ISTINYE UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| Medicine (English) | |||||
| Bachelor | TR-NQF-HE: Level 7 | QF-EHEA: Second Cycle | EQF-LLL: Level 7 | ||
Course Introduction and Application Information
| Course Code: | MED403 | ||||
| Course Name: | Gynecology, Obstetrics and Urology Internship Block | ||||
| Semester: | Fall | ||||
| Course Credits: |
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| Language of instruction: | English | ||||
| Course Condition: | |||||
| Does the Course Require Work Experience?: | Yes | ||||
| Type of course: | Compulsory Courses | ||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||
| Course Coordinator: | Prof. Dr. HİKMET KOÇAK | ||||
| Course Lecturer(s): | Prof. Dr. Cem Dane, Prof.Dr. MÜBERRA NAMLI KALEM, Prof.Dr. AYHAN KARAKÖSE, Prof.Dr. SELÇUK ŞAHİN, Prof.Dr. VOLKAN TUĞCU, Doç.Dr. MUSTAFA ALPER KARALÖK , Doç.Dr. Ziya Kalem, Doç.Dr. ERKAN ELÇİ, Dr.Öğr.Üyesi ALTUĞ SEMİZ, Dr.Öğr.Üyesi YUSUF BAŞKIRAN, Dr.Öğr.Üyesi ABDULMECİT YAVUZ, Dr.Öğr.Üyesi FIRAT AKDENİZ | ||||
| Course Assistants: |
Course Objective and Content
| Course Objectives: | According to the scope of the learning objectives specified in the core education program ensure that students should acquires the knowledge and skills to be able to diagnose important, common and basic Urology and Obstetrics and Gynecology diseases that may require urgent intervention; to treat these patients at the primary care level; and to make emergency interventions, and to send the patient to a specialist when necessary. |
| Course Content: | Basic knowledge and skills of Urology and Obstetrics and Gynecology |
Learning Outcomes
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The students who have succeeded in this course;
1) Can integrate the necessary knowledge, skills, attitudes, and behaviors from basic and clinical sciences, behavioral sciences, and social sciences to develop competencies in clinical decision-making and patient and disease management processes for common or rare, but potentially life-threatening or emergency clinical conditions (including urinary system stone diseases, urinary system infections, genitourinary system traumas, sexually transmitted diseases, congenital anomalies of the urogenital system, and acute obstructions of the urinary tract). 2) Can explain the mechanisms underlying the development of clinical conditions, symptoms, and findings. 3) Can perform basic medical procedures (including transurethral urinary catheterization in uncomplicated cases and semen analysis). 4) Can take a general and problem-oriented medical history. 5) Can perform a general and problem-oriented physical examination. 6) Can explain the documentation of patient records, disease reporting, and notification processes. 7) Can discuss the approach to selecting laboratory and imaging investigations, perform those applicable in a primary healthcare setting, describe the request methods for those applicable in external institutions or secondary care, interpret results, and discuss differential or definitive diagnosis and treatment approaches (including basic approach, initial intervention, and conservative treatment). 8) Can discuss the management of health states (including reproductive and sexual health). 9) Can list screenings according to needs. 10) Can discuss the differential diagnosis of clinical conditions requiring secondary healthcare and describe referral criteria. 11) Can discuss preventive medicine practices. 12) Can demonstrate awareness of the principles necessary for implementing professional and ethical approaches in healthcare processes, including professional values, ethical principles, interactions with the individual's environment, and legal regulations. 13) Can explain evidence-based medical practices in the healthcare management of individual patients. 14) Demonstrates competencies in independent study and learning. |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | GYNECOLOGY AND OBSTETRICS: Theoretical Courses Antenatal follow-up, diagnostic tests during pregnancy Abortion and Habitual Abortion Common internal problems during pregnancy Common surgical problems during pregnancy Menstrual cycle control and disorders Abnormal uterine bleeding - causes, diagnosis and management Placental and fetal physiology Maternal physiological changes during pregnancy Practical training Outpatient clinic and ward rounds | There is no preparation-course material. |
| 2) | GYNECOLOGY AND OBSTETRICS Theoretical Courses Biochemical and ultrasonographic diagnosis of fetal anomalies Intrauterine growth retardation Normal Delivery Presentation Anomalies and Dystocia Hypertensive diseases of pregnancy Glucose intolerance and diabetes mellitus during pregnancy Nutrition and Hyperemesis Gravidarum in Pregnancy Contraception Practical training Outpatient clinic and ward rounds | There is no preparation-course material. |
| 3) | GYNECOLOGY AND OBSTETRICS Theoretical Courses Preterm delivery and premature rupture of membranes Multiple Pregnancies Puerperium and Puerperal infections Urogynecology Drug Use and Teratogenicity in Pregnancy Ectopic Pregnancy Obstetric Hemorrhages Practical training Outpatient clinic and ward rounds | There is no preparation-course material. |
| 4) | GYNECOLOGY AND OBSTETRICS Theoretical Courses Endometriosis and Adenomyosis Polycstic Ovary Syndrome and Hyperandrogenism Gynecological Emergencies Postmenopausal Period and HRT Practical training Outpatient clinic and ward rounds | There is no preparation-course material. |
| 5) | GYNECOLOGY AND OBSTETRICS: Theoretical Courses Benign Diseases of the Female Genital System Preinvasive Genital Lesions Vulva and vaginal cancer - diagnosis and management Cervical cancer - diagnosis and management Ovary and tubular cancer - diagnosis and management Endometrial cancer - diagnosis and management Gestational trophoblastic disease - diagnosis and management Preservation of fertility Practical training Outpatient clinic and ward rounds | There is no preparation-course material. |
| 6) | GYNECOLOGY AND OBSTETRICS Theoretical Courses Infertility Developmental Gender Disorders and Puberty Anomalies Practical training Outpatient clinic and ward rounds Oral exam | There is no preparation-course material. |
| 7) | UROLOGY: Theoretic lectures Urogenital system anatomy Radiology and laboratory tests in urology From signs and symptoms to diagnosis in urology Physical examination of the urogenital system Bladder and upper urinary tract cancers Prostate cancers Kidney and adrenal cancers Testicular cancers Specific and non-specific infections of the urogenital system Sexually-transmitted diseases of the urogenital system Benign prostate hyperplasia: Etiology, pathogenesis, diagnosis and treatment Male infertility: Etiology, diagnosis and treatment Male sexual health and diseases: Etiology, pathogenesis, diagnosis and treatment Scrotal diseases: Varicocele, hydrocele, spermatocele Urogenital trauma Urinary obstruction and stasis Development for professionality: Case discussions, scientific research, seminars, literature, council Practical Education: In outpatient clinics, wards and operating theatres | There is no preparation-course material. |
| 8) | UROLOGY: Theoretic lectures Renal physiology Voiding physiology Male incontinence and treatment Female incontinence and treatment Epidemiology of the urinary system stone diseases and pathophysiology of stone formation Urinary system stone diseases: Diagnosis, treatment, metabolic analysis and prevention External genital anomalies in the childhood Inguinal-scrotal pathologies in the childhood Vesico-ureteral reflux Diagnosis and treatment of voiding disorders in the childhood Development for professionality: Case discussions, scientific research, seminars, literature, council Practical Education: In outpatient clinics, wards and operating theatres) | There is no preparation-course material. |
| 9) | UROLOGY: Practical Education: In outpatient clinics, wards and operating theatre FINAL EXAM PERIOD | There is no preparation-course material. |
| 10) | THEORİCAL & ORAL EXAM | - |
Sources
| Course Notes / Textbooks: | Dersin kaynak kitabı bulunmamaktadır. The course does not have a mandatory resource. |
| References: | Dersin konuları ile ilgili güncel makaleler ve ders slaytları./Articles mentioned in the course related with topics and lecture slides. Temel Kaynaklar/Basic Sources: 1. Williams Obstetrik, Nobel Tıp Kitabevleri, 2020 2. Berek&Novak Jinekoloji, Nobel Tıp Kitabevleri, 2017 3. Johns Hopkins Kadın Hastalıkları ve Doğum, 2015 |
Course - Program Learning Outcome Relationship
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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 | 2 | 2 | 3 | 1 | 2 | 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 | 2 | 1 | 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 | 2 | 1 | 1 | ||||||||||||||||
| 4) The graduate, considering the individual, social, public, and environmental factors affecting health; works towards maintaining and improving the state of health. | 3 | 3 | 3 | 2 | 2 | 2 | 2 | 1 | 1 | 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 | 1 | 1 | 1 | 2 | 1 | 2 | |||||||||||||||||
| 6) The graduate recognizes the characteristics, needs and expectations of the target population and provides health education to healthy/sick individuals and their relatives and other health care workers. | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | ||||||||||||||
| 7) While carrying out her/his profession, the graduate fulfils her/his duties and obligations with determined behaviours to provide high-quality health care within the framework of ethical principles, rights and legal responsibilities and good medical practices, considering the integrity, privacy, and dignity of the patient. | 1 | 1 | 1 | 1 | 1 | 1 | 1 | |||||||||||||||||
| 8) The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | 1 | 1 | ||||||||||||||||||||||
| 9) The graduate physician advocates improving the provision of health services by considering the concepts of social reliability and social commitment to protect and improve public health. | 2 | 3 | 1 | 1 | 1 | 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. | 1 | 3 | 1 | 2 | ||||||||||||||||||||
| 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. | 2 | |||||||||||||||||||||||
| 14) The graduate uses the resources cost-effectively, in the planning, implementation, execution, and evaluation processes of the health care services in the health institution she/he manages, for the benefit of the society and in accordance with the legislation. | 2 | |||||||||||||||||||||||
| 15) The graduate communicates positively within the health team with whom she/he provides health care services, being aware of the duties and obligations of other health workers and shows appropriate behaviours to assume different team roles when necessary. | 1 | |||||||||||||||||||||||
| 16) The graduate works harmoniously and effectively with her/his colleagues and other professional groups in her/his professional practice. | ||||||||||||||||||||||||
| 17) The graduate communicates effectively with patients, patient relatives, health care workers and other professional groups, institutions, and organizations, including individuals and groups that require a special approach and have different sociocultural characteristics. | 3 | |||||||||||||||||||||||
| 18) The graduate shows a patient-centred approach in the protection, diagnosis, treatment, follow-up, and rehabilitation processes that involve the patient and patient’s caregivers as partners in the decision-making mechanisms. | 1 | 3 | 1 | 2 | 2 | 3 | 3 | 2 | 1 | 3 | ||||||||||||||
| 19) When necessary, the graduate plans and implements scientific research for the population she/he serves, and uses the results ontained and/or the results of other research for the benefit of the society. | ||||||||||||||||||||||||
| 20) The graduate reaches the current literature information related to her/his profession, evaluates critically, and applies the principles of evidence-based medicine in the clinical decision-making process. | ||||||||||||||||||||||||
| 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 | 1 | 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. | ||||||||||||||||||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Average | 3 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | The graduate integrates the knowledge, skills, attitudes, and behaviours acquired from basic and clinical sciences, behavioural sciences, and social sciences in the form of competencies and uses them for the provision of rational, effective, safe health care services in accordance with quality standards in the prevention, diagnosis, treatment, follow-up, and rehabilitation processes, and during the process considers protection of both patient’s health and healthcare workers health including her/his own. | 3 |
| 2) | The graduate shows a biopsychosocial approach in patient management that considers the sociodemographic and sociocultural background of the individual without discrimination of language, religion, race, and gender. | 2 |
| 3) | The graduate prioritizes the protection and development of the health of individuals and society in the provision of health care services. | 2 |
| 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. | 3 |
| 7) | While carrying out her/his profession, the graduate fulfils her/his duties and obligations with determined behaviours to provide high-quality health care within the framework of ethical principles, rights and legal responsibilities and good medical practices, considering the integrity, privacy, and dignity of the patient. | 2 |
| 8) | The graduate evaluates and improves her/his own performance in professional practices in terms of emotions, cognitive characteristics, and behaviours. | 1 |
| 9) | The graduate physician advocates improving the provision of health services by considering the concepts of social reliability and social commitment to protect and improve public health. | 1 |
| 10) | To protect and improve health, the graduate physician can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components. | 1 |
| 11) | The graduate physician evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services. | 2 |
| 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. | 1 |
| 18) | The graduate shows a patient-centred approach in the protection, diagnosis, treatment, follow-up, and rehabilitation processes that involve the patient and patient’s caregivers as partners in the decision-making mechanisms. | 2 |
| 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. | |
| 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. |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Final | 1 | % 65 |
| Final Sözlü | 1 | % 35 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 35 | |
| PERCENTAGE OF FINAL WORK | % 65 | |
| total | % 100 | |
Workload and ECTS Credit Calculation
| Activities | Number of Activities | Workload |
| Course Hours | 9 | 75 |
| Application | 9 | 120 |
| Special Course Internship (Work Placement) | 9 | 108 |
| Presentations / Seminar | 7 | 56 |
| Final | 1 | 8 |
| Total Workload | 367 | |