Week |
Subject |
Related Preparation |
1) |
Orientation. Introductions - General information about the course - Basic rules about the course. Your answers to the question “What are you most curious about health communication, what do you want to learn?” Learning your expectations. |
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2) |
Interpersonal health related to communication theoretical and practical work. Health and Health Communication. Types of Health Communication.
|
Please follow-up with itslearning. |
3) |
Theoretical and practical work on interpersonal health communication,
Types of Health Communication,
Health Communication Levels. |
Last week to decide on your articles and upload them to the link on itslearning. |
4) |
Theoretical and practical work on interpersonal health communication,
Active Listening Techniques. |
Please follow-up with itslearning. Article presentations. |
5) |
Theoretical and practical work on interpersonal health communication,
What is empathy? Levels of empathy. |
Please follow-up with itslearning. Article presentations. |
6) |
Theoretical and practical work on interpersonal health communication.
Source credibility in Health Communication.
Source liking.
Perceived power of the source. |
Please follow-up with itslearning. Article presentations. |
7) |
Theoretical and practical work on interpersonal health communication,
Message types in health communication. |
Please follow-up with itslearning. Article presentations. |
8) |
Midterm Week |
|
9) |
Theoretical and practical work on interpersonal health communication. Communication theories used in health communication 2: Spiral of Silence Theory. Continuing to analyze the previous case study. |
Please follow-up with itslearning. Article presentations. |
10) |
Theoretical and practical work on interpersonal health communication. Interviewing/history-taking techniques and models between health professional and patient/client in health communication. Analyzing and discussing Case Study 2 together. |
Please follow-up with itslearning. Article presentations. |
11) |
Theoretical and practical work on interpersonal health communication. Simulated conversation between health professional and patient/client in health communication 1. Continuing to analyze the previous case study. |
Please follow-up with itslearning. Article presentations. |
12) |
Theoretical and practical work on interpersonal health communication. Simulated conversation between health professional and patient/client in health communication 2. Analyzing and discussing Case Study 3 together. |
Please follow-up with itslearning. Article presentations. |
13) |
Theoretical and practical work on interpersonal health communication. Simulated conversation between health professional and patient/client in health communication 3. Continuing to analyze the previous case study. |
Please follow-up with itslearning. Article presentations. |
14) |
Theoretical and practical work on interpersonal health communication. Simulated conversation between health professional and patient/client in health communication 4. Review. |
Please follow-up with itslearning. Article presentations. |
Course Notes / Textbooks: |
Michael P. Pagano’nun (2015) “Communication Case Studies For Health Care Professionals: An Applied Approach” isimli e-kitabının 2.baskısı.
Ayrıca derste öğrenciler tarafından araştırılıp sunulacak makaleler, dersin temel akademik kaynaklarındandır. Bu doğrultuda dönem boyunca bilimsel araştırma makaleleri sunulacak ve birlikte çalışılacaktır. Her öğrenci de 1 makale sunacaktır. Öğrencilerin kendilerine düşen makaleleri araştırıp bulmadan önce, kendilerine "ben sağlık iletişimi ile ilgili olarak en çok neyi merak ediyorum, neyi öğrenmek istiyorum?" sorusunu sormaları ve cevaplamaları büyük önem taşımaktadır. Çünkü araştırıp bulacakları ve son 3 yıl içerisinde yayımlanmış makaleleri, bu soruya verdikleri cevapla doğrudan bağlantılı olmalıdır. Hangi öğrencinin hangi tarihte sunumunu gerçekleştireceği kura ile belirlenip itslearning üzerinden ilan edilecektir. |
References: |
Michael P. Pagano. (2015). “Communication Case Studies For Health Care Professionals: An Applied Approach”, 2nd Edition.
In addition, the articles that will be researched and presented by the students in the course are the main academic resources of the course. In this direction, scientific research articles will be presented and worked together throughout the semester. Each student will present 1 article. It is of great importance for students to ask and answer the question “what am I most curious about health communication, what do I want to learn?” before researching and finding the articles. Because the articles they will search and find and published in the last 3 years should be directly related to their answer to this question. Which student will make their presentation on which date will randomly be determined and announced on itslearning. |
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Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
4 |
2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
5 |
3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
3 |
4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
5 |
5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
4 |
6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
4 |
7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
4 |
8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
5 |
9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
4 |
10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
5 |
11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
4 |
12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
3 |
13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
4 |
14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
5 |
15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
4 |