| Course Name | Human Society Planet IV |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| HSP 202 | Spring | 2 | 2 | 3 | 4 |
| 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, it is aimed that students evaluate the lifestyle medical practices in the context of socially preventable chronic diseases at individual level, develop their communication skills, provide access to information on legal and health law issues and apply decision making on bioethics. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | In this course; the expectations of the community from the health care professionals and the health system, as well as the visual thinking, risk assessment and planning, communication skills, work as a team and ethical decision-making steps will be addressed. |
| Related Sustainable Development Goals | |
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| Core Courses | X |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction to the course Visual Thinking | |
| 2 | Introduction to ethics Universal ethical and legal principles that form the basis of the medical profession with examples | Bioethics Core Curriculum Section 2: Study Materials Ethics Education Programme Version 1.0 SHS/EST/EEP/2011/PI/3 UNESCO 2011 |
| 3 | Ethical decision making, problem solving Bioethics Biogenetics and ethics | UNESCO. Bioethics Core Curriculum |
| 4 | Patient rights | UNESCO. Bioethics Core Curriculum |
| 5 | End of life and ethical issues of death. Transplantation Ethical issues of reproductive health Research and ethics Publications and ethics | UNESCO. Bioethics Core Curriculum |
| 6 | Healthcare law | |
| 7 | Legal responsibilities of medical profession | Paul Hunt (2016). “Interpreting the International Right to Health in a Human Rights-Based Approach to Health”, Health and Human Rights, Vol. 18, No. 2, Special Section: Universal Health Coverage and Human Rights, pp.109-130. https://www.jstor.org/stable/10.2307/healhumarigh.18.2.109 Aruna Kumar Malik (2010). “Issues Of Justiciability And Inequality: Rethinking of Human Rights with Special Reference to Right to Health”, The Indian Journal of Political Science, Vol. 71, No. 4 , pp. 1089- 1102. https://www.jstor.org/stable/42748939 Tony Evans(2002).”A Human Right to Health?”, Third World Quarterly, Vol. 23, No. 2, Global Health and Governance: HIV/AIDS, pp. 197-215. https://www.jstor.org/stable/3993496 |
| 8 | Responsibilities of Government Responsibilities of Healthcare Workers | John D. J. Havard (1989) “The Responsibility Of The Doctor”. BMJ: British Medical Journal, Vol. 299, No. 6697, pp. 503-508. https://www.jstor.org/stable/29705090 J.D.Finch (1987). “Legal Obligations and Responsibilities of the Medical Practitioner”, BJA: British Journal of Anaesthesia, Volume 59, Issue 7, July 1987, Pages 870–876. https://doi.org/10.1093/bja/59.7.870 Annis Gillie (1964). ”Ethical and Legal Obligations of the Medical Profession”. Br Med J., 2(5401): 113–115. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1815942/ Banu Karakus Yilmaz , Hatice Topcu , Yahya Ayhan Acar (2017). “Assessment of Legal Obligations of Physicians from Emergency Physician Perspective”. The Medical Bulletin of Sisli Etfal Hospital, V: 51(2), pp.142-8. DOI: 10.5350/SEMB.20170403115602. |
| 9 | Family Health Care Center Visits How to use guideliness | Clinical Practice Guideline for Diagnosis, Treatment and Follow-up of Diabetes Mellitus and Its Complications - THE SOCIETY of ENDOCRINOLOGY and METABOLISM of TURKEY (SEMT) 2018 ESC/ESH Guidelines for themanagement of arterial hypertension-The Task Force for the management of arterial hypertension of the European Society of Cardiology (ESC) and the European Society of Hypertension (ESH) |
| 10 | Review of the Semester | |
| 11 | Intercultural competencies | |
| 12 | Intercultural competencies | |
| 13 | Case Studies | |
| 14 | Commemoration of Ataturk, Youth and Sports Day | |
| 15 | Group Work Case Studies | |
| 16 | Intercultural competencies | L. A. Samovar, R. E. Porter, E. R. McDaniel (2009). Intercultural Communication A Reader 12th ed. Boston, Mass.: Wadsworth Cengage Learning |
| 17 | Intercultural competencies | Everett M. Rogers, Thomas M. Steinfatt (1999) Intercultural Communication, IL: Waveland Press Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of studies in international education, 10(3), pp. 241-266. |
| 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 | 3 | 25 |
| Presentation / Jury | ||
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | 1 | 10 |
| Midterm | 2 | 30 |
| Final Exam | 1 | 35 |
| Total |
| Weighting of Semester Activities on the Final Grade | 65 | |
| Weighting of End-of-Semester Activities on the Final Grade | 35 | |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 18 x total hours) | 18 | 2 | 36 |
| 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 | 10 | |
| Presentation / Jury | |||
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | 1 | 6 | |
| Midterms | 2 | 10 | |
| Final Exams | 1 | 10 | |
| Total | 138 |
| # | 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. | |||||
| 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
