FACULTY OF MEDICINE
Medicine
MED 210 | Course Introduction and Application Information
Course Name |
Philosophical and Historical Studies in Science
|
Code
|
Semester
|
Theory
(hour/week) |
Application/Lab
(hour/week) |
Local Credits
|
ECTS
|
MED 210
|
Fall/Spring
|
3
|
0
|
3
|
5
|
Prerequisites |
None
|
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Course Language |
English
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Course Type |
Elective
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Course Level |
First Cycle
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Mode of Delivery | - | |||||
Teaching Methods and Techniques of the Course | - | |||||
Course Coordinator | ||||||
Course Lecturer(s) | - | |||||
Assistant(s) | - |
Course Objectives | Examine the evolution, development and paradigm shifts of science and technology and analyze the philosophical content of knowledge in social dynamics throughout history. |
Learning Outcomes |
The students who succeeded in this course;
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Course Description | This course includes the analysis of the theoretical transformations of evolution and information that science and technology history has had over the course of time. |
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Core Courses | |
Major Area Courses | ||
Supportive Courses |
X
|
|
Media and Management Skills Courses | ||
Transferable Skill Courses |
WEEKLY SUBJECTS AND RELATED PREPARATION STUDIES
Week | Subjects | Related Preparation |
1 | What is to know? Why history of science? Why philosophy of science? To investigate the inseparable unity of history of science and philosophy of science. | Ladyman, James. 2002. Understanding Philosophy of Science. Routledge Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
2 | The study of the differences between common knowledge and scientific knowledge. The basics of epistemology. The premises of epistemological analysis. | Ladyman, James. 2002. Understanding Philosophy of Science. Routledge Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962).Kuhn, T., “The Essential Tension-Selected Studies in Scientific Tradition and Change,” University of Chicago Press, 1977. |
3 | The concept of paradigm. Conceptual revolutions in the history of science. Investigation of paradigm shifts by historical examples. | LABORATORY LIFE: The Construction of Scientific Facts, Bruno Latour · Steve Woolgar Princeton University Press, 1986 |
4 | The impact of paradigm shifts to the present scientific advances based on historical examples. The investigation of decisive examples like solar system, classical physics, quantum physics, the discovery of oxygen. | Ladyman, James. 2002. Understanding Philosophy of Science. Routledge Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
5 | Physical laws and explanation: Investigation of the nature scientific theories | Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
6 | Thomas Kuhn: Dealing with the structure of scientific revolutions. Searching for current examples | Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
7 | Analyzing and evaluation of natural and social sciences based on method and epistemology. | Philosophy of Biology A Contemporary Introduction Alex Rosenberg and Daniel W. McShea Routlegge, 2008 |
8 | Methods used in the production of scientific knowledge | Philosophy of Biology A Contemporary Introduction Alex Rosenberg and Daniel W. McShea Routlegge, 2008 |
9 | Studying the epistemological features of science and mathematics and the role of mathematics in natural sciences. | Philosophy of Biology A Contemporary Introduction Alex Rosenberg and Daniel W. McShea Routlegge, 2008 |
10 | What is mathematics? How the mathematical knowledge is attained? What is the historical evolution of mathematical thought? | Philosophy of Biology A Contemporary Introduction Alex Rosenberg and Daniel W. McShea Routlegge, 2008 |
11 | Is mathematics invented or discovered? The philosophical dimensions of mathematical knowledge and approaches of different philosophical schools. | Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
12 | The investigation of the evolution of technology with examples from the history of mathematics. The social impact of scientific discoveries. | Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
13 | Studying the evolution theory within different approaches. Comparing the biological evolution with the evolution of the production of scientific knowledge. | Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
14 | Science as a culture: The discussions on social and natural sciences and psychoanalysis. | Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
15 | The social and psychological components of science. Problems and applications. Examples of modern science. | Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
16 | General evaluation of the evolution of scientific and mathematical thinking. | Kuhn, T., “Structure of Scientific Revolutions,” University of Chicago Press, 1970(1962). |
Course Notes/Textbooks | Khun, T., “The Structure of Scientific Revolutions,” The University of Chicago Press, 1967 Schick, T., “Readings in the Philosophy of Science,” Mayfield Publishig Company, 2000. Omnes, R., “Quantum Philosophy: Understanding and Interpreting Contemporary Science,” Princeton University Press, 1999. |
Suggested Readings/Materials |
EVALUATION SYSTEM
Semester Activities | Number | Weigthing |
Participation | ||
Laboratory / Application | ||
Field Work | ||
Quizzes / Studio Critiques |
2
|
30
|
Portfolio | ||
Homework / Assignments | ||
Presentation / Jury | ||
Project | ||
Seminar / Workshop | ||
Oral Exams | ||
Midterm |
2
|
40
|
Final Exam |
1
|
30
|
Total |
Weighting of Semester Activities on the Final Grade |
4
|
70
|
Weighting of End-of-Semester Activities on the Final Grade |
1
|
30
|
Total |
ECTS / WORKLOAD TABLE
Semester Activities | Number | Duration (Hours) | Workload |
---|---|---|---|
Theoretical Course Hours (Including exam week: 16 x total hours) |
16
|
3
|
48
|
Laboratory / Application Hours (Including exam week: '.16.' x total hours) |
16
|
3
|
48
|
Study Hours Out of Class |
15
|
1
|
15
|
Field Work |
0
|
||
Quizzes / Studio Critiques |
2
|
3
|
6
|
Portfolio |
0
|
||
Homework / Assignments |
0
|
||
Presentation / Jury |
0
|
||
Project |
0
|
||
Seminar / Workshop |
0
|
||
Oral Exam |
0
|
||
Midterms |
2
|
3
|
6
|
Final Exam |
1
|
5
|
5
|
Total |
128
|
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*. |
X | ||||
4 | Patient and employee safety: Provides health services by considering the health and safety of patients and employees. |
X | ||||
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 |
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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 |
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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. |
X | ||||
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. |
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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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