Course Name | Human Society Planet I |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
HSP 101 | Fall | 1 | 2 | 2 | 3 |
Prerequisites | None | |||||
Course Language | English | |||||
Course Type | Required | |||||
Course Level | First Cycle | |||||
Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | ||||||
Course Coordinator | ||||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | Students will be able to define health determinants, health indicators in order to assess health status and risks at community level, to explain the concepts in health services, to explain the structure of Turkey health system and the health services given at primary care to describe the components of the ecosystem and its impact on human health, to explain the history medical profession and its values and responsibilities. |
Learning Outcomes | The students who succeeded in this course;
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Course Description | In this course, factors affecting human health, health determinants, the structure of Turkey health System and introduction to medical professionalism will be addressed. |
Related Sustainable Development Goals | |
| Core Courses | X |
Major Area Courses | ||
Supportive Courses | ||
Media and Managment Skills Courses | ||
Transferable Skill Courses |
Week | Subjects | Required Materials |
1 | Orientation | |
2 | What is a disease? A Short Essay On Causality What is health? What is a disease?, Culture and health | Concept of Health and Illness. In Donovan D, McDowell I (eds) AFMC Primer on Population Health. 2017 (2nd edition) The Association of Faculties of Medicine of Canada, Ottava, p11-23. http://nextgenu.org/course/resource.php?tbl=2&id=7998&course=205&url=https%3A%2F%2Fafmc.ca%2FAFMCPrimer.pdf%3Fver%3D1.1%23page%3D246§ion=8 |
3 | Excursion- Museums (Archaeology, Ethnography) | http://www.konak.bel.tr/sayfa/izmir-kadin-muzesi http://www.izmirmuzesi.gov.tr/izmir-muze-mudurlugu-izmir-arkeoloji-muzesi.aspx http://www.izmirmuzesi.gov.tr/izmir-muze-mudurlugu-etnografya-muzesi.aspx |
4 | A look at Medicine Through Ages The medical profession: From past to today | |
5 | The relation between medicine and other disciplines: Multidisciplinary approach | |
6 | Holiday | |
7 | Factors affecting the health The determinants of health and their effects on health | WHO/ Social determinants of health http://www.who.int/social_determinants/sdh_definition/en/ WHO/ Social determinants of health http://www.who.int/social_determinants/sdh_definition/en/ Determinants of Health and Health Inequities. In Donovan D, McDowell I (eds) AFMC Primer on Population Health. 2017 (2nd edition) The Association of Faculties of Medicine of Canada, Ottava, p45-68 CDC/ Social Determinants of Health https://www.cdc.gov/nchhstp/socialdeterminants/faq.html |
8 | Introduction to Human rights Difference between human rights and medical ethics Right to heal | Bioethics Core Curriculum Section 2: Study Materials Ethics Education Programme Version 1.0 SHS/EST/EEP/2011/PI/3 UNESCO 2011 http://www.unesco.org/new/en/social-and-human-sciences/themes/bioethics/ethics-education-programme/activities/educational-resources/ |
9 | Health systems, inequalities (Movie discussion – Sicko) | |
10 | Community Characterization (geographical, social, economical, cultural characteristics and health determinants) Health indicators (morbidity, mortality, burden of disease). The leading causes of death and diseases at national and global level. | Jaime Gofin,Rosa Gofin, Jones and Barlet Learning. Essentials of Global Community Health. 2011; Characterization of a community. p73-77. https://books.google.com.tr/books?id=Rzuv9Pi6cBgC&pg=PA69&lpg=PA69&dq=Community+characterization+copc&source=bl&ots=TAkU2OP9A0&sig=_XR3bqjExQUNHns8FrHeGYZyO6E&hl=tr&sa=X&ved=0ahUKEwi7neHd2-vVAhWNEVAKHeCQA2UQ6AEIVjAF#v=onepage&q=Community%20characterization%20copc&f=false Methods: Measuring Health. In Donovan D, McDowell I (eds) AFMC Primer on Population Health. 2017 (2nd edition) The Association of Faculties of Medicine of Canada, Ottava, p180-189. http://nextgenu.org/course/resource.php?tbl=2&id=7998&course=205&url=https%3A%2F%2Fafmc.ca%2FAFMCPrimer.pdf%3Fver%3D1.1%23page%3D246§ion=8 WHO/ Global Health Observatory (GHO) data http://www.who.int/gho/en/ http://www.who.int/gho/countries/tur/country_profiles/en/ https://www.populationpyramid.net/turkey/2016/ http://apps.who.int/gho/data/node.country |
11 | Organization of Healthcare System in Turkey Visit- Family Health Center, Community Health Center | - Birinci Basamak Sağlık Örgütlenmesi (içinde) Halk Sağlığı Uzmanları Derneği (HASUDER) Türkiye Sağlık Raporu 2014. Ertem M, Çan G (Eds) HASUDER Yayın No :2014-8 p:733-48. http://halksagligiokulu.org/anasayfa/components/com_booklibrary/ebooks/TSR2014T.PDF Ocek Z et al. Family medicine model in Turkey: a qualitative assessment from the perspectives of primary care worker. BMC Fam Pract. 2014; 15: 38. (Background section) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3942270/ Yaman H. Primary Care in Turkey. Eurepean forum for primary care. http://www.euprimarycare.org/column/primary-care-turkey |
12 | Organization of Healthcare System in Turkey Excursion- Urla State Hospital | |
13 | Midterm exam (health indicators, determinants of health) | |
14 | The primary, secondary and tertiary level preventions Primary health care Classification of health services The importance and characteristics of first level of care | Basic Concepts in Prevent ion, Surveillance, and Health Promotion. In Donovan D, McDowell I (eds) AFMC Primer on Population Health. 2017 (2nd edition) The Association of Faculties of Medicine of Canada, Ottava, p109-115. http://nextgenu.org/course/resource.php?tbl=2&id=7998&course=205&url=https%3A%2F%2Fafmc.ca%2FAFMCPrimer.pdf%3Fver%3D1.1%23page%3D246§ion=8 WHO/Primary health care. http://www.who.int/primary-health/en/ Alma Ata Declaration https://www.youtube.com/watch?v=LA_DSip5Y2I Prof. Dr. Nusret H. Fişek.Halk Sağlığına Giriş. Hacettepe Üniversitesi Tıp Fakültesi. Halk sağlığı Ana Bilim Dalı Başkanı. Ankara,1983. p4-6;p7-9;p19-21 |
15 | The history of Turkish health system Organization of Turkey health system. | Prof. Dr. Nusret H. Fişek.Halk Sağlığına Giriş. Hacettepe Üniversitesi Tıp Fakültesi. Halk sağlığı Ana Bilim Dalı Başkanı. Ankara,1983. p4-6;p7-9;p19-21 Türkiye’de Sağlık Sistemi. (içinde) Halk Sağlığı Uzmanları Derneği (HASUDER) Türkiye Sağlık Raporu 2014. Ertem M, Çan G (Eds) HASUDER Yayın No :2014-8 p:722-98 http://halksagligiokulu.org/anasayfa/components/com_booklibrary/ebooks/TSR2014T.PDF |
16 | Discussion on the books related to medical humanities (medicine, literature, arts, sociology/antropology) Bologna evaluation and feed back | |
17 | Final Exam (cont. Discussion on the books related to medical humanities (medicine, literature, arts, sociology/antropology) | |
18 | Review of the Semester |
Course Notes/Textbooks |
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Suggested Readings/Materials |
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Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments | 2 | 30 |
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exam | 1 | 10 |
Midterm | 1 | 30 |
Final Exam | 1 | 30 |
Total |
Weighting of Semester Activities on the Final Grade | 70 | |
Weighting of End-of-Semester Activities on the Final Grade | 30 | |
Total |
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Course Hours (Including exam week: 18 x total hours) | 18 | 1 | 18 |
Laboratory / Application Hours (Including exam week: 18 x total hours) | 18 | 2 | |
Study Hours Out of Class | 0 | ||
Field Work | |||
Quizzes / Studio Critiques | |||
Portfolio | |||
Homework / Assignments | 2 | 3 | |
Presentation / Jury | |||
Project | |||
Seminar / Workshop | |||
Oral Exam | 1 | 7 | |
Midterms | 1 | 6 | |
Final Exams | 1 | 10 | |
Total | 83 |
# | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
1 | Explain the normal structure and functions of the human body at the molecular, cellular, tissue, organ and system levels, associate them with suggestions, practices and clinical situations (nutrition, exercise, vaccination, mental health, etc.); to protect and improve the health of individuals. | X | ||||
2 | Describe the mechanisms of diseases at the molecular, cellular, tissue, organ and system levels and make evidence-based decisions by associating them with disease findings, diagnosis and treatment approaches. | X | ||||
3 | Consider the ethical principles, scientific facts, legal regulations and the biopsychosocial and cultural characteristics of the patient in the medical decision making process. Place importance and respect the autonomy of patients and the confidentiality of patient information, within the framework of the law and the provisions of healthcare application standards. | X | ||||
4 | Prioritize patient safety to minimize malpractice by carrying out risk assessment, take the necessary precautions, perform the necessary medical practice and record them. | |||||
5 | Communicate healthily, openly and effectively with healthcare workers, patients and their relatives, with the communication structured on empathy and care, trust and constructiveness; while being respectful to language, belief, race and cultural characteristics. | X | ||||
6 | By bearing in mind the patients’ values, beliefs, priorities, and needs; provide evidence-based options and include them in the decision making process. | X | ||||
7 | Preserve our planet’s resources and consider its effects on the public and individual’s health, advocate to disseminate healthy lifestyle behaviors and modify factors that affect health adversely. | X | ||||
8 | Reach current, valid and reliable information effectively using technology. Critically evaluate this information for solving problems in an evidence-based medical decision-making process, bearing in mind prevention, diagnosis, and management of diseases. | X | ||||
9 | Identify problems, create hypotheses, conduct research and employ teamwork to analyze results for generation and dissemination of health-related scientific knowledge. | X | ||||
10 | By taking feedback and evaluating their performance, determine the areas and options for improvement and implement them within a plan. | X | ||||
11 | Care for their own personal health, safety and appearance, take the necessary precautions in order to set an example for their colleagues and society. | X | ||||
12 | Continuously renew themselves in their medical knowledge by always bearing in mind their commitment to lifelong learning principles. | X | ||||
13 | Using various communication tools, share their professionally gained knowledge in the field of healthcare, opinions, experiences, and evaluations with institutions, colleagues and the public. Advocate for healthcare and contribute to developing policies to protect and improve it. | X |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest