| Week |
Subject |
Related Preparation |
| 1) |
Central nervous system, whole brain (encephalon) and its parts, macroscopic structure of the central nervous system |
Lecture presentations |
| 2) |
Brain (Cerebrum) |
Lecture presentations |
| 3) |
Basal ganglia (Nuclei basales), Diencephalon |
Lecture presentations |
| 4) |
Limbic system, Olfactory system and Olfactory pathways |
Lecture presentations |
| 5) |
Brain stem (Truncus encephali) |
Lecture presentations |
| 6) |
Cranial nerves and their nuclei (Nervi craniales) |
Lecture presentations |
| 7) |
Reticular formation (Formatio reticularis) |
Lecture presentations |
| 8) |
Cerebellum |
Lecture presentations |
| 9) |
Spinal Cord (Medulla spinalis) |
Lecture presentations |
| 10) |
Sensory and motor pathways (Afferent and efferent pathways) |
Lecture presentations |
| 11) |
Brain ventricles (Ventricular system) |
Lecture presentations |
| 12) |
Meninges of the brain and spinal cord |
Lecture presentations |
| 13) |
Autonomic nervous system (Visceral/vegetative nervous system) |
Lecture presentations |
| 14) |
Brain arteries, Dural venous sinuses |
Lecture presentations |
| Course Notes / Textbooks: |
1- Ders notları
2- Drake, R., Vogl, A. W., & Mitchell, A. W. (2009). Gray's anatomy for students E-book. Elsevier Health Sciences.
3- Stevens, R. (2006). Gray's Anatomy for Students.
4- Drake, R. L., Vogl, W., & Mitchell, A. W. (2005). Gray's Anatomy for Students. Elsevier Health Sciences TW. |
| References: |
1- Ders notları
2- Drake, R., Vogl, A. W., & Mitchell, A. W. (2009). Gray's anatomy for students E-book. Elsevier Health Sciences.
3- Stevens, R. (2006). Gray's Anatomy for Students.
4- Drake, R. L., Vogl, W., & Mitchell, A. W. (2005). Gray's Anatomy for Students. Elsevier Health Sciences TW. |
| |
Program Outcomes |
Level of Contribution |
| 1) |
Ability to integrate the necessary scientific knowledge and methods in order to make the necessary audiological/vestibular evaluations for patients with hearing and/or vestibular complaints. |
3 |
| 2) |
To be able to interpret the basic information of the science of audiology, within the scope of general medical knowledge, to determine and apply the necessary approaches for the patient. |
1 |
| 3) |
Ability to apply audiological test methods suitable for the disease. |
2 |
| 4) |
To be able to plan the audiology program with the theoretical and applied knowledge learned. |
3 |
| 5) |
Ability to work collaboratively with members of the healthcare team and other disciplines. |
1 |
| 6) |
To be able to measure the effectiveness, continuity and quality of services related to audiology, as well as to be able to conduct training and practice studies related to the science of audiology. |
|
| 7) |
To be able to make noise measurements in noisy environments and to be able to take part in the implementation of noise control programs in order to regulate the environmental modifications to be made to reduce the noise level, to determine the individual protectors and to implement them. |
1 |
| 8) |
To be able to work on developing, placing and coordinating the necessary hearing screening programs in work, school and community environments in order to protect hearing health and prevent hearing loss. |
2 |
| 9) |
Ability to develop professional standards and policies. |
1 |
| 10) |
Being able to take part in the Implant Board by advising the patients that he/she deems appropriate in rehabilitation about applications such as Cochlear implant, Middle Ear Implant, bone-implanted hearing aids (BAHA) and Brainstem Implant. |
1 |
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