| Code | Name of the Course Unit | Semester | In-Class Hours (T+P) | Credit | ECTS Credit |
|---|---|---|---|---|---|
| BEY141 | ANATOMY | 1 | 4 | 3 | 6 |
GENERAL INFORMATION |
|
|---|---|
| Language of Instruction : | Turkish |
| Level of the Course Unit : | BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
| Type of the Course : | Compulsory |
| Mode of Delivery of the Course Unit | - |
| Coordinator of the Course Unit | Prof. ÜMİT TAŞKIN |
| Instructor(s) of the Course Unit | |
| Course Prerequisite | No |
OBJECTIVES AND CONTENTS |
|
|---|---|
| Objectives of the Course Unit: | It is aimed to gain knowledge regarding the structural organization and functions of human body systems, anatomical terminology and basic concepts, cell structure, the relationships between skeletal, muscular, and joint structures, and the integration of anatomical structures with physiological functions and clinical applications. |
| Contents of the Course Unit: | Introduction to anatomical terminology, structure of bone tissue and the skeletal system, joints and introduction to the muscular system, general characteristics of the head and neck, trunk, upper and lower extremity muscles, anatomy of the circulatory system, structure of the digestive system and the digestive tract, accessory digestive organs and the respiratory system, anatomy of the urinary system and the male and female genital systems, endocrine system, nervous system, special sense organs (skin, smell, taste, and vision), organs of hearing and balance, clinical and functional interpretation of basic anatomical concepts. |
KEY LEARNING OUTCOMES OF THE COURSE UNIT (On successful completion of this course unit, students/learners will or will be able to) |
|---|
| Explains the structural organisation and functions of each system of the human body. |
| Uses their knowledge of human anatomy to solve questions regarding function and disease. |
| Explains the basic concepts of anatomy. |
| Explains the cell structure. |
| Explains the relationship between the skeletal and muscle structures that make up the movement. |
| Explains the effect of bone muscles and joints on each other. |
| Relates the anatomical structure of the cell to its physiological function. |
| Relates body parts and mechanics. |
WEEKLY COURSE CONTENTS AND STUDY MATERIALS FOR PRELIMINARY & FURTHER STUDY |
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|---|---|---|---|
| Week | Preparatory | Topics(Subjects) | Method |
| 1 | Web-Based Research | Introduction to Anatomy, Practice: Anatomy Laboratory Orientation | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 2 | Individual Research | Anatomy Terminology, Bones, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 3 | Individual Research | Bones, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 4 | Individual Research | Joints, Introduction to Muscles, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 5 | Individual Research | Muscles (Head-Neck), Body Muscles, Lower and Upper Extremity Muscles, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 6 | Individual Research | The Circulatory System, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 7 | Individual Research | Digestive System (Digestive Tract), Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 8 | Individual Research | Digestive System (Organs Assisting Digestion), Respiratory System, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 9 | Individual Research | Urinary System, Genital System in Male and Female, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 10 | - | MID-TERM EXAM | - |
| 11 | Individual Research | Endocrine System, Practical Exam, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 12 | Individual Research | Nervous System, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 13 | Individual Research | Special Sensory Organs (Skin and Its Formations, Smell, Taste and Visual Organs), Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 14 | Individual Research | Special Sensory Organs (Hearing and Balance Organ), Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 15 | Individual Research | Clinical and Functional Interpretation of Basic Anatomical Concepts, Practice: Anatomic Model Study | Lecture, Demonstration, Discussion, Question-Answer, Practice, Laboratory-Based Group Work |
| 16 | - | FINAL EXAM | - |
| 17 | - | FINAL EXAM | - |
SOURCE MATERIALS & RECOMMENDED READING |
|---|
| Ball, L. A. (2016). Study guide for introduction to human anatomy and physiology - e-book - revised reprints : Study guide for introduction to human anatomy and physiology - e-book - revised reprints. Elsevier - Health Sciences Division. |
| Gosling, M. B., Harris, M. B., Humpherson, M. C., Whitmore, M. B., & Willan, M. C. (2016). Human anatomy, color atlas and textbook e-book : Human anatomy, color atlas and textbook e-book. Elsevier. |
| Logan, B. M. (2016). Logan’s Illustrated Human Anatomy, First edition, CRC Press, Taylor & Francis. |
| Nunnamaker, A. J., & Dhonau, C. O. (2025). Anatomy and embalming : A treatise on the science and art of embalming, the latest and most successful methods of treatment and the general anatomy relating to this subject. Science & Technology Publishing. |
| Palastanga, M. B. A., Soames, B. B. (. S., & Palastanga, M. M. (2008). Anatomy and human movement pocketbook e-book : Anatomy and human movement pocketbook e-book. Elsevier Health Sciences. |
| Tortora, G. J., & Nielsen, M. T. (2016). Principles of Human Anatomy, 14th Edition, John Wiley & Sons. |
ASSESSMENT |
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|---|---|---|---|---|
| Assessment & Grading of In-Term Activities | Number of Activities | Degree of Contribution (%) | Description | Examination Method |
| Mid-Term Exam | 1 | 40 | Optical (Test) Exam | |
| Practice | 1 | 10 | ||
| Final Exam | 1 | 50 | Optical (Test) Exam | |
| TOTAL | 3 | 100 | ||
| Level of Contribution | |||||
|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE |
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|---|---|---|---|---|---|---|---|
Theoretical |
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| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Has the basic information on the science of audiology in order to identify and interpret necessary approaches for his/her patients.
|
4 | |||||
KNOWLEDGE |
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|---|---|---|---|---|---|---|---|
Factual |
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| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Identifies the main phenomenons, principles, processes and practices of audiology science, explains the methods in the field and makes a basic level of analysis and evaluation.
|
4 | |||||
SKILLS |
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|---|---|---|---|---|---|---|---|
Cognitive |
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| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Has the ability to plan a proper audiology program via his/her theoretical and practical knowledge.
|
4 | |||||
SKILLS |
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|---|---|---|---|---|---|---|---|
Practical |
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| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Has the ability to execute a proper treatment to his/her patients via his/her theoretical and practical knowledge.
|
1 | |||||
OCCUPATIONAL |
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|---|---|---|---|---|---|---|---|
Autonomy & Responsibility |
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| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Collaborates with main medical fields.
|
5 | |||||
| 2 |
Evaluates and interprets the problems about hearing and/or vestibular symptoms of his/her patients guided by relevant specialist, asks consultation from other departments in case of need.
|
1 | |||||
| 3 |
Responsible to identify, execute and adjust the hearing instrument to his/her patients with hearing loss and hearing aid indication.
|
1 | |||||
OCCUPATIONAL |
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|---|---|---|---|---|---|---|---|
Learning to Learn |
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| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Specializes in areas like Pediatric Audiology, Geriartric Audiology, Industrial Audiology, Rehabilitative Audiology, Electrophysiological Measurements, Vestibular Disorders, Vestibular Rehabilitation, Hearing Aids and Implants.
|
3 | |||||
| 2 |
Prepares instructional and practical studies to provide efficiency, permanency and quality of audiology related services.
|
2 | |||||
OCCUPATIONAL |
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|---|---|---|---|---|---|---|---|
Communication & Social |
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| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Performs his/her duties of expertise in the eyes of judicial authorities and private and government agencies.
|
1 | |||||
| 2 |
Takes part in a special team for the noise measurements in noisy environments in order to reduce the noise level for the regulation of environmental modifications by identifying individual protectives.
|
1 | |||||
OCCUPATIONAL |
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|---|---|---|---|---|---|---|---|
Occupational and/or Vocational |
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| Programme Learning Outcomes | Level of Contribution | ||||||
| 0 | 1 | 2 | 3 | 4 | 5 | ||
| 1 |
Takes place in the implant board in order to consult his/her patients about applications of cochlear implant, middle ear implants, bone implanted hearing devices (BAHA) and brainstem implant.
|
1 | |||||
| 2 |
Enables the development of professional standards and policies, determines planning and execution of the assessment and rehabilitation approaches, identifies the efficient applications of new knowledge-based methods and programs and contributes to improve professional and technical standarts.
|
1 | |||||
| 3 |
Makes studies in order to improve hearing protection of health and for the prevention of hearing loss at work, school and society’s environments for the development of applications related to hearing screening program.
|
1 | |||||
WORKLOAD & ECTS CREDITS OF THE COURSE UNIT |
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|---|---|---|---|
Workload for Learning & Teaching Activities |
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| Type of the Learning Activites | Learning Activities (# of week) | Duration (hours, h) | Workload (h) |
| Lecture & In-Class Activities | 14 | 2 | 28 |
| Preliminary & Further Study | 14 | 2 | 28 |
| Land Surveying | 0 | 0 | 0 |
| Group Work | 0 | 0 | 0 |
| Laboratory | 14 | 2 | 28 |
| Reading | 0 | 0 | 0 |
| Assignment (Homework) | 0 | 0 | 0 |
| Project Work | 0 | 0 | 0 |
| Seminar | 0 | 0 | 0 |
| Internship | 0 | 0 | 0 |
| Technical Visit | 0 | 0 | 0 |
| Web Based Learning | 0 | 0 | 0 |
| Implementation/Application/Practice | 0 | 0 | 0 |
| Practice at a workplace | 0 | 0 | 0 |
| Occupational Activity | 0 | 0 | 0 |
| Social Activity | 0 | 0 | 0 |
| Thesis Work | 0 | 0 | 0 |
| Field Study | 0 | 0 | 0 |
| Report Writing | 0 | 0 | 0 |
| Final Exam | 1 | 1 | 1 |
| Preparation for the Final Exam | 14 | 3 | 42 |
| Mid-Term Exam | 1 | 1 | 1 |
| Preparation for the Mid-Term Exam | 7 | 3 | 21 |
| Short Exam | 1 | 1 | 1 |
| Preparation for the Short Exam | 1 | 2 | 2 |
| TOTAL | 67 | 0 | 152 |
| Total Workload of the Course Unit | 152 | ||
| Workload (h) / 25.5 | 6 | ||
| ECTS Credits allocated for the Course Unit | 6,0 |