| Course Name | Project Writing in Medical Sciences |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| MED 270 | Fall/Spring | 3 | 0 | 3 | 4 |
| Prerequisites | None | |||||
| Course Language | English | |||||
| Course Type | Elective | |||||
| Course Level | First Cycle | |||||
| Mode of Delivery | - | |||||
| Teaching Methods and Techniques of the Course | ||||||
| Course Coordinator | ||||||
| Course Lecturer(s) | ||||||
| Assistant(s) | - | |||||
| Course Objectives | This course aims to train the students on the definition, scope and methodology of science; to make them acquire competence on composing, carrying-out and evaluating research projects in medical sciences; to train the students on the basic definitions, concepts, information and skills on presenting research results; and to create awareness of the research funding bodies targeted to medical students. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | This course encompasses, besides the lectures of the responsible teacher, small group discussions, student presentations and oral and written project assignments. Interactive and active learning methods are applied. Introduction to the course starts with the defintion of science, parameters of science, the contribution of medical sciences to world scientific leterature, introduction to philosophy of science. Students learn how to perform a search using the main medical data bases. Trining on how to read effectively and evaluate an article and a “Reading a Scientific Article” workshop is conducted in class. Students perform a literature search on a topic that they select, review the literature and make a presentation.The steps of scientific methodology are presented applying an interactive teaching method. Project writing training is given. Students prepare individually a research project proposal (at the licence level) and present it both in written and oral forms. Within the scope of the Project, an application to the “Ethical Committee of IEU” is prepared. Important tips for writing a CV are discussed and the students prepare their own CV’s and receive feedback from the teacher. Finally, training is given on preparing and presenting a poster. Students upload the Project proposal and other assignments of this course on their port-folio. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | ||
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses | X |
| Week | Subjects | Required Materials |
| 1 | Introduction and Introduction to the Course What is Science? Short history of Philosophy of Science and medical Sciences. What are the current scientific parameters? Contribution of our country to the world literature from medical sciences | http://www.felsefenedir.com/bilim-felsefesi Related other web sites and articles should be searched. |
| 2 | Making a data base search using the data bases useful for medical sciences (Presentation + Small Group Work) | Maureen MD, Dawson BA & Joyce A.O. Communication Skills for Biosciences. Wiley-Blackwell, 2010, UK; pp23-60. Pubmed, WoS, Google Scholar. vb. A particular topic will be selected by the student and web-based literature search will be carried out in class with facilitation from the teacher. |
| 3 | What is scientific research? What are its types? Quantitative Research & Qualitative Research (Presentation + Group Study) | Wyse S (2011). What is the difference between Qualitative research and Quantitative research? http://snapsurveys.com/blog/what-is-the-differencew-between-qualitative-research-and-quantitative-research/ |
| 4 | Types of Scientific Articles(Presentation) Reading effectively a scientific article: Group Work (ASSIGNMENT No 1) | Cargill M & O’Connor, P. Writing Scientific Articles-Strategy and Steps. Wiley-Blackwell, UK, 2010;pp.9-17. Scientific articles selected by students will be evaluated using a template, in groups. The filled-in template will be handed-in as assignment No1. |
| 5 | Make a Literature search, Review and Present (Student Presentations) (PRESENTATION) | The search results obtained by the students will be reviewed individually and the Review Summary will be presented by the student to the class and also the slides handed in in written form. |
| 6 | Scientific Research Methodology and Steps: Writing a Scientific Research Proposal (I) Introduction (Why the topic is important/ Scientific Question/ Hypothesis/ Aim and Objectives/ Originality / Impact) (Presentation+ Group Work) | Ogden, T & & Goldberg, IA, Ed. Research Proposals, Third Edition: A Guide to Success ; 2002; pp. 1- 368 (related chapters) |
| 7 | Writing a Scientific Research Proposal (II) Design and methods (Study groups, Inclusion/Exclusion Criteria /Plan of research / Dependent/Independent Variables/Methods | Ogden, T & & Goldberg, IA, Ed. Research Proposals, Third Edition: A Guide to Success; 2002; pp. 1-368 (related chapters) |
| 8 | Writing a Scientific Research Proposal (III) Project Management (Time calendar, Work Plan, Work Packages, Risk management, Infrastructure, Human resources, Budget) | Ogden, T & & Goldberg, IA, Ed. Research Proposals, Third Edition: A Guide to Success; 2002; pp. 1-368 (related chapters) |
| 9 | Mid-Term | Presentation of the first section of the Project proposals individually. |
| 10 | What is Research Ethics? (Presentation) How to Apply to the Ethical Committee? (ASSIGNMENT No 2) | KANSU, E. Bilim Etiği Sempozyumu TÜBA 14-15 Aralık, 2007. Students are expected to search for information about Application to the Ethical Committee and will prepare an application proposal. This assignment should be handed-in to the teacher at the pre-defined time. |
| 11 | Funding bodies and their principles eligible for medical students | Students are expected to search funding bodies on the internet before class |
| 12 | How to Write a CV? Evaluation of the prepared CV’s | Maureen MD, DawsonBA & Joyce,A.O. Communication Skills for Biosciences. Wiley-Blackwell, 2010, UK; pp. 139-160. Students will come to class with their CV’s |
| 13 | Carrying-out and Evaluating research projects | Maureen MD, Dawson BA & Joyce, A.O. Communication Skills for Biosciences. Wiley-Blackwell, 2010, UK; pp. 83-96. |
| 14 | Poster Presentation (Presentation No 2) | Maureen MD, Dawson BA & Joyce, A.O. Communication Skills for Biosciences. Wiley-Blackwell, 2010, UK; pp. 113-124. Students will prepare their posters and make a presentation at a pre-defined date. |
| 15 | Semester Review and Evaluation of port-folios of this course | |
| 16 | Final Exam (Hand-in of the project assignment) | Students will hand-in individually their finalized Project proposals along with the CV’s and other annexes. |
| Course Notes/Textbooks | Ogden, T & & Goldberg, IA, Ed. Research Proposals, Third Edition: A Guide to Success, 2002. Maureen MD, DawsonBA & Joyce,A.O. Communication Skills for Biosciences. Wiley-Blackwell, 2010, UK. J. Runzheimer, L. J. Larsen, Medical Ethics For Dummies, John WileySons, 2011 Cargill M & O’Connor, P. Writing Scientific Articles-Strategy and Steps.Wiley-Blackwell, UK, 2010. Gosling P & Noordam B. Mastering your PhD. Springer 2006 |
| Suggested Readings/Materials | Wyse S (2011). What is the difference between Qualitative research and Quantitative research? http://snapsurveys.com/blog/what-is-the-differencew-between-qualitative-research-and-quantitative-research/ KANSU, E. Bilim Etiği Sempozyumu TÜBA 14-15 Aralık, 2007. Blaxter, L , Hughes, C, & Tight, M. (2010). How to research. (4th ed.). Cryer P.(2006) Research Student’s Guide to Success. Third Edition. Open University Press. Mc-Graw Hill. Berkshire England. Arthur, J. (2004). The Research Student’s Guide to Success. A concise guide to college success: carpe diem. Upper Saddle River, N.J: Pearson/Prentice Hall Andrews, A. (2003). Research questions. London: Continuum Booth, W. C, Colomb, G. G., & Williams, J. M. (2003). The craft of research. (2nd ed.). Chicago: University of Chicago Press. Orna E, Stevens G (2009). Managing Information for Research Bonnetta L (2005) (Ed) Making The Right Movements: A practical guide to scientific management for postdocs and new faculty, Howard Hughes Medical Institute |
| Semester Activities | Number | Weigthing |
| Participation | 1 | 10 |
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 2 | 20 |
| Presentation / Jury | 1 | 10 |
| Project | ||
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 20 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | ||
| Weighting of End-of-Semester Activities on the Final Grade | ||
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 3 | 48 |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | ||
| Study Hours Out of Class | 15 | 2 | 30 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 2 | 4 | |
| Presentation / Jury | 1 | 10 | |
| Project | |||
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 10 | |
| Final Exams | 1 | 14 | |
| Total | 120 |
| # | 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. | X | ||||
| 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
