| Week |
Subject |
Related Preparation |
| 1) |
Introduction and Basic Concepts
Formation of Intestinal Microbiota
|
Review of Course Syllabus |
| 2) |
Dysbiosis
Microbiota Interactions
|
Student Presentations |
| 3) |
Microbiota and Metabolic Inflammation
Microbiota and Energy Balance |
Student Presentations |
| 4) |
Definition, Classification, General Information and Effects on Microbiota of Probiotics
Definition, Classification, General Information and Effects on Microbiota of Prebiotics |
Student Presentations |
| 5) |
Interaction of Intestinal Microbiota and Obesity (Etiology and Mechanisms)
|
Student Presentations |
| 6) |
Interaction of Intestinal Microbiota and Diabetes (Etiology and Mechanisms) |
Student Presentations |
| 7) |
Interaction of Intestinal Microbiota, Cardiovascular and Atherosclerosis Disease (Etiology and Mechanisms)
Interaction of Intestinal Microbiota and Cancer |
Student Presentations |
| 8) |
Interaction of Intestinal Microbiota and Autoimmune Diseases (Etiology and Mechanisms)
Interaction of Intestinal Microbiota and Non-Alcoholic Liver Disease (Etiology and Mechanisms) |
Student Presentations |
| 9) |
Interaction of Intestinal Microbiota and Rheumatological Diseases (Etiology and Mechanisms)
Interaction of Intestinal Microbiota and Neurodegenerative Diseases (Alzhemier, Parkinson, Dementia) (Etiology and Mechanisms) |
Student Presentations |
| 10) |
Mediterranean Diet and Microbiota Interactions
Interactions of Low Carbohydrate Diet with Microbiota |
Student Presentations |
| 11) |
Vegan and Vegetarian Nutrition and Microbiota Interactions
Interactions of Time-Restricted, Fasting Diets and Microbiota |
Student Presentations |
| 12) |
Interactions of Ketogenic Diet with Microbiota |
Student Presentations |
| 13) |
Nutritional (Mufa, Pufa, Trans and Others) Microbiota Interactions |
Student Presentations |
| 14) |
Benefits of Exercise on Microbiota
Evaluation of the course |
Student Presentations |
| |
Program Outcomes |
Level of Contribution |
| 1) |
To use theoretic and methodological approach, evidence-based principles and scientific literature in Nutrition and Dietetics field systematically for practice. |
4 |
| 2) |
To have theoretic and practical knowledge for individual's, family's and the community's health promotion and protection. |
3 |
| 3) |
To assess nutritional status of risky groups in nutrition related problems (pregnant, babies, adolescences, elders, etc.) |
5 |
| 4) |
To use healthcare, information technologies for Nutrition and Dietetic practice and research. |
5 |
| 5) |
To communicate effectively with advisee, colleagues for effective professional relationships. |
4 |
| 6) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
4 |
| 7) |
To use life-long learning, problem-solving and critical thinking skills. |
3 |
| 8) |
To act in accordance with ethical principles and values in professional practice. |
4 |
| 9) |
To take part in research, projects and activities within sense of social responsibility and interdisciplinary approach. |
4 |
| 10) |
To be able to search for literature in health sciences databases and information sources to access to information and use the information effectively. |
5 |
| 11) |
To take responsibility and participate in the processes actively for training of other dieticians, education of health professionals and individuals about nutrition. |
5 |
| 12) |
To carry out dietetic practices considering cultural differences and different health needs of different groups in the community. |
4 |