first year. Before their first patient contact, students are provided with opportunities to practice and gain experience using mannequins and models. This allows them to develop effective communication skills with patients and acquire fundamental medical skills through repeated practice before transitioning to clinical education. Vertical Corridor-1: Engagement with Preventive Medicine: The goal is to raise awareness about the importance of collaboration with healthy individuals and the community, preventive healthcare services, and professional organizations. Vertical Corridor-2: Human Sciences in Medicine 2: The aim is to offer students an opportunity to reflect deeply on themes such as artificial intelligence, ethics, human-machine interaction, and the future of technology through the art of cinema. Additionally, students are taught the concepts of child neglect and abuse, their types, and their short- and long-term impacts on children, while equipping them with the ability to develop effective intervention strategies. Vertical Corridor-3: Scientific Thinking: The goal is to foster awareness of reasoning methods essential for consistent inquiry, the use of artificial intelligence in medicine, and project support programs. |
| Course Content: | Theoretical courses: Anatomy, Physiology, Biochemistry, Biophysics, Microbiology and Clinical Microbiology, Immunology, Pharmacology and Clinical Pharmacology, Histology-Embryology, Pathology, Obstetrics and Gynecology, Child Health and Diseases, Biostatistics and Medical Information, -Laboratory Practices, Clinical Skills, Vertical Corridor 1-2-3 activities, Problem Based Learning |
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The students who have succeeded in this course;
1) Explains the normal structure and functions of the systems that make up the organism 2) Recognizes general clinical situations encountered at the system and multisystem level 3) Explains disease factors and cellular responses to these factors 4) Explains the structure and function of the organs of the immune system and relate them to clinical situations 5) Explains the basic concepts of pharmacodynamics and pharmacokinetics 6) Explain the place of pathology in medical sciences, its application areas, findings, and usage of diseases with correct terminology 7) Can relate changes in different stages of life to clinical situations 8) Can use biostatistics methods in their studies 9) Reinforce the learned in theoretical lessons with laboratory applications 10) Apply the professional skills that will form the basis of health service delivery 11) Research and present a medical/paramedical issue in public 12) Demonstrates attitudes and behaviors in accordance with basic laboratory rules, safety and principles of working with biological materials |
| Week | Subject | Related Preparation |
| 1) | Objectives of the NERVOUS AND SENSORY SYSTEM COMMITTEE Medical Education: Introduction to Course Program, Guidelines, and Regulations. Overview of the Nervous and Sensory System Committee. Theoretical Courses: HISTOLOGY-EMBRYOLOGY: Neural System Cells I-II, Central Nervous System Histology I-II. ANATOMY: Introduction to the Central Nervous System and General Morphology of the CNS I-II-III, Spinal Cord (Medulla Spinalis) I-II, Ascending and Descending Pathways I-II. PHYSIOLOGY: Organization of the Nervous System, Basic Functions and Mediators of Synapses I-II, Sensory Receptors, Neuronal Circuits in Information Processing I-II. Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 2) | Theoretical Courses ANATOMY:Ascending and Descending Pathways III-IV,Brainstem and Reticular Formation I-II,Brainstem and Reticular Formation III-IV,Cerebellum I-II Introduction to Cranial Nerves PHYSIOLOGY: Somatic Sensations I: General Organization, Touch and Position Senses I-II, Somatic Sensations II: Pain, Headache, and Thermal Sensations I-II Motor Functions of the Spinal Cord: Spinal Reflexes I-II HISTOLOGY-EMBRYOLOGY: Peripheral Nervous System Histology, Development of the Nervous System I-II Laboratory ANATOMY: Spinal Cord (Medulla Spinalis) Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 3) | Theoretical Courses ANATOMY: Cranial Nerves I-II-III Cranial Nerves IV-V-VI Diencephalon I-II-III Basal Ganglia and White Matter I-II Cerebral Hemispheres and Motor and Sensory Areas I-II PHYSIOLOGY: Control of Motor Functions by the Cortex and Brainstem I-II Laboratory ANATOMY: Brainstem, Cerebellum, Cranial Nerves PHYSIOLOGY: Specialized Reflexes in Humans Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 4) | Theoretical Courses ANATOMY: Cerebral Hemispheres and Motor and Sensory Areas III-IV Limbic System and Basal Forebrain I-II Ventricular System and Cerebrospinal Fluid (CSF) Brain Meninges and Sinuses / CNS Vessels I-II-III Autonomic Nervous System I-II Anatomy of the Eye and Visual Pathways I-II-III Anatomy of the Ear and Auditory Pathways I-II PHYSIOLOGY: Contribution of the Cerebellum and Basal Ganglia to General Motor Control I-II Cerebral Cortex, Brain Functions, Learning and Memory I-II Brain Mechanisms Related to Behavior and Motivation – Limbic System and Hypothalamus I-II Brain Activity States – Sleep, Brain Waves, Epilepsy, Psychosis I-II HISTOLOGY-EMBRYOLOGY: Central Nervous System Meninges, Choroid Plexus, Blood-Brain Barrier Laboratory Courses ANATOMY: Diencephalon, Basal Ganglia, White Matter, Cerebral Hemispheres, Limbic System, and Ventricular System HISTOLOGY-EMBRYOLOGY: DIGILAB: Nervous System Histology Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 5) | Theoretical Courses ANATOMY: Anatomy of the Ear and Auditory Pathways III HISTOLOGY-EMBRYOLOGY: Histology and Development of the Eye I-II-III, Histology and Development of the Ear I-II-III PHYSIOLOGY: Autonomic Nervous System and Adrenal Medulla I-II, Brain Blood Flow, Cerebrospinal Fluid, and Brain Metabolism, Eye: Receptor and Neural Functions of the Retina I-II, Eye: Central Neurophysiology of Vision I-II, Auditory Sensation I-II BIOPHYSICS: Optics, Principles of Spectrophotometry, and Biophysics of Vision Biophysical Properties of Sound and Biophysics of Hearing Laboratory Courses ANATOMY: Brain Meninges, Sinuses, and CNS Vessels, Eye Anatomy, Ear Anatomy PHYSIOLOGY: EEG Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 6) | Theoretical Courses HISTOLOGY: Histology and Development of the Skin I-II PHYSIOLOGY: Chemical Senses – Taste and Smell STUDENT PRESENTATION Laboratory Courses PHYSIOLOGY: Visual Acuity, Accommodation, Eye Model, Color Blindness Tests, Tuning Fork Tests, and Reaction Time HISTOLOGY: Laboratory on Skin and Sensory Organs Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 7) | Specific Study Module Vertical Corridor-1: My Journey in Medicine at Istinye Medical School-1 Early Clinical Exposure Engagement with Preventive Medicine (Field Visit) Committee Assessments Anatomy Committee Practical Exam Committee Final Exam | - |
| 8) | Theoretical Courses Committee Introduction and Final Assessment ANATOMY: Heart and Pericardium I-II, Heart and Pericardium III-IV, Great Vessels of the Heart I-II, Mediastinum HISTOLOGY-EMBRYOLOGY: Development and Anomalies of the Heart I-II PHYSIOLOGY: Histology of the Heart and Blood Vessels I-II-III, Heart as a Pump and Functions of Heart Valves I, Heart as a Pump and Functions of Heart Valves II Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 9) | Theoretical Courses ANATOMY: Lymphatic System and Lymphoid Organs I-II Thoracic Wall, Diaphragm, Respiratory Muscles I-II HISTOLOGY-EMBRYOLOGY: Development and Anomalies of Blood Vessels Cells of the Lymphoid System I-II, Primary Lymphoid Organs I-II, Secondary Lymphoid Organs I-II PHYSIOLOGY: Rhythmic Excitation of the Heart, Normal Electrocardiogram (ECG) Overview of the Circulatory System: Biophysics of Pressure, Flow, and Resistance Compliance of Blood Vessels and Functions of Arterial and Venous Systems Microcirculation and Lymphatic System: Capillary Fluid Exchange, Interstitial Fluid, and Lymph Flow I-II Laboratory Courses ANATOMY: Heart and Pericardium HISTOLOGY-EMBRYOLOGY: Histology of the Heart and Blood Vessels BIOPHYSICS: Principles of Hemodynamics and Fluid Dynamics Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 10) | Theoretical Courses ANATOMY: Nose II, Paranasal Sinuses HISTOLOGY-EMBRYOLOGY: Histology of the Upper Respiratory System Histology of the Lower Respiratory System BIOPHYSICS: Principles of Hemorheology and Circulatory Biophysics I-II PHYSIOLOGY: Local and Humoral Control of Tissue Blood Flow I-II Long-Term Regulation of Arterial Pressure and the Role of Kidneys in Hypertension I-II, Cardiac Output, Venous Return, and Their Regulation I-II Muscle Blood Flow and Cardiac Output During Exercise; Coronary Circulation and Ischemic Heart Disease Laboratory Courses ANATOMY: Great Vessels, Mediastinum, and Thoracic Wall HISTOLOGY-EMBRYOLOGY: Lymphatic System PHYSIOLOGY: Electrocardiography (ECG) Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 11) | Theoretical Courses ANATOMY: Larynx I-II, Trachea and Lungs I-II HISTOLOGY-EMBRYOLOGY: Development and Anomalies of the Respiratory System I-II PHYSIOLOGY: Lung Ventilation I-II, Pulmonary Circulation, Pulmonary Edema, and Regulation of Pleural Fluid I-II, Physical Principles of Gas Exchange; Diffusion of Oxygen and Carbon Dioxide Through the Respiratory Membrane I-II Transport of Oxygen and Carbon Dioxide in Blood and Tissue Fluids I-II BIOPHYSICS: Surface Tension, Respiratory Dynamics, and Biophysics of Respiration Laboratory Courses ANATOMY- Nose and Related Structures, Larynx, Trachea, and Lungs PHYSIOLOGY- Blood Pressure Measurement and Cardiovascular System Examination Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) Specific Training Module, Vertical Corridor-2 (Human Sciences in Medicine) Movie Discussion | Power point presentation |
| 12) | Theoretical Courses PHYSIOLOGY: Regulation of Respiration I-II STUDENT PRESENTATION Laboratory Courses PHYSIOLOGY: Examination of the Respiratory System Pulmonary Function Test HISTOLOGY-EMBRYOLOGY: Histology of the Respiratory System Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 13) | Committee Final Exam Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | - |
| 14) | Theoretical Courses Committee Introduction ANATOMY: Temporomandibular Joint and Mastication Muscles I-II Oral Cavity and Its Structures I-II-III Pharynx, Esophagus, and Stomach I-II HISTOLOGY-EMBRYOLOGY: Histology of the Oral Cavity Histology of the Esophagus and Stomach I-II Histology of the Small and Large Intestines MEDICAL MICROBIOLOGY: Introduction to Bacteriology and Mechanisms of Bacterial Pathogenesis I-II Staphylococcus I-II PHYSIOLOGY: General Principles of Gastrointestinal Function – Motility, Neural Control, and Circulation I-II Movement and Mixing of Nutrients in the Digestive Tract I-II MEDICAL BIOCHEMISTRY: Metabolism of Amino Acid Carbon Skeletons Specific Metabolic Pathways of Amino Acids I-II Laboratory Courses ANATOMY: Temporomandibular Joint and Oral Cavity HISTOLOGY-EMBRYOLOGY: Upper Digestive System Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 15) | Theoretical Courses ANATOMY: Peritoneum I-II, Small Intestine (Intestinum Tenue) I-II PHYSIOLOGY: Secretory Functions of the Digestive Tract I-II MEDICAL MICROBIOLOGY: Streptococcus and Enterococcus I-II, Bacillus, Listeria, and Other Similar Gram-Positive Bacteria I-II, Enterobacteriales I-II-III MEDICAL BIOCHEMISTRY: Specific Metabolic Pathways of Amino Acids III Heme Breakdown (Bilirubin Metabolism) Laboratory Courses ANATOMY: Peritoneum, Pharynx, Esophagus, and Stomach Vertical Corridor-1 Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 16) | Theoretical Courses ANATOMY: Large Intestine (Intestinum Crassum) I-II, Liver, Gallbladder, and Bile Ducts I-II, Pancreas HISTOLOGY-EMBRYOLOGY: Histology of the Liver, Gallbladder, and Pancreas I-II Development and Anomalies of the Digestive System I-II, Development and Anomalies of the Liver, Gallbladder, and Pancreas I-II PHYSIOLOGY: Digestion and Absorption in the Gastrointestinal Tract I-II Physiology of Gastrointestinal Disorders I-II, Dietary Balances, Regulation of Nutrition, Obesity, and Starvation I-II MEDICAL MICROBIOLOGY: Non-Fermentative Bacteria I-II, Vibrio, Campylobacter, and Helicobacter I-II, Neisseria, Haemophilus, and Related Bacteria I-II, Various Gram-Negative Bacilli I-II MEDICAL BIOCHEMISTRY: Structure and Synthesis of Porphyrins I-II Gastrointestinal System Hormones, Metabolism During Satiety and Starvation Laboratory Courses ANATOMY: Small and Large Intestines (Intestinum Tenue and Crassum) MEDICAL MICROBIOLOGY: Cultivation of Bacteria | Power point presentation |
| 17) | Theoretical Courses MEDICAL MICROBIOLOGY: Various Gram-Negative Bacilli III Spirochetes I-II Chlamydia, Mycoplasma, and Ureaplasma I-II Rickettsia and Coxiella Mycobacteria and Nocardia I-II Anaerobic Bacteria I-II-III Microbiological Diagnosis of Bacteria PHYSIOLOGY: Energy Providers and Metabolic Rate Regulation of Body Temperature and Fever I-II HISTOLOGY-EMBRYOLOGY: Pharyngeal Arches and Developmental Anomalies I-II Facial Development ANATOMY: Portal System and Porto-Caval Anastomoses MEDICAL BIOCHEMISTRY: Biochemistry of Obesity Macro Minerals Trace and Ultra-Trace Elements Laboratory Courses MEDICAL BIOCHEMISTRY: Complete Urinalysis ANATOMY: [Rickettsia and Coxiella not typically covered in anatomy; clarification may be needed.] HISTOLOGY-EMBRYOLOGY: Lower Digestive System and Accessory Glands MEDICAL MICROBIOLOGY: Identification of Bacteria Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 18) | Laboratory Course HISTOLOGY-EMBRYOLOGY: Lower Digestive System and Accessory Glands Student Presentation-Committee Evaluation-Committee Final Exam Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 19) | I. Semester Final Exam | - |
| 20) | Committee Presentation Theoretical Courses ANATOMY: Ureter, Bladder, and Urethra I-II Pelvis, Pelvic Floor, and Perineum I HISTOLOGY-EMBRYOLOGY: Histology of the Urinary System I-II-III PHYSIOLOGY: Body Fluid Compartments: Extracellular and Intracellular Fluids; Edema I-II Excretory System: Functional Anatomy and Urine Formation in the Kidneys I-II Glomerular Filtration, Renal Blood Flow, and Regulation I-II-III Tubular Reabsorption and Secretion in the Kidney I MEDICAL BIOCHEMISTRY: Biochemistry of Intracellular Signal Transduction Biochemistry of Signal Transduction in the Plasma Membrane Laboratory Courses ANATOMY: Urinary System HISTOLOGY-EMBRYOLOGY: Histology of the Urinary System Clinical Skills Practice: Venous Access Techniques Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 21) | Theoretical Courses ANATOMY: Pelvis, Pelvic Floor, and Perineum II Introduction to the Endocrine System and Pituitary Gland (Focus on Adenohypophysis) PHYSIOLOGY: Tubular Reabsorption and Secretion in the Kidney II-III Concentration and Dilution of Urine; Regulation of Extracellular Fluid Osmolarity and Sodium Concentration I Renal Regulation of Potassium, Calcium, Phosphate, and Magnesium; Integration of Renal Mechanisms in the Control of Blood Volume and Extracellular Fluid Volume I-II-III Acid-Base Regulation I-II Diuretics and Renal Diseases Introduction to Endocrinology HISTOLOGY-EMBRYOLOGY: Histology of the Neuroendocrine System Histology and Development of the Pituitary, Pineal Gland, and Endocrine Portion of the Pancreas I-II Clinical Skills Practice Procedures: Venous Access Techniques Intravenous Injection Skills Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 22) | Theoretical Courses ANATOMY:Male Genital Organs I-II Female Reproductive Organs I-II PHYSIOLOGY:Male Reproductive Functions and Hormone-Dependent Functions I HISTOLOGY-EMBRYOLOGY:Histology of the Male Genital System I-II Histology of the Female Genital System I-II Development and Anomalies of the Urogenital System I-II-III Male Reproductive Functions and Hormone-Dependent Functions I Female Physiology Before Pregnancy and Female Hormones I Laboratory Courses ANATOMY: Male Genital System, Female Genital System HISTOLOGY-EMBRYOLOGY: Histology of the Male Genital System Clinical Skills PracticeProcedures: Intravenous (IV) Injection Skills | Power point presentation |
| 23) | Student Seminer COMMITTEE EXAM Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | - |
| 24) | Biological Agents-Defense-Inflammation Committee Committee Presentation Overview of the Biological Agents-Defense-Inflammation Committee Theoretical Courses MICROBIOLOGY: Introduction to Virology and Mechanisms of Viral Pathogenesis Papillomavirus, Polyomavirus, and Poxvirus I-II Adenovirus Innate Immune Response I PATHOLOGY: Introduction to Pathology: Laboratory, Techniques, and Functions I-II BIOPHYSICS: Radiation Biophysics I-II-III Clinical Skills Practice Procedures: Intramuscular (IM) Injection Skills | Power point presentation |
| 25) | Theoretical Courses MICROBIOLOGY: Antigen Presentation, Recognition, and Stimulation of the Immune System I-II Picornaviruses and Parvoviruses Coronaviruses I-II Retroviruses I-II PATHOLOGY: Developmental Disorders Pathological Terminology I-II Cellular Injury, Cell Death, and Adaptation I-II BIOPHYSICS: Generation of X-rays Radiography Computed Tomography Clinical Skills Practice Procedures: Subcutaneous (SC) Injection Skills Intradermal (ID) Injection Skills Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 26) | Theoretical Courses MICROBIOLOGY: Hepatitis Viruses I-II Orthomyxoviridae I-II Paramyxoviridae and Rubella Virus Rotavirus and Norovirus Arboviruses and Vector-Borne Viruses Introduction to Mycology IMMUNOLOGY: Adaptive (Specific) Immune Response-1 I-II Adaptive (Specific) Immune Response-2 I-II PATHOLOGY: Acute and Chronic Inflammation I-II Tissue Regeneration and Repair I-II BIOPHYSICS: Magnetic Resonance Imaging (MRI) Radiopharmaceuticals and Radionuclides SPECT-PET Imaging Clinical Skills Practice Procedures: Intravenous (IV) Injection Skills Intradermal (ID) Injection Skills Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 27) | Theoretical Courses ANATOMY: Pelvis, Pelvic Floor, and Perineum II Introduction to the Endocrine System and Pituitary Gland (Focus on Adenohypophysis) PHYSIOLOGY: Tubular Reabsorption and Secretion in the Kidney II-III Concentration and Dilution of Urine; Regulation of Extracellular Fluid Osmolarity and Sodium Concentration I Renal Regulation of Potassium, Calcium, Phosphate, and Magnesium; Integration of Renal Mechanisms in the Control of Blood Volume and Extracellular Fluid Volume I-II-III Acid-Base Regulation I-II Diuretics and Renal Diseases Introduction to Endocrinology HISTOLOGY-EMBRYOLOGY: Histology of the Neuroendocrine System Histology and Development of the Pituitary, Pineal Gland, and Endocrine Portion of the Pancreas I-II Clinical Skills Practice Procedures: Venous Access Techniques, Intravenous Injection Skills Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine | Power point presentation |
| 28) | MICROBIOLOGY -Microbiological Diagnosis of Fungi Laboratory MICROBIOLOGY - Examination of Dermatophytes and Common Fungi Causing Opportunistic Infections Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 29) | Theoretical Courses MICROBIOLOGY:Superficial and Cutaneous Mycoses I-II Rhabdoviruses and Prions Microbiological Diagnosis of Viruses Systemic Mycoses Subcutaneous Mycoses Opportunistic Mycoses I-II IMMUNOLOGY:Immunological (Serological) Diagnostic Methods Complement System Cytokines PATHOLOGY:Hemodynamic Disorders, Thromboembolic Diseases, and Shock I-II Cellular Responses to Injury and the Pathology of Inflammatory Diseases BIOPHYSICS:Endoscopy,Ultrasonography,LASER Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 30) | Student Seminar- COMMITTEE EVALUATION COMMITTEE EXAM Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 31) | STAGES OF LIFE-I COMMITTEE PRESENTATION Theoretical Courses MICROBIOLOGY: Introduction to Parasitology Intestinal and Urogenital Protozoa I-II PHARMACOLOGY: Introduction to Pharmacology and Basic Definitions Pharmacokinetics I-II Drug Absorption PHYSIOLOGY: Pregnancy and Lactation I-II PEDIATRICS (Child Health and Diseases): Neonatal Screening OBSTETRICS AND GYNECOLOGY: Pregnancy and 1st Trimester, 2nd Trimester 3rd Trimester, Childbirth BIOSTATISTICS: Definition of Scientific Research and Statistics Measurement and Accuracy, Main Levels of Measurement Data Summarization, Frequency Distributions, and Graphical Representation Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 32) | Theoretical Courses PHARMACOLOGY: Pharmacokinetics III: Drug Metabolism (Biotransformation) Pharmacokinetics IV: Drug Elimination, Routes of Administration, and Pharmaceutical Forms MICROBIOLOGY: Blood and Tissue Protozoa I-II BIOSTATISTICS: Key Types of Averages Used in Medicine Concept of Variability and Main Measures of Variability Key Theoretical Distributions in Statistics I: Binomial Distribution, Poisson Distribution PHYSIOLOGY: Physiology of the Fetus and Newborn I-II PEDIATRICS (Child Health and Diseases): Normal Puberty/Pubertal Development Calcium and Vitamin D Metabolism Clinical Skills Practice Procedures: Perform Rinne-Weber and Schwabach Tests Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 33) | Theoretical Courses MICROBIOLOGY:Blood and Tissue Protozoa III Nematodes I-II Trematodes Cestodes I-II Arthropods I-II Microbiological Diagnosis of Parasites PHARMACOLOGY:Pharmacodynamics I: Dose-Concentration-Effect Relationship I-II Pharmacokinetics II: Mechanisms of Drug Action Factors Affecting Drug Actions Pharmacokinetic and Pharmacodynamic Drug Interactions I-II Toxic Effects of Drugs MEDICAL BIOCHEMISTRY:Plasma Proteins and Their Clinical Significance I-II BIOSTATISTICS:Key Theoretical Distributions in Statistics II: Normal Distribution, Student’s t-Distribution Sampling and Sampling Techniques Theoretical Sampling Distributions Sample Size Determination Hypothesis Testing Concept of Statistical Significance Generalization and Comparison of Means Confidence Interval Estimation, Z-Test, Student’s t-Test Generalization and Comparison of Proportions Confidence Interval Estimation, Z-Test Rank Statistics Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 34) | Theoretical Courses PHARMACOLOGY: Rational Drug Use I-II Laboratory Courses MICROBIOLOGY: Microbiological Diagnosis of Parasites Student Seminar Committee Evaluation Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) | Power point presentation |
| 35) | Specific Training Module, Vertical Corridor-1: “My Journey In İstinye Medicine-1 Early Clinical Exposure Engagement with Preventive Medicine (Field trips/visits) COMMITTEE EXAM | - |
| 36) | Professional and Clinical Skills Practice Make-Up Week | - |
| 37) | Spring Semester Exam | - |
| Course Notes / Textbooks: | FİZYOLOJİ: Guyton Tıbbi Fizyoloji PHYSIOLOGY: Medical Physiology (Guyton) İMMÜNOLOJİ: Roitt's Essential Immunology-2017-(Çeviri) Temel İmmünoloji-İmmün sistemin işlevleri ve bozuklukları-Abbas-2015 MİKROBİYOLOJİ: Koneman's Color Atlas And Textbook of Diagnostic Microbiology Türkçe Baskısı-2017 Tıbbi Mikrobiyoloji-Murray-2016 Tıbbi Mikrobiyoloji-Jawetz-2014 Lippincott’un Şekillerle Açıklamalı Derleme Ders Kitapları-Mikrobiyoloji FARMAKOLOJİ: -Kayaalp, O. (2012). Rasyonel Tedavi Yönünden Tıbbi Farmakoloji (13’üncü baskı). Ankara: Pelikan Tıp Teknik Yayıncılık. -Brunton, L., Knollman, B., Hilal-Dandan, R. (2021). Goodman and Gilman s The Pharmacological Basis of Therapeutics (14th edition). USA: McGraw and Hill Company. -Whalen, K., Radhakrishnan, R., Felid, K.(2018). Lippincott s Illustrated Reviews: Pharmacology (7th edition). USA: Lippincott Williams & Wilkins. -Katzung, B.G. (2020). Basic and Clinical Pharmacology (15th edition). USA: McGraw-Hill Companies. PHARMACOLOGY • Brunton, L., Knollman, B., Hilal-Dandan, R. (2021). Goodman and Gilman s The Pharmacological Basis of Therapeutics (14th edition). USA: McGraw and Hill Company. • Whalen, K., Radhakrishnan, R., Felid, K.(2018). Lippincott s Illustrated Reviews: Pharmacology (7th edition). USA: Lippincott Williams & Wilkins. • Katzung, B.G. (2020). Basic and Clinical Pharmacology (15th edition). USA: McGraw-Hill Companies. PATOLOJİ: Robbins Basic Pathology / [editors] Vinay Kumar, Abul K. Abbas, Jon C. Aster; artist James A. Perkins PATHOLOGY: Robbins Basic Pathology / [editors] Vinay Kumar, Abul K. Abbas, Jon C. Aster; artist James A. Perkins |
| References: | ANATOMİ: Öğrencilerin beceri uygulamalarına ilişkin ders notlarını okuyarak gelmeleri önerilir. Ayrıca; 1.Her Yönüyle Anatomi (Yasin Arifoğlu) 2.İnsan Anatomisi (Mustafa Sarsılmaz) 3.Fonksiyonel Nöroanatomi (Doğan Taner) 4.Anatomi 2. cilt (Kaplan Arıncı, Alaittin Elhan) 5.Gray's Anatomy (Susan Standring) 6.Atlas of Human Anatomy (Frank H. Netter) 7.Atlas of Anatomy-Head and Neuroanatomy (THIEME) 8.İnsan Anatomisi Atlası (Johannes Sobotta) ANATOMY: 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) MİKROBİYOLOJİ: *Enfeksiyon Hastalıkları ve Mikrobiyolojisi cilt 1-2 Prof. Dr. Ayşe Willke Topçu , Prof. Dr. Güner Söyletir , Prof. Dr. Mehmet Doğanay Nobel tıp Kitapevleri *Temel Tıbbi Mikrobiyoloji Patrick R. Murray, Güneş Tıp Kitapevi *Koneman's Color Atlas And Textbook of Diagnostic Microbiology Türkçe Baskısı Çeviri Editörleri Prof.Dr. Ahmet Başustaoğlu, Prof.Dr. Ayşe Dürdal Us, Hipokrat Kitapevi *Klinik Mikrobiyoloji Cilt 1-2 Patrick R. Murray, Ellen Jo Baron, James H.Jorgensen, Marie Louise, Landry Hipokrat Kitapevi *Tıbbi Mikrobiyoloji Jawetz, Melnick, Adelberg Güneş Tıp Kitapevleri * Roitt's Essential Immunology, Seamus J. Martin, Dennis R Burton, Ivan M Rotti WILWY-BLACKWELL , Nobel tıp Kitapevleri * Temel İmmünoloji-İmmün sistemin işlevleri ve bozuklukları, Abul K. Abbas, Andrew H. Lichtman, Shiv Pillia, Güneş Tıp Kitapevleri IMMUNOLOGY Roitt's Essential Immunology, Seamus J. Martin, Dennis R Burton, Ivan M Rotti WILWY-BLACKWELL, Nobel tıp Kitapevleri-2017 Cellular and Molecular Immunology-Abbas-2014 MICROBIOLOGY Koneman's Color Atlas And Textbook of Diagnostic Microbiology Medical Microbiology-Murray, Rosenthal,Pfaller Medical Microbiology-Jawetz, Melnick-Adelberg's 4Review of Medical Microbiology and Immunology-Levinson-Lange-2014 Lippincott's Illustrated Reviews Microbiology-Harvey-2013 PATHOLOGY 1.Pocket companion to Robbins and Cotran pathologic basis of disease / Richard N. Mitchell, Vinay Kumar, Abul K. Abbas, Jon C. Aster; with illustrations by James A. Perkins 2.Textbook of pathology / Harsh Mohan, foreword Ivan Damjanov 3.Anatomic pathology : board review / Jay H. Lefkowitch 4.Exam preparatory manual for undergraduates : pathology / Ramadas Nayak, Nayak, Rakshatha FARMAKOLOJİ: *Trevor, A.J., Masters S.B. , Katzung B.G. (2019). Çeviri Editörü: Erden, B.F. Katzung ve Trevor Farmakoloji - Sınav ve Gözden Geçirme (11’inci baskı). USA: McGraw-Hill Companies. PHARMACOLOGY Trevor, A.J., Masters S.B. , Katzung B.G. (2019). Çeviri Editörü: Erden, B.F. Katzung ve Trevor Farmakoloji - Sınav ve Gözden Geçirme (11’inci baskı). USA: McGraw-Hill Companies PATOLOJİ: *Pocket companion to Robbins and Cotran pathologic basis of disease / Richard N. Mitchell, Vinay Kumar, FARMAKOLOJİ: *Trevor, A.J., Masters S.B. , Katzung B.G. (2019). Çeviri Editörü: Erden, B.F. Katzung ve Trevor Farmakoloji - Sınav ve Gözden Geçirme (11’inci baskı). USA: McGraw-Hill Companies.Abul K. Abbas, Jon C. Aster ; with illustrations by James A. Perkins * Textbook of pathology / Harsh Mohan, foreword Ivan Damjanov *Anatomic pathology : board review / Jay H. Lefkowitch *Exam preparatory manual for undergraduates : pathology / Ramadas Nayak, Nayak, Rakshatha HİSTOLOJİ-EMBRİYOLOJİ: 1. Eşrefoğlu M. Renkli Genel Histoloji. İstanbul Tıp Kitabevleri, İstanbul, 2016. 2. S. Solakoğlu - Y. Aytekin (Çev). Ed. Junquiera L.C.,Carneiro. Temel Histoloji. Nobel Tıp Kitabevleri, İstanbul, 2009. 3. Dağdeviren A, Müftüoğlu F. S, Karabay G. Ed. Gartner L P., Hiatt J L.. Netter Histoloji. 4. Baskı, Güneş Tıp Kitabevleri,2009. 4. Demir R. Histolojik Boyama Teknikleri. Palme Yayıncılık. Ankara, 2001. 5. Demir R. di Fiore Histoloji Atlası. Dokuzuncu Baskı, Palme Yayıncılık. Ankara, 2001. 6. Müftüoğlu S, Kaymaz F, Atilla P. (Çev). Ed. Ovalle W K., Nahirney P K..Güneş Tıp Kitabevleri,2009. 7. Anthony L. Mescher, Junquiera L.C.,Carneiro. Basic Histology. 14th Edition. McGraw-Hill Education. 8. Michael H. Ross, Wojciech Pawlina. Histology A Textand Atlas with Correlated Cell and Molecular Biology. 7th Edition, 2016. 9. Keith L. Moore, T.V.N. Persaud, Mark G. Torchia. The Developing Human Clinical Oriented Embyology. 10th Edition. Elsevier, 2016. 10. T.W. Sadler. Langman’s Medical Embryogly. Walters Kluwer, 14th Edition, 2019. HISTOLOGY-EMBRIOLOGY 1. Anthony L. Mescher, Junquiera L.C.,Carneiro. Basic Histology. 14th Edition. McGraw-Hill Education. 2. Michael H. Ross, Wojciech Pawlina. Histology A Textand Atlas with Correlated Cell and Molecular Biology. 7th Edition, 2016. 3. Keith L. Moore, T.V.N. Persaud, Mark G. Torchia. The Developing Human Clinical Oriented Embyology. 10th Edition. Elsevier, 2016. 4. T.W. Sadler. Langman’s Medical Embryogly. Walters Kluwer, 14th Edition, 2019. FİZYOLOJİ: 1.İnsan Fizyolojisi (TFBD) İstanbul Tıp Kitabevi Yayınları 2020 2.Fizyoloji (Berne) 3.Ganong’un Tıbbi Fizyolojisi 4. Lippincott Görsel Anlatımlı Fizyoloji PHYSIOLOGY : 1. Physiology (Berne & Levy) 2. Ganong’s Medical Physiology 3. Lippincott Illustrated Reviews: Physiology 4. Human physiology An integrated approach, (Silverthorn) BİYOKİMYA: 1.Denise R. Ferrie. Lippincott's Illustrated Reviews: Biochemistry Sixth Edition Walter Kluwer Philadelphia USA, 2014. 2.Cox, Michael M., and David L. Nelson. Lehninger principles of biochemistry. Vol. 5. New York: Wh Freeman, 2008. 3.Baynes, John W., and Marek H. Dominiczak. Medical Biochemistry E-Book. Elsevier Health Sciences, 2014. 4.Burtis, Carl A., Edward R. Ashwood, and David E. Bruns. Tietz textbook of clinical chemistry and molecular diagnostics-e-book. Elsevier Health Sciences, 2012. 5.VOET, Donald; VOET, Judith G.; PRATT, Charlotte W. Fundamentals of biochemistry: life at the molecular level. 2013. |
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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 | 1 | 1 | 3 | 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. | 1 | 2 | 1 | 1 | 1 | |||||||||||||||||||
| 4) The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 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 | 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 | 3 | 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 | |||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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. | 3 | 1 | ||||||||||||||||||||||
| 21) The graduate uses information technologies to improve the effectiveness of her/his work in health care, research, and education. | 2 | |||||||||||||||||||||||
| 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. | ||||||||||||||||||||||||
| 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. | 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 |
| 3) | The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | 1 |
| 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. | 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. | 1 |
| 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. | |
| 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. | |
| 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. | 2 |
| 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. | 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. | |
| 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 |
| Application | 1 | % 10 |
| Homework Assignments | 3 | % 2 |
| Presentation | 1 | % 5 |
| Project | 1 | % 3 |
| 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 | 2 | 2 | 2 | 678 | 1364 | ||
| Laboratory | 6 | 1 | 1 | 105 | 642 | ||
| Application | 6 | 2 | 2 | 6 | 60 | ||
| Study Hours Out of Class | 2 | 2 | 2 | 104 | 216 | ||
| 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 | 2494 | ||||||