Course Name | Human Society Planet II |
Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
---|---|---|---|---|---|
HSP 102 | Spring | 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 | In this course; students are expected to understand the importance of protecting the ecosystem and its components, the effects of air, water and soil pollution on human health, to learn the negative effects of chemicals, radiation and noise, and to understand the systematic of the ethical decision-making steps and to explain the social and health problems of the disadvantaged people and reccomendations to improve health status. |
Learning Outcomes | The students who succeeded in this course;
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Course Description | This course will focus on the relationship between human health and environment, health-threatening pollution, chemicals, noise, the effect of radiation on human health and the development of health, professionalism and ethical values and the social and health problems of disadvantaged people. |
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 | Introduction to course Introduction to environmental issues (Hazards and risks) (development of enviromental problems, social factors influencing enviroment, ecology, biodiversity and sustainability) | WHO/ Public Health, Environmental and Social Determinants of Health |
2 | The components of the ecosystem and its impact on human health | |
3 | Discussion on acute and chronic pollution Domestic and industrial pollution, pollution due to transportation, energy sources and agriculture Role of health personnel in pollution management | WHO/ Public Health, Environmental and Social Determinants of Health |
4 | Water: pollution and shortage, related problems Type of water resources What is clean water? Sea and river pollution Water borne diseases Water management in disasters Hazards of waste and related health problems Domestic waste Industrial waste Sewage systems | WHO/ Public Health, Environmental and Social Determinants of Health |
5 | A ir pollution, Athmosphere and climate change Global warming Greenhouse effect Role of ozone Results of climate change Urban pollution Diseases related to air pollution n | WHO/ Public Health, Environmental and Social Determinants of Health |
6 | Ecosystem Discussion on the movie “Before the Flood” | https://www.youtube.com/watch?v=BCH1Gre3Mg0 https://www.youtube.com/watch?v=-Jw9dPYVT_Y |
7 | social and health problems of disadvantaged people” | International classification of impairments, disabilities and handicaps: a manual of classification relating to the consequences of disease. Geneva, World Health Organization, 1980. http://www.who.int/features/factfiles/disability/en/ State Institute of Statistics, Prime Ministry: Turkish Disability Survey 2002. State Institute of Statistics, Printing Division - Ankara, 2009 file:///C:/Users/user/Downloads/8134771988248939217..pdf |
8 | Environmental hazards related to soil and farming. Pesticides and fertilizers and their effect on environment. Food distribution Food waste Sustainability and inequality | |
9 | Energy sources and environment Noise pollution Radiation | WHO/ Public Health, Environmental and Social Determinants of Health |
10 | Outbreaks Which Had Changed the World | https://www.youtube.com/watch?v=P7IhwP4yXn8 |
11 | Environmental pollution: industrialized areas | |
12 | Midterm Exam Takehome- poster discussion (major environmental problems/accidents ) | |
13 | Introduction to Human rights Difference between human rights and medical ethics Right to health | 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/ |
14 | Ethical values Medical ethical values / Confidentiality, Informed consent etc) E thical decisions Discussion Problem solving International declarations | 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/ |
15 | Ramadan (official holiday) | |
16 | Excursions “social and health problems of disadvantaged people” Group A Refugees Group B Elderly Group C Disabled people | International classification of impairments, disabilities and handicaps: a manual of classification relating to the consequences of disease. Geneva, World Health Organization, 1980. http://www.who.int/features/factfiles/disability/en/ State Institute of Statistics, Prime Ministry: Turkish Disability Survey 2002. State Institute of Statistics, Printing Division - Ankara, 2009 file:///C:/Users/user/Downloads/8134771988248939217..pdf |
17 | HSP Excursions “social and health problems of disadvantaged people” Group A Disabled people Group B Refugees Group C Elderly | International classification of impairments, disabilities and handicaps: a manual of classification relating to the consequences of disease. Geneva, World Health Organization, 1980. http://www.who.int/features/factfiles/disability/en/ State Institute of Statistics, Prime Ministry: Turkish Disability Survey 2002. State Institute of Statistics, Printing Division - Ankara, 2009 file:///C:/Users/user/Downloads/8134771988248939217..pdf |
18 | Course feedback Discussion on the books related to medical humanities |
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 | 3 | 40 |
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exam | 1 | 10 |
Midterm | 1 | 25 |
Final Exam | 1 | 25 |
Total |
Weighting of Semester Activities on the Final Grade | 75 | |
Weighting of End-of-Semester Activities on the Final Grade | 25 | |
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 | 3 | 5 | |
Presentation / Jury | |||
Project | |||
Seminar / Workshop | |||
Oral Exam | 1 | 5 | |
Midterms | 1 | 4 | |
Final Exams | 1 | 5 | |
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