MEDICINE | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
SOC3006 | Qualitative Methods in Sociology | Spring | 3 | 0 | 3 | 5 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
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. AYŞE NİLÜFER NARLI |
Course Lecturer(s): |
Assoc. Prof. ULAŞ SUNATA ÖZDEMİR Prof. Dr. AYŞE NİLÜFER NARLI Prof. Dr. İPEK ALTINBAŞAK FARİNA |
Recommended Optional Program Components: | "." |
Course Objectives: | The best way to learn qualitative methods in sociology is to apply them. Thus, the greater part of this course involves doing qualitative research and discussing research issues and questions with each other. As outlined below, the requirements for this course revolve around conducting a research project on a topic of interest to you. |
The students who have succeeded in this course; 1) Recall methodology of social sciences 2) Defend ethical and political issues in social research 3) Discuss non-survey data collection techniques 4) Apply non-survey data collection techniques 5) Construct qualitative research design 6) Analyze qualitative data without using software 7) Analyze qualitative data by means of at least one computer aided analysis |
This course is designed as an introduction to basic issues on the practice and problems of qualitative research methods including alternative methodological approaches in sociology. In the course, we will discuss the non-positivist methodological issues (i.e. interpretative social research, critical social research, feminist and post-modernist approaches) and their analysis (i.e. expressed as words, pictures, objects, videos). Afterwards we will devote our time to ethical and political concerns in social research. Participant observation, field research techniques, historical and comparative analysis, focus group, interview techniques, content analysis, oral history (life history) analysis are the main topics that we plan to cover throughout the semester. |
Week | Subject | Related Preparation |
1) | The Meanings of Methodology- Introduction to the Course: Going over the Syllabus | |
2) | The Meanings of Methodology- Remembering Methodology of Social Sciences | |
3) | The Meanings of Methodology Remembering Methodology of Social Sciences (cont.) | |
4) | Ethical and Political Issues in Social Research | |
5) | Non-Survey Data Collection Techniques- Document Study and Experimental Research | |
6) | Non-Survey Data Collection Techniques- FILM&FILM REVIEW: “Das Experiment” “The Experiment” | |
7) | Qualitative Research Design | |
8) | Qualitative Research Design: Field Research | |
9) | Qualitative Research Design: Interview Studies | |
10) | Analyzing Qualitative Data | |
11) | Analyzing Qualitative Data: Historical and Comparative Research and Oral History / Life History Techniques | |
12) | Analyzing Qualitative Data: Workshop on the use of a computer program (MaxQDA or Atlas.ti) for coding, sorting, and analyzing qualitative data | |
13) | Analyzing Qualitative Data: Workshop continued | |
14) | Writing for Sociologists and Final Discussion |
Course Notes / Textbooks: | Course reader will be given weekly |
References: | Atlas.ti. Atlas.ti v.5.0 User’s guide and reference. 2004. Bailey, Kenneth D.. Methods of Social Research. New York: Free Press; London: Collier Macmillan, 1987. Boeije, Hennie. Analysis in Qualitative Research. London: SAGE, 2010. Ely, Margot. Ed. Doing Qualitative Research: Circles within Circles. London, NY: Falmer Press, 1991. Heaton, Janet. Reworking Qualitative Data. London: SAGE, 2004. Laine, Marlene de. Fieldwork, Participation and Practice. London: SAGE, 2000. May, Tim. Ed. Qualitative Research in Action. London: SAGE, 2002. Neuman, Lawrence W.. Social Research Methods: Qualitative and Quantitative Approaches. Boston: Allyn and Bacon, 1991. Silverman, David. Interpreting Qualitative Data: Methods for Analyzing Talk, Text and Interaction. London: SAGE, 2007. Warren, Carol A.B., and Tracy X. Karner. Discovering Qualitative Methods: Field Research, Interviews, and Analysis. Oxford University Press, 2005. Weisss, Robert Stuart. Learning from Strangers: The Art and Method of Qualitative Interview Studies. NY: Free Press, 1995. http://www.qualitative-research.net |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 12 | % 7 |
Laboratory | 2 | % 3 |
Field Work | 3 | % 30 |
Homework Assignments | 2 | % 20 |
Midterms | 1 | % 10 |
Final | 1 | % 30 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 70 | |
PERCENTAGE OF FINAL WORK | % 30 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 2 | 3 | 6 |
Field Work | 3 | 10 | 30 |
Study Hours Out of Class | 14 | 3 | 42 |
Presentations / Seminar | 1 | 3 | 3 |
Homework Assignments | 2 | 5 | 10 |
Midterms | 1 | 2 | 2 |
Final | 1 | 2 | 2 |
Total Workload | 137 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution | |
1) | Integrates the knowledge, skills and attitudes acquired from basic and clinical medical sciences, behavioral sciences and social sciences, and uses them in health service delivery. | |
2) | In patient management, shows a biopsychosocial approach that takes into account the socio-demographic and sociocultural background of the individual, regardless of language, religion, race and gender. | |
3) | In the provision of health services, prioritizes the protection and development of the health of individuals and society. | |
4) | Taking into account the individual, societal, social and environmental factors affecting health; does the necessary work to maintain and improve the state of health. | |
5) | By recognizing the characteristics, needs and expectations of the target audience, provides health education to healthy/sick individuals and their relatives and other healthcare professionals. | |
6) | Shows a safe, rational and effective approach in health service delivery, prevention, diagnosis, treatment, follow-up and rehabilitation processes. | |
7) | Performs invasive and/or non-invasive procedures in diagnosis, treatment, follow-up and rehabilitation processes in a safe and effective way for the patient. | |
8) | Provides health services by considering patient and employee health and safety. | |
9) | In the provision of health services, takes into account the changes in the physical and socioeconomic environment on a regional and global scale, as well as the changes in the individual characteristics and behaviors of the people who apply to it. | |
10) | Takes good medical practice into account while carrying out his/her profession. | |
11) | Fulfills its duties and obligations within the framework of ethical principles, rights and legal responsibilities required by its profession. | |
12) | Demonstrates decisive behavior in providing high-quality health care, taking into account the integrity of the patient. | |
13) | Evaluates his/her performance in his/her professional practice by considering his/her emotions and cognitive characteristics. | |
14) | Advocates improving the provision of health services by considering the concepts of social reliability and social responsibility for the protection and development of public health. | |
15) | Can plan and carry out service delivery, training and consultancy processes related to individual and community health in cooperation with all components for the protection and development of health. | |
16) | Evaluates the impact of health policies and practices on individual and community health indicators and advocates increasing the quality of health services. | |
17) | The physician attaches importance to the protection of his/her own physical, mental and social health, and does what is necessary for this | |
18) | Shows exemplary behavior and leads the healthcare team during service delivery. | |
19) | Uses resources cost-effectively, for the benefit of society and in accordance with the legislation, in the planning, implementation and evaluation processes of health services in the health institution he/she is the manager of. | |
20) | Establishes positive communication within the health team it serves and assumes different team roles when necessary. | |
21) | Is aware of the duties and responsibilities of the health workers in the health team and acts accordingly. | |
22) | In the professional practices, works in harmony and effectively with the colleagues and other professional groups. | |
23) | Communicates effectively with patients, their relatives, healthcare professionals, other professional groups, institutions and organizations. | |
24) | Communicates effectively with individuals and groups that require a special approach and have different socio-cultural characteristics. | |
25) | In the diagnosis, treatment, follow-up and rehabilitation processes, shows a patient-centered approach that associates the patient with the decision-making mechanisms. | |
26) | Plans and implements scientific research, when necessary, for the population it serves, and uses the results and/or the results of other research for the benefit of the society. | |
27) | Reaches and critically evaluates current literature knowledge about his/her profession. | |
28) | Applies the principles of evidence-based medicine in clinical decision making. | |
29) | Uses information technologies to increase the effectiveness of its work on health care, research and education. | |
30) | Effectively manages individual work processes and career development. | |
31) | Demonstrates skills in acquiring and evaluating new knowledge, integrating it with existing knowledge, applying it to professional situations and adapting to changing conditions throughout professional life. | |
32) | Selects the right learning resources to improve the quality of the health service it offers, organizes its own learning process |