FACULTY OF MEDICINE
Medicine
HSP 102 | Course Introduction and Application Information
Course Name |
Human Society Planet II
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
HSP 102
|
Spring
|
2
|
0
|
2
|
3
|
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 | Blended | |||||
Teaching Methods and Techniques of the Course | Lecture / Presentation | |||||
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 define universal ethical principles / values and the scope of international contracts related to universal ethical principles. In addition, they will have knowledge about the definition and scope of the concept medical professionalism, the process of gaining professional values, which is an important component of the development of physician identity. In this course they will also learn what ethics and bioethics are as definition and what these fields entail. In parallel, they will learn about the basic principles, approaches and concepts of medical ethics and analyze their manifestations in practice through cases and narratives. |
Learning Outcomes |
The students who succeeded in this course;
|
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. Introduction to the scope and methods of ethics and bioethics, basic concepts and application of medical professionalism, medical ethics, and medical law, ethical analysis and decision-making over selected cases and narratives, physician’s basic duties and obligations, the concepts of benefit and harm, confidentiality, consent, justice, physician well-being, altruism and empathy in physician-patient relationship, and the introduction to the historical evaluation of physician identities and roles. |
|
Core Courses |
X
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Major Area Courses | ||
Supportive Courses | ||
Media and Management Skills Courses | ||
Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
Week | Subjects | Related Preparation |
1 | Introduction to course Introduction to environmental issues (Hazards and risks) (development of environmental problems, social factors influencing environment, 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 | excursion Outbreaks Which Had Changed the World | https://www.youtube.com/watch?v=P7IhwP4yXn8 |
6 | Air pollution, Athmosphere and climate change Global warming Greenhouse effect Role of ozone Results of climate change Urban pollution Diseases related to air pollution | WHO/ Public Health, Environmental and Social Determinants of Health |
7 | Environmental hazards related to soil and farming. Pesticides, fertilizer | |
8 | Energy sources and environment | WHO/ Public Health, Environmental and Social Determinants of Health |
9 | Selected environmental problems in our district (excursion) | |
10 | Presentations (major environmental problems/accidents) | |
11 | Introduction to Human rights Difference between human rights and medical ethics Right to health 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/education al-resources/ |
12 | Introduction to Medical Professionalism - Development of the professional Identity: What are the attributes of a “good physician”? - Hidden curriculum Narrative ethics study (Flipped classroom) Film discussion: The Doctor, The Plague, The Motorcycle Diaries, etc. | Breen, K.J., Cordner S.M., Thomson, C.J.H. & Plueckhahn, V.D. (2010). Good Medical Practice: Professionalism, Ethics and Law, 2010, Cambridge University Press. Medical Professionalism – Module 1 (NextGenU.org.tr) Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994 Nov;69(11):861-71. doi: 10.1097/00001888-199411000-00001. PMID: 7945681. |
13 | What is ethics? What is bioethics? - Ethics in Action - Decision-making in ethics - Aristotle’s middle position theory approach and virtue ethics Case study (Flipped classroom) | Beauchamp, T.L. & Childress, J.F. (2019). Principles of Biomedical Ethics (8th ed.). Oxford University Press. Dickenson, D., Huxtable, R. & Parker, M. (2010). The Cambridge Medical Ethics Workbook (2nd ed.). Cambridge University Press. DOI: 10.1017/CBO9780511910098. |
14 | Introduction to Medical Ethics - Physician and patient roles: Benefit, Harm, Paternalism, Autonomy, and Informed Consent - Understanding risk and questions of disclosure Problem-based learning: Session 1 (Parallel session) | Beauchamp, T.L. & Childress, J.F. (2019). Principles of Biomedical Ethics (8th ed.). Oxford University Press. Dickenson, D., Huxtable, R. & Parker, M. (2010). The Cambridge Medical Ethics Workbook (2nd ed.). Cambridge University Press. DOI: 10.1017/CBO9780511910098. |
15 | Introduction to Medical Ethics - Duties and obligations of the clinician, including an introduction to patient rights - Physician-patient relationship: The dual roles of physician and investigator and confidentiality - Goals of medicine Problem-based learning: Session 2 (Parallel session) | Beauchamp, T.L. & Childress, J.F. (2019). Principles of Biomedical Ethics (8th ed.). Oxford University Press. Huxtable, R. & Meulen, R.T. (2015). The Voices and Rooms of European Bioethics (1st ed.). Routledge. Dickenson, D., Huxtable, R. & Parker, M. (2010). The Cambridge Medical Ethics Workbook (2nd ed.). Cambridge University Press. DOI: 10.1017/CBO9780511910098. |
16 | Introduction to Medical Professionalism - Development of the professional Identity: Historical Context Artwork panorama: Digital museum (Flipped classroom) | Breen, K.J., Cordner S.M., Thomson, C.J.H. & Plueckhahn, V.D. (2010). Good Medical Practice: Professionalism, Ethics and Law, 2010, Cambridge University Press. Medical Professionalism – Module 1 (NextGenU.org.tr) Dolan, D. The Medical Profession Through History. Perspectives in Medical Humanities, Supplement 1 (August 2021). University of California, Medical Humanities Press. DOI: 10.34947/M7X596 |
17 | Course feedback Presentation (major environmental problems/accidents | |
18 | Final exam (the books related to medical humanities (medicine, literature, arts, sociology/antropology) |
Course Notes/Textbooks |
|
|
Suggested Readings/Materials |
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques | ||
Portfolio | ||
Homework / Assignments |
1
|
30
|
Presentation / Jury |
1
|
30
|
Project | ||
Seminar / Workshop | ||
Oral Exams | ||
Midterm | ||
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 |
14
|
2
|
28
|
Field Work |
0
|
||
Quizzes / Studio Critiques |
0
|
||
Portfolio |
0
|
||
Homework / Assignments |
2
|
5
|
10
|
Presentation / Jury |
1
|
8
|
8
|
Project |
0
|
||
Seminar / Workshop |
0
|
||
Oral Exam |
0
|
||
Midterms |
0
|
||
Final Exam |
1
|
8
|
8
|
Total |
90
|
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. |
X | ||||
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 |
X | ||||
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. |
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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. |
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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.) |
X | ||||
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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