FACULTY OF MEDICINE
Medicine
HSP 101 | Course Introduction and Application Information
Course Name |
Human Society Planet I
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
HSP 101
|
Fall
|
2
|
0
|
2
|
2
|
Prerequisites |
None
|
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Course Language |
English
|
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Course Type |
Required
|
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Course Level |
First Cycle
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Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | DiscussionGroup WorkCase StudyField trip / ObservationLecture / Presentation | |||||
Course Coordinator | ||||||
Course Lecturer(s) | ||||||
Assistant(s) | - |
Course Objectives | We aim to have the students learn determinants of health, health indicators, concepts related to health services, basic characteristics of Turkey Health System, health services provided by different health institutions, the history medical profession and its values and responsibilities. |
Learning Outcomes |
The students who succeeded in this course;
|
Course Description | In this course, determinants of health, health indicators, basic characteristics of Health System of Türkiye, the history of medicine, its values and responsibilities of medical profession will be addressed |
|
Core Courses |
X
|
Major Area Courses | ||
Supportive Courses | ||
Media and Management Skills Courses | ||
Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
Week | Subjects | Related Preparation |
1 | HSP courses and its relation to program competencies (movie: the doctor) | |
2 | Introduction to HSP 101 "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 | A look at Medicine Through Ages The medical profession: From past to today (1) | |
4 | A look at Medicine Through Ages The medical profession: From past to today (2) | |
5 | The relation between medicine and other disciplines: Multidisciplinary approach | |
6 | 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/ 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 |
7 | The primary, secondary and tertiary prevention 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 Nusret H. Fişek. Halk Sağlığına Giriş. Hacettepe Üniversitesi- Dünya Sağlık Örgütü Hizmet ve Araştırıcı Yetiştirme Merkezi Yayın no:2 Çağ Matbaası Ankara,1983. p4-6;p7-9;p19-21/ |
8 | Türkiye Health System (Organizational and financial characteristics) | 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 |
9 | The history of health system of Türkiye. | Nusret H. Fişek. Halk Sağlığına Giriş. Hacettepe Üniversitesi- Dünya Sağlık Örgütü Hizmet ve Araştırıcı Yetiştirme Merkezi Yayın no:2 Çağ Matbaası 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 |
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 | Presentation (country reports) | Student presentations, discussion |
12 | Organization of Healthcare System in Turkey Excursion: Hospitals | - 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 |
13 | Health systems, inequalities (Movie discussion – Sicko) | |
14 | social and health problems of disadvantaged people” (disability, elderly, refugees) (not online) Excursion IBB disability center (Group 1) (morning) | |
15 | Excursion IBB disability center (group 2) (afternoon) | |
16 | Final Exam (the books related to medical humanities (medicine, literature, arts, sociology/antropology) Health indicators | |
17 | Final Exam (Discussion on the books related to medical humanities (medicine, literature, arts, sociology/antropology) | |
18 | Review of the Semester |
Course Notes/Textbooks |
|
Suggested Readings/Materials |
http://www.who.int/gho/countries/tur/country_profiles/en/ https://www.populationpyramid.net/turkey/2016/ http://apps.who.int/gho/data/node.country
https://sosyalpolitika.fisek.org.tr/wp-content/uploads/halksagligina-giris_NF.pdf
|
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments |
1
|
20
|
Presentation / Jury |
1
|
20
|
Project | ||
Seminar / Workshop | ||
Oral Exams | ||
Midterm |
1
|
20
|
Final Exam |
1
|
40
|
Total |
Weighting of Semester Activities on the Final Grade |
2
|
60
|
Weighting of End-of-Semester Activities on the Final Grade |
1
|
40
|
Total |
ECTS / WORKLOAD TABLE
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Theoretical Course Hours (Including exam week: 18 x total hours) |
18
|
2
|
36
|
Laboratory / Application Hours (Including exam week: '.18.' x total hours) |
18
|
0
|
|
Study Hours Out of Class |
0
|
||
Field Work |
0
|
||
Quizzes / Studio Critiques |
0
|
||
Portfolio |
0
|
||
Homework / Assignments |
2
|
3
|
6
|
Presentation / Jury |
1
|
5
|
5
|
Project |
0
|
||
Seminar / Workshop |
0
|
||
Oral Exam |
0
|
||
Midterms |
1
|
4
|
4
|
Final Exam |
1
|
9
|
9
|
Total |
60
|
COURSE LEARNING OUTCOMES AND PROGRAM QUALIFICATIONS RELATIONSHIP
#
|
Program Competencies/Outcomes |
* Contribution Level
|
||||
1
|
2
|
3
|
4
|
5
|
||
1 | Knowledge for Practice: Uses knowledge in biomedical, clinical, epidemiological, biostatistics, biomedical informatics, social and behavioral sciences for the prevention, diagnosis, treatment and management of medical problems. |
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2 | Information Management and Research: Uses the information generated through research and accessed from different sources in evidence-based patient management processes |
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3 | Patient management: Provides patient-centered, holistic, safe, reliable and evidence-based health care for common health problems in the community, prioritizing health protection and improvement*. |
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4 | Patient and employee safety: Provides health services by considering the health and safety of patients and employees. |
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5 | Protection and promotion of health: Prioritizes protecting and improving the health of individuals and society in the provision of health services under usual/unusual situations. Performs clinical and public health practices in a holistic and competent manner |
X | ||||
6 | Adherence to ethical principles: Fulfills the duties and obligations within the framework of ethical principles and, rights and legal responsibilities required by the profession. |
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7 | Professional competence: Provides a high-quality healthcare service that prioritizes patient safety. While applying the profession, he/she knows his/her limits, evaluates his/her own performance, determines the aspects that need to be developed and improves them within a plan |
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8 | Professional virtues: Avoid behaviors that will undermine the public's trust in medicine. S/he approaches her/his patients with compassion and care without discrimination, and puts their welfare ahead of her/his own interests |
X | ||||
9 | A healthy physician- a healthy society: Gives importance to his/her personal health, safety and appearance, sets an example for his/her colleagues and society by taking the necessary precautions. |
|||||
10 | Planetary health and healthy lifestyles: Considering the effects of the resources offered by our planet on individual and public health, he/she accepts promoting healthy lifestyles and eliminating the factors that negatively affect health his/her duty. |
X | ||||
11 | Protecting and improving health as a social responsibility: Accepts protection and improvement of public health as a social responsibility, identifies the primary health problems of the society served and produces solutions. |
X | ||||
12 | Health policies: Evaluates the impact of health policies on the health indicators of individuals and society, and advocates increasing the quality of health services. |
X | ||||
13 | Change management: Systematically identifies and manages the issues/processes and the necessary resources that require change in order to provide quality, safe and cost-effective health care. |
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14 | Personal qualifications: Provides evidence exerting that he/she is equipped enough to lead changes to make healthcare more qualified, safe and cost-effective |
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15 | Communication skills: Uses verbal and non-verbal communication effectively. Communicates with patients in a way that makes them feel understood, with active listening behaviors (eye contact, affirmation, summarizing, etc.) |
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16 | Communication with patients and their relatives: Establishes supportive relationships with patients and their families that contribute positively to the treatment process |
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17 | Communication for qualified and safe health care: Communicates with patients, their relatives, health workers, other professional groups, institutions and organizations in a clear, understandable and professional manner that will minimize patient safety risks and increase the quality of health care. Considers and protects patient privacy and data security in all communications. |
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18 | Explains the place and importance of scientific research and evidence in providing qualified and safe health care. Analyzes the health problems in the society s/he serves with scientific methods. Reaches information to access evidence. Uses the information analyzed and the evidence accessed from the literature to provide more qualified and safer health care |
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19 | Reflection: Using reflective approaches, he/she questions his/her professional performance, identifies areas that require improvement, and develops his/her professional knowledge and skills by identifying learning needs. |
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20 | Stress management: Explains and applies strategies for coping with stress and preventing burnout |
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
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