COP4339 Zenna-Research Literacy and Data EffectBahçeşehir UniversityDegree Programs PHYSIOTHERAPY AND REHABILITATION (TURKISH)General Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
PHYSIOTHERAPY AND REHABILITATION (TURKISH)
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
COP4339 Zenna-Research Literacy and Data Effect Fall 3 0 3 5
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction: English
Type of course: Non-Departmental Elective
Course Level: Bachelor’s Degree (First Cycle)
Mode of Delivery: Face to face
Course Coordinator : Prof. Dr. İDİL KARADEMİRLİDAĞ SUHER
Course Objectives: In this course, it is aimed that the students gain command of market research terminology, research management skills and competence to conduct research.

Learning Outcomes

The students who have succeeded in this course;
1- To be able to dominate market research terminology
2- To understand the types of research and when they are used.
3- To define the elements to be considered in the analysis
4- To obtain the ability to prepare a questionnaire
5- To gain the skill of reporting
6- To develop Research-Literacy skills

Course Content

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Terminology used in the research
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative
2) Qualitative Studies What is qualitative research When is it used Elements to be considered in qualitative

Sources

Course Notes / Textbooks:
References: • Dursun, Ö. HE. & Odabasi, H. F. (2011). Multimedia design. Ankara: Pegem Academy.
• Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
• Counts, E. L. (2003). Multimedia Design and Production for Students and Teachers. Boston: Allyn & Bacon.
• Akpınar, Y. (2005). Computer Aided Instruction. Ankara, TURKEY: Ani Publishing.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Total %
PERCENTAGE OF SEMESTER WORK % 0
PERCENTAGE OF FINAL WORK %
Total %

ECTS / Workload Table

Activities Number of Activities Workload
Presentations / Seminar 2 2
Total Workload 2

Contribution of Learning Outcomes to Programme Outcomes

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) To have theoretical and practical knowledge required to fulfill professional roles and functions of Physiotherapy and Rehabilitation field. 2
2) To act in accordance with ethical principles and values in professional practice. 1
3) To use life-long learning, problem-solving and critical thinking skills. 4
4) To define evidence-based practices and determine problem solving methods in Physiotherapy and Rehabilitation practices, using theories in health promotion, protection and care. 1
5) To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. 3
6) To have skills for training and consulting according to health education needs of individual, family and the community. 1
7) To be sensitive to health problems of the community and to be able to offer solutions. 3
8) To be able to use skills for effective communication. 5
9) To be able to select and use modern tools, techniques and modalities in Physiotherapy and Rehabilitation practices; to be able to use health information technologies effectively. 1
10) To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. 1
11) To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. 1
12) To be a role model with contemporary and professional identity. 4