ECTS - Early Ages of Life
Early Ages of Life (MED302) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Early Ages of Life | MED302 | 4 | 1 | 1 | 5 | 0 |
| Pre-requisite Course(s) |
|---|
| - |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Discussion. |
| Course Lecturer(s) |
|
| Course Objectives | To gain the basic medical skills for clinical medicine. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Infant and child health in Turkey; child rights; taking general and problem-based medical history of the child; normal pediatric vital signs; pregnancy; birth; perinatal risks factors; newborn; growth; development; behaviour; childhood immunization program; acute and common diseases in childhood period; pediatric pharmacology |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Welcoming the patient Taking informed consent Taking history of the disease Bone, joint and muscle examination | - |
| 2 | Head and neck examination Respiratory system examination Cardiovascular system examination Neurological system examination | - |
| 3 | Endocrine system examination Gastrointestinal system examination | - |
| 4 | Urogenital system examination Skin examination Examination of the psychiatric patient | - |
| 5 | Taking history and examination of the geriatric patient Healthy sexual life | - |
| 6 | Study fort he The Final exam and Final exam | - |
Sources
| Course Book | 1. Basic & Clinical Pharmacology (13th Edition); Bertram G. Katzung, Anthony J. Trevor; McGraw-Hill, 2015. |
|---|---|
| 2. Current Diagnosis & Treatment: Geriatrics (2nd Edition); Brie Williams, Anna Chang, C. Seth Landefeld, Cyrus Ahalt, Rebecca Conant, Helen Chen; McGraw-Hill, New York, 2014. | |
| 3. Hazzard’s Geriatric Medicine and Gerontology (6th Edition); Jeffrey B. Halter, Joseph G. Ouslander, Mary E. Tinetti, Stephanie Studenski, Kevin P. High, Sanjay Asthana; McGraw-Hill, New York, 2009. | |
| 4. Lewis’s Child and Adolescent Psychiatry (4th Edition); Andres Martin, Fred R. Volkmar, Melvin Lewis; Lippincott Williams & Wilkins, Philadelphia, 2007. | |
| 5. Nelson Textbook of Pediatrics (19th Edition); Robert M. Kliegman, Bonita F. Stanton, Joseph W. St. Geme, Nina F. Schor; Elsevier Saunders, Philadelphia, 2011. | |
| 6. Rutter's Child and Adolescent Psychiatry (6th Edition); Anita Thapar, Daniel S. Pine, James F. Leckman, Stephen Scott, Margaret J. Snowling, Eric A. Taylor; Wiley-Blackwell, 2015. | |
| 7. Teaching and Learning Communication Skills in Medicine (2nd Edition); Suzanne Kurtz, Juliet Draper, Jonathan Silverman; Radcliffe Publishing, Abingdon, 2005. | |
| 8. The Harriet Lane Handbook (20th Edition); Branden Engorn, Jamie Flerlage; Elsevier Saunders, Philadelphia, 2015. |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | 15 | 20 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | - | - |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | - | - |
| Final Exam/Final Jury | 1 | 80 |
| Toplam | 16 | 100 |
| Percentage of Semester Work | |
|---|---|
| Percentage of Final Work | 100 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Integrates and utilizes the information, skills, and approaches obtained from basic, clinical, and medical sciences, behavioral sciences, and social sciences when offering healthcare services. | X | ||||
| 2 | Offers healthcare services to patients with a biopsychosocial approach where the sociodemographic and sociocultural backgrounds of these individuals are taken into consideration, focusing on the universal human values, ethical principles, and professional duties; without exercising discrimination on the basis of language, religion, race, or sex. | X | ||||
| 3 | Aims to protect, improve, and develop individual and public health when offering healthcare services. | X | ||||
| 4 | Performs the necessary studies in sustaining and improving health, taking into the individual, public, social, and environmental factors to affect it. | X | ||||
| 5 | Trains healthy individuals/ patients, their relatives, and other healthcare workers in healthcare upon determining the features, requirements, and expectations of their target audience. | X | ||||
| 6 | Exercises a safe, rational, and effective approach in the procedures of prevention, diagnosis, treatment, follow-up, and rehabilitation; while offering healthcare services. | X | ||||
| 7 | Implements interventional and/or non-interventional practices in a way that is safe and effective for patients during the procedures of diagnosis, treatment, follow-up, and rehabilitation. | X | ||||
| 8 | Offers healthcare services taking into account the health and safety of patients and employees. | X | ||||
| 9 | Takes the regional and global changes in physical and socioeconomic settings to affect health, as well as the changes in the individual features and behaviors of patients referring to them into account, while offering healthcare. | X | ||||
| 10 | Takes the good medical practices into account while performing their duties. | X | ||||
| 11 | Undertakes the tasks and duties within the framework of their professional ethical rules, as well as their legal rights and duties. | X | ||||
| 12 | Stands for the improvements in the manner in which healthcare services are offered, taking into account the concepts of social reliability and social duty, in an effort to protect and improve individual and public health. | X | ||||
| 13 | Evaluates the effects of health policies and healthcare practices on public health indicators, and, where required, amends their evaluation on the grounds of scientific and social needs; in an effort to help improve the quality of healthcare services. | X | ||||
| 14 | Leads their healthcare team while offering healthcare services, in a participative, and collaborative manner. | X | ||||
| 15 | Establishes positive relationships within their healthcare team; and where needed, easily adapts to various positions among their team. | X | ||||
| 16 | Exercises effective communication with patients, the relatives of patients, healthcare professionals, and groups from other professions, as well as institutions and organizations. | X | ||||
| 17 | Plans and conducts scientific studies on the society to which they serve, and use the results of these, or those from other studies, to benefit the society. | X | ||||
| 18 | Accesses the current literature on their profession, and evaluates them with a critical approach. | X | ||||
| 19 | Chooses the correct sources of learning to improve the healthcare services that they offer, and regulates their own learning process. | X | ||||
| 20 | Demonstrates the skills of obtaining and evaluating new information, integrating newer pieces of information with their current ones, as well as adapting to changing conditions throughout their professional life. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 6 | 7 | 42 |
| Laboratory | |||
| Application | 5 | 12 | 60 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 5 | 6 | 30 |
| Presentation/Seminar Prepration | |||
| Project | 6 | 2 | 12 |
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 5 | 5 |
| Prepration of Final Exams/Final Jury | 5 | 6 | 30 |
| Total Workload | 179 | ||