Program Information
Program Bilgileri
Kazanılan Derece
Third Cycle (Doctorate Degree)Kayıt ve Kabul Koşulları
Mezuniyet Koşulları
Önceki Öğrenimin Tanınması
Ders Planı- AKTS Kredileri
* Bu ders planı tablosunda gösterilen dersler öğrenci işlerindeki güncel ders plan bilgilerini göstermektedir.
** İlgili dönemde zorunlu dersler mutlaka açılırken, seçmeli ve programa bağlı seçmeli derslerin açılması tercih ve kontenjan durumuna bağlı olarak değişkenlik gösterebilir.
*** Mesleki klinik derslerin teorik ve uygulama ders saatleri, haftalık değil toplam ders saatini ifade etmektedir.
Her hangi bir dersin amaç, öğrenme kazanımları vs. detay bilgilerini görmek için aşağıdaki tabloda dersin ismine tıklayınız.
Program Yeterliliği
Theoretical, Factual
Transfers current and advanced knowledge regarding the pathophysiology, neurophysiology, and molecular, genetic, and regenerative treatment approaches of the auditory and vestibular systems into academic education and teaching processes.
Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills.
| Program Çıktısı TYYÇ Temel Alan Matrisi | |
| Temel Alan Yeterliliği | Program Yeterliliği |
| KNOWLEDGE | |
| Theoretical, Factual | |
|
1 - Transfers current and advanced knowledge regarding the pathophysiology, neurophysiology, and molecular, genetic, and regenerative treatment approaches of the auditory and vestibular systems into academic education and teaching processes. 3 - Develops high-technology-assisted new diagnostic and measurement methods for assessing auditory, vestibular, and cognitive processes in pediatric, geriatric, or special populations, utilizing critical thinking and complex problem-solving skills. 4 - Designs creative and evidence-based innovative rehabilitation models in research areas focusing on tinnitus, decreased sound tolerance, vestibular disorders, auditory processing disorders, and implant/amplification processes. | |
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2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 5 - Formulates complex research hypotheses in the field of audiology in accordance with biostatistical and methodological principles, employing reflective thinking approaches. | |
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2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 3 - Develops high-technology-assisted new diagnostic and measurement methods for assessing auditory, vestibular, and cognitive processes in pediatric, geriatric, or special populations, utilizing critical thinking and complex problem-solving skills. | |
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10 - Manages strategic processes in accordance with the principles of professionalism, social sensitivity, and subjective well-being when resolving issues involving uncertainty, ethical, and cultural dimensions in community-based studies within hearing and balance healthcare.
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2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 5 - Formulates complex research hypotheses in the field of audiology in accordance with biostatistical and methodological principles, employing reflective thinking approaches. | |
| SKILLS | |
| Cognitive, Practical | |
|
1 - Transfers current and advanced knowledge regarding the pathophysiology, neurophysiology, and molecular, genetic, and regenerative treatment approaches of the auditory and vestibular systems into academic education and teaching processes. 2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 9 - Presents current international publications in audiology and hearing sciences on scientific platforms, utilizing at least one foreign language at the CEFR C1 level. | |
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3 - Develops high-technology-assisted new diagnostic and measurement methods for assessing auditory, vestibular, and cognitive processes in pediatric, geriatric, or special populations, utilizing critical thinking and complex problem-solving skills. 4 - Designs creative and evidence-based innovative rehabilitation models in research areas focusing on tinnitus, decreased sound tolerance, vestibular disorders, auditory processing disorders, and implant/amplification processes. | |
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6 - Publishes original research or innovative applications in audiology in national or international peer-reviewed journals, adhering to academic writing standards and an entrepreneurial approach. 9 - Presents current international publications in audiology and hearing sciences on scientific platforms, utilizing at least one foreign language at the CEFR C1 level. | |
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3 - Develops high-technology-assisted new diagnostic and measurement methods for assessing auditory, vestibular, and cognitive processes in pediatric, geriatric, or special populations, utilizing critical thinking and complex problem-solving skills. 5 - Formulates complex research hypotheses in the field of audiology in accordance with biostatistical and methodological principles, employing reflective thinking approaches. 8 - Odyolojideki ileri düzey bulguları, teknolojik yenilikleri ve özgün bilimsel görüşlerini uzman tıp ve sağlık profesyonelleriyle yürütülen tartışmalarda etkili iletişim becerileriyle savunur. | |
|
2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 5 - Formulates complex research hypotheses in the field of audiology in accordance with biostatistical and methodological principles, employing reflective thinking approaches. 6 - Publishes original research or innovative applications in audiology in national or international peer-reviewed journals, adhering to academic writing standards and an entrepreneurial approach. | |
|
2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 3 - Develops high-technology-assisted new diagnostic and measurement methods for assessing auditory, vestibular, and cognitive processes in pediatric, geriatric, or special populations, utilizing critical thinking and complex problem-solving skills. 4 - Designs creative and evidence-based innovative rehabilitation models in research areas focusing on tinnitus, decreased sound tolerance, vestibular disorders, auditory processing disorders, and implant/amplification processes. | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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3 - Develops high-technology-assisted new diagnostic and measurement methods for assessing auditory, vestibular, and cognitive processes in pediatric, geriatric, or special populations, utilizing critical thinking and complex problem-solving skills. 4 - Designs creative and evidence-based innovative rehabilitation models in research areas focusing on tinnitus, decreased sound tolerance, vestibular disorders, auditory processing disorders, and implant/amplification processes. 6 - Publishes original research or innovative applications in audiology in national or international peer-reviewed journals, adhering to academic writing standards and an entrepreneurial approach. | |
|
2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 5 - Formulates complex research hypotheses in the field of audiology in accordance with biostatistical and methodological principles, employing reflective thinking approaches. | |
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6 - Publishes original research or innovative applications in audiology in national or international peer-reviewed journals, adhering to academic writing standards and an entrepreneurial approach.
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7 - Manages undergraduate-level research/teaching assistantship processes and interdisciplinary scientific projects in accordance with the principles of flexibility, teamwork, and time management. 10 - Manages strategic processes in accordance with the principles of professionalism, social sensitivity, and subjective well-being when resolving issues involving uncertainty, ethical, and cultural dimensions in community-based studies within hearing and balance healthcare. | |
| Learning Competence | |
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4 - Designs creative and evidence-based innovative rehabilitation models in research areas focusing on tinnitus, decreased sound tolerance, vestibular disorders, auditory processing disorders, and implant/amplification processes. 3 - Develops high-technology-assisted new diagnostic and measurement methods for assessing auditory, vestibular, and cognitive processes in pediatric, geriatric, or special populations, utilizing critical thinking and complex problem-solving skills. 5 - Formulates complex research hypotheses in the field of audiology in accordance with biostatistical and methodological principles, employing reflective thinking approaches. | |
|
4 - Designs creative and evidence-based innovative rehabilitation models in research areas focusing on tinnitus, decreased sound tolerance, vestibular disorders, auditory processing disorders, and implant/amplification processes. 5 - Formulates complex research hypotheses in the field of audiology in accordance with biostatistical and methodological principles, employing reflective thinking approaches. 6 - Publishes original research or innovative applications in audiology in national or international peer-reviewed journals, adhering to academic writing standards and an entrepreneurial approach. | |
|
1 - Transfers current and advanced knowledge regarding the pathophysiology, neurophysiology, and molecular, genetic, and regenerative treatment approaches of the auditory and vestibular systems into academic education and teaching processes. 7 - Manages undergraduate-level research/teaching assistantship processes and interdisciplinary scientific projects in accordance with the principles of flexibility, teamwork, and time management. 10 - Manages strategic processes in accordance with the principles of professionalism, social sensitivity, and subjective well-being when resolving issues involving uncertainty, ethical, and cultural dimensions in community-based studies within hearing and balance healthcare. | |
| Communication and Social Competence | |
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7 - Manages undergraduate-level research/teaching assistantship processes and interdisciplinary scientific projects in accordance with the principles of flexibility, teamwork, and time management. 10 - Manages strategic processes in accordance with the principles of professionalism, social sensitivity, and subjective well-being when resolving issues involving uncertainty, ethical, and cultural dimensions in community-based studies within hearing and balance healthcare. | |
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8 - Odyolojideki ileri düzey bulguları, teknolojik yenilikleri ve özgün bilimsel görüşlerini uzman tıp ve sağlık profesyonelleriyle yürütülen tartışmalarda etkili iletişim becerileriyle savunur.
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9 - Presents current international publications in audiology and hearing sciences on scientific platforms, utilizing at least one foreign language at the CEFR C1 level.
| |
| Field-based Competence | |
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1 - Transfers current and advanced knowledge regarding the pathophysiology, neurophysiology, and molecular, genetic, and regenerative treatment approaches of the auditory and vestibular systems into academic education and teaching processes. 6 - Publishes original research or innovative applications in audiology in national or international peer-reviewed journals, adhering to academic writing standards and an entrepreneurial approach. 10 - Manages strategic processes in accordance with the principles of professionalism, social sensitivity, and subjective well-being when resolving issues involving uncertainty, ethical, and cultural dimensions in community-based studies within hearing and balance healthcare. | |
|
2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 7 - Manages undergraduate-level research/teaching assistantship processes and interdisciplinary scientific projects in accordance with the principles of flexibility, teamwork, and time management. 10 - Manages strategic processes in accordance with the principles of professionalism, social sensitivity, and subjective well-being when resolving issues involving uncertainty, ethical, and cultural dimensions in community-based studies within hearing and balance healthcare. | |
|
10 - Manages strategic processes in accordance with the principles of professionalism, social sensitivity, and subjective well-being when resolving issues involving uncertainty, ethical, and cultural dimensions in community-based studies within hearing and balance healthcare.
| |
|
2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 7 - Manages undergraduate-level research/teaching assistantship processes and interdisciplinary scientific projects in accordance with the principles of flexibility, teamwork, and time management. 8 - Odyolojideki ileri düzey bulguları, teknolojik yenilikleri ve özgün bilimsel görüşlerini uzman tıp ve sağlık profesyonelleriyle yürütülen tartışmalarda etkili iletişim becerileriyle savunur. | |
|
2 - Generates original theoretical solutions to audiological problems by integrating the methods and tools of related disciplines—such as pharmacology, biostatistics, cognitive functions, signal processing, and public health—with information, media, and technology literacy skills. 5 - Formulates complex research hypotheses in the field of audiology in accordance with biostatistical and methodological principles, employing reflective thinking approaches. | |
|
3 - Develops high-technology-assisted new diagnostic and measurement methods for assessing auditory, vestibular, and cognitive processes in pediatric, geriatric, or special populations, utilizing critical thinking and complex problem-solving skills. 10 - Manages strategic processes in accordance with the principles of professionalism, social sensitivity, and subjective well-being when resolving issues involving uncertainty, ethical, and cultural dimensions in community-based studies within hearing and balance healthcare. | |
İstihdam Olanakları
Üst Dereceye Geçiş
Eğitim Türü
Full TimeÖlçme ve Değerlendirme
Bölüm/Program Başkanı
Öğrenme Durumları
Öğrenme durumları öğrencilerin yaratıcı, eleştirel, yansıtıcı düşünme becerilerini mantıksal, matematiksel düşünme becerileri gibi üst düzey düşünme becerilerini geliştirmeyi hedefler. Bunun yanında öğrencilerin meta-bilişsel becerilerini geliştirmeyi hedefler. Öğrenme durumları öğrenme stratejileri, yöntemleri, tekniklerinin yanında kullanılan araç gereçler ile ölçme değerlendirme yöntemlerini kapsamaktadır. Programlarda kullanılan öğrenme durumları aşağıdaki listede verilmiştir:
Öğrenme Durumları * | Başlıca öğrenme faaliyetleri | Kullanılan Araçlar |
|---|
Ders - Program Yeterlilikleri İlişkileri
| Ders | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
|---|---|---|---|---|---|---|---|---|---|---|
| ACADEMIC WRITING SKILLS | 2 | 3 | 2 | 2 | 4 | 5 | 2 | 4 | 5 | 2 |
| ADVANCED APPLİCATİONS İN AUDİTORY IMPLANTS | 4 | 3 | 4 | 5 | 3 | 3 | 2 | 4 | 4 | 2 |
| ADVANCED RESEARCH METHODS | 2 | 4 | 3 | 2 | 5 | 5 | 3 | 4 | 4 | 2 |
| ADVANCED VESTİBULAR DİAGNOSİS AND CLİNİCAL INTERPRETATİON | 4 | 3 | 5 | 4 | 3 | 3 | 2 | 4 | 3 | 1 |
| AUDİOLOGY AND PUBLİC HEALTH | 2 | 5 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 5 |
| AUDİTORY AMPLİFİCATİON MANAGEMENT AND CURRENT APPROACHES | 3 | 3 | 4 | 5 | 3 | 3 | 2 | 4 | 3 | 2 |
| BIOSTATISTICS | 2 | 5 | 3 | 2 | 5 | 4 | 2 | 3 | 3 | 2 |
| CLINICAL PRACTICE I | 3 | 2 | 4 | 4 | 3 | 2 | 3 | 4 | 2 | 3 |
| CLINICAL PRACTICE II | 3 | 2 | 5 | 4 | 3 | 2 | 3 | 4 | 2 | 3 |
| CLINICAL PRACTICE III | 3 | 2 | 5 | 5 | 3 | 2 | 3 | 4 | 2 | 3 |
| Cognitive Hearing and Speech Perception | 4 | 5 | 4 | 3 | 3 | 3 | 2 | 4 | 3 | 2 |
| CURRENT APPROACHES TO AUDİTORY PROCESSİNG DİSORDERS | 3 | 3 | 4 | 5 | 3 | 3 | 2 | 4 | 3 | 2 |
| CURRENT TOPİCS İN AUDİOLOGY | 4 | 3 | 4 | 4 | 3 | 4 | 3 | 4 | 5 | 3 |
| DESİGN AND MANAGEMENT OF INDEPENDENT STUDY AND RESEARCH | 2 | 3 | 3 | 2 | 5 | 4 | 4 | 4 | 4 | 3 |
| DİAGNOSİS AND INTERVENTİON İN GERİATRİC AUDİOLOGY | 4 | 3 | 5 | 4 | 3 | 3 | 2 | 4 | 3 | 3 |
| DİAGNOSİS AND INTERVENTİON İN PEDİATRİC AUDİOLOGY | 4 | 3 | 5 | 4 | 3 | 3 | 2 | 4 | 3 | 3 |
| GENETİC AND REGENERATİVE THERAPEUTİC APPROACHES İN AUDİTORY AND VESTİBULAR SYSTEMS | 5 | 3 | 4 | 3 | 3 | 3 | 2 | 4 | 4 | 2 |
| INDEPENDENT STUDY – UNDERGRADUATE RESEARCH ASSİSTANT | 3 | 3 | 3 | 2 | 4 | 4 | 5 | 4 | 3 | 3 |
| INDEPENDENT STUDY – UNDERGRADUATE TEACHİNG ASSİSTANT | 4 | 2 | 2 | 2 | 2 | 2 | 5 | 4 | 3 | 3 |
| LİFELONG AUDİTORY REHABİLİTATİON | 3 | 3 | 4 | 5 | 3 | 3 | 3 | 4 | 3 | 4 |
| MUSİCAL PERCEPTİON RESEARCH | 3 | 4 | 3 | 4 | 3 | 3 | 2 | 3 | 3 | 2 |
| NEUROPHYSİOLOGY-BASED ADVANCED AUDİOLOGİCAL ELECTROPHYSİOLOGY | 5 | 3 | 5 | 3 | 3 | 3 | 2 | 4 | 3 | 1 |
| PATHOPHYSİOLOGY OF HEARİNG AND BALANCE DİSORDERS | 5 | 3 | 4 | 3 | 3 | 3 | 2 | 4 | 3 | 2 |
| PHARMACOLOGY FOR AUDİOLOGİSTS | 3 | 5 | 3 | 3 | 2 | 2 | 2 | 3 | 3 | 2 |
| PREPARATION FOR THE QUALIFICATION EXAM | 4 | 4 | 4 | 4 | 4 | 4 | 3 | 4 | 4 | 3 |
| RESEARCH DESİGN AND MANAGEMENT İN AUDİOLOGY | 2 | 3 | 3 | 2 | 5 | 4 | 4 | 4 | 4 | 3 |
| SEMINAR I | 3 | 3 | 3 | 3 | 4 | 4 | 3 | 5 | 5 | 3 |
| SEMINAR II | 3 | 3 | 3 | 3 | 4 | 4 | 3 | 5 | 5 | 3 |
| SİGNAL PROCESSİNG APPLİCATİONS İN AUDİOLOGY | 2 | 5 | 4 | 3 | 3 | 3 | 2 | 3 | 3 | 1 |
| TİNNİTUS AND DECREASED SOUND TOLERANCE: DİAGNOSİS, ASSESSMENT, AND INNOVATİVE TREATMENTS | 3 | 3 | 4 | 5 | 3 | 3 | 2 | 4 | 3 | 2 |
| VESTIBULAR REHABILITATION: TECHNOLOGY AND INTERDISCIPLINARY APPROACHES | 3 | 3 | 4 | 5 | 3 | 3 | 4 | 4 | 3 | 2 |
| İlişkili Ders Sayısı / 31/31 | 100 | 102 | 116 | 108 | 104 | 100 | 84 | 121 | 104 | 77 |