Program Information
Program Bilgileri
Amaç
The main aim of the Occupational Therapy Undergraduate Program is to develop graduates’ professional competencies to the highest level. In this regard, the program aims to provide students with the ability to synthesize the theoretical and practical knowledge they have acquired. As professionals who can plan and implement person-centered occupational therapy assessments and interventions, graduates promote individuals’ social participation by increasing their independence and quality of life through meaningful and purposeful activities. The program also aims to educate occupational therapists who are equipped with lifelong learning, clinical reasoning, critical thinking, interdisciplinary working skills, evidence-based practice competence, professional ethics, and professional competence.Kazanılan Derece
Bachelor's DegreeKayıt ve Kabul Koşulları
Student admission to the program is carried out in accordance with the conditions specified in the “Student Selection and Placement System (ÖSYS) Higher Education Programs and Quotas Guide.” The Department of Occupational Therapy admits students based on the numerical score type. Admission of national and international students to the program is conducted in accordance with the relevant legislation, the principles determined by the Council of Higher Education, and the relevant procedures and principles of Ankara Medipol University.Mezuniyet Koşulları
The undergraduate program of the Department of Occupational Therapy consists of compulsory courses, elective courses, and professional practices/internships. In order to graduate from the program, students must successfully complete all courses corresponding to 240 ECTS credits and have a minimum cumulative grade point average of 2.00 out of 4.00.Önceki Öğrenimin Tanınması
There is no compulsory English Preparatory Program in the Department of Occupational Therapy. For horizontal and vertical transfers, the conditions specified in Ankara Medipol University Associate Degree and Undergraduate Education, Teaching and Examination Regulations must be fulfilled. Student admission to the Department of Occupational Therapy is carried out in accordance with the relevant legislation, the principles determined by the Council of Higher Education, and the relevant Senate decisions. Credit and grade transfer requests of students who have previously studied at a higher education institution in Türkiye or abroad are evaluated by the relevant academic units upon application and finalized in accordance with the decisions of the relevant boards.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.
| 1. Yarıyıl Ders Planı (Güz Dönemi) | ||||||
| Kodu | Ders | Dil | T+U | UK | AKTS | İndir |
| ERG1111003 | INTRODUCTION TO ERGOTHERAPY | Türkçe | 3 | 3 | 3 | |
| ERG1111004 | COMMUNICATION AND CONVERSATION TECHNIQUES IN ERGOTHERAPY | Türkçe | 2+2 | 3 | 4 | |
| ERG1111005 | GROWTH AND DEVELOPMENT | Türkçe | 2 | 2 | 2 | |
| ERG1111006 | HEALTH STRATEGIES | Türkçe | 2 | 2 | 3 | |
| ERG1111007 | ERGOTHERAPY THEORIES | Türkçe | 3 | 3 | 4 | |
| ERG1111008 | ETHICAL AND PROFESSIONAL DEVELOPMENT IN ERGOTHERAPY | Türkçe | 1 | 1 | 2 | |
| ERG1110141 | ENGLISH-I | İngilizce | 4 | 4 | 4 | |
| ERG1110072 | GERMAN I | İngilizce | 2 | 2 | 2 | |
| ERG1111009 | DRAMA | Türkçe | 1+2 | 2 | 2 | |
| ERG1111010 | SIGN LANGUAGE IN OCCUPATIONAL THERAPY | Türkçe | 2 | 2 | 2 | |
| ERG1111011 | QUALITY OF LIFE | Türkçe | 2 | 2 | 2 | |
| ERG1111012 | QUALITY ASSURANCE AND ACCREDITATION IN HEALTH SCIENCES | Türkçe | 2 | 2 | 2 | |
| ERG1111013 | INTERPROFESSIONAL EDUCATION AND COLLABORATION IN OCCUPATIONAL THERAPY | Türkçe | 2 | 2 | 2 | |
| ERG1111014 | TERMINOLOGY OF OCCUPATIONAL THERAPY | Türkçe | 2 | 2 | 2 | |
| ERG1111002 | SEXUAL HEALTH EDUCATION | Türkçe | 2 | 2 | 2 | |
| TDL1110139 | TURKISH LANGUAGE I | Türkçe | 2 | 2 | 2 | |
| 2. Yarıyıl Ders Planı (Bahar Dönemi) | ||||||
| Kodu | Ders | Dil | T+U | UK | AKTS | İndir |
| ERG1210993 | INFORMATION TECHNOLOGIES AND TOOLS | Türkçe | 2 | 2 | 2 | |
| ERG1210288 | BASIC PSYCHOLOGY | Türkçe | 2 | 2 | 2 | |
| ERG1211273 | PHYSIOLOGY | Türkçe | 3 | 3 | 3 | |
| ERG1211338 | ANATOMY | Türkçe | 3+4 | 5 | 5 | |
| ERG1211339 | ACTIVITIES IN OCCUPATIONAL THERAPY | Türkçe | 2+2 | 3 | 3 | |
| ERG1211340 | SOCIOLOGY OF DISABILITY | Türkçe | 3 | 3 | 3 | |
| ERG1210188 | ENGLISH II | İngilizce | 4 | 4 | 4 | |
| ERG1210242 | GERMAN II | İngilizce | 2 | 2 | 2 | |
| ERG1210193 | BEHAVIORAL SCIENCES | Türkçe | 2 | 2 | 2 | |
| ERG1211341 | MUSIC-PERCEPTION-COMMUNICATION | Türkçe | 2 | 2 | 2 | |
| ERG1211342 | SCIENCE ART PHILOSOPHY | Türkçe | 2 | 2 | 2 | |
| ERG1211343 | DISABILITY AND LIFE | Türkçe | 2 | 2 | 2 | |
| ERG1211344 | FIRST AID | Türkçe | 2 | 2 | 2 | |
| TDL1210179 | TURKISH LANGUAGE II | Türkçe | 2 | 2 | 2 | |
Program Yeterliliği
Theoretical, Factual
1-Explains the nature, needs, performance related to daily life, production, leisure activities and tasks of the person, and the relationship between activity and health and well-being.
2-Analyzes the biological, medical, human, psychological, social, technological and occupational science knowledge, synthesizes this information with theories about activity and participation, determines the possibilities and restricted aspects of the person.
10-Takes into account and respects personal differences, cultural beliefs, customs and their effects on activity, role and participation.
| Program Çıktısı TYYÇ Temel Alan Matrisi | |
| Temel Alan Yeterliliği | Program Yeterliliği |
| KNOWLEDGE | |
| Theoretical, Factual | |
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5 - 5-Works with the person in the implementation and planning of the individual intervention through activity synthesis and works according to the person-centered approach principles.
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1 - 1-Explains the nature, needs, performance related to daily life, production, leisure activities and tasks of the person, and the relationship between activity and health and well-being. 2 - 2-Analyzes the biological, medical, human, psychological, social, technological and occupational science knowledge, synthesizes this information with theories about activity and participation, determines the possibilities and restricted aspects of the person. | |
| SKILLS | |
| Cognitive, Practical | |
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14 - 14-Uses professional and ethical conclusions during the occupational therapy process by using the advanced knowledge and skills acquired.
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2 - 2-Analyzes the biological, medical, human, psychological, social, technological and occupational science knowledge, synthesizes this information with theories about activity and participation, determines the possibilities and restricted aspects of the person. 4 - 4-Chooses, analyzes and synthesizes appropriate theories and models in order to fulfill the activity and vital roles of individuals and communities and determine their health needs, and plans and applies the intervention. 6 - 6-Implements occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. 7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. 8 - 8-Develop the necessary home, work and environmental modifications to strengthen the individual-society relationship. 15 - 15-Has knowledge of communication skills (with individuals (healthy or sick), families, different social groups and other healthcare professionals), uses effective communication skills by respecting the confidentiality of the clients from a biopsychosocial perspective during the erg therapy process. | |
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4 - 4-Chooses, analyzes and synthesizes appropriate theories and models in order to fulfill the activity and vital roles of individuals and communities and determine their health needs, and plans and applies the intervention. 6 - 6-Implements occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. 7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. 8 - 8-Develop the necessary home, work and environmental modifications to strengthen the individual-society relationship. | |
| COMPETENCIES | |
| Ability to work independently and take responsibility | |
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13 - 13-Fulfills all the roles required by professional performance, integrates the whole occupational therapy process, performs their own applications with occupational therapy knowledge. It takes an active role in the development, advancement and promotion of occupational therapy. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. 9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. | |
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9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. 13 - 13-Fulfills all the roles required by professional performance, integrates the whole occupational therapy process, performs their own applications with occupational therapy knowledge. It takes an active role in the development, advancement and promotion of occupational therapy. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. | |
|
4 - 4-Chooses, analyzes and synthesizes appropriate theories and models in order to fulfill the activity and vital roles of individuals and communities and determine their health needs, and plans and applies the intervention. 5 - 5-Works with the person in the implementation and planning of the individual intervention through activity synthesis and works according to the person-centered approach principles. 6 - 6-Implements occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. 7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. 8 - 8-Develop the necessary home, work and environmental modifications to strengthen the individual-society relationship. 9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. | |
| Learning Competence | |
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3 - 3-It works in a person-centered manner by critically interpreting activity and participation limitations, choosing one of the professional roles (treatment, counseling, etc.) and using activities in prevention, rehabilitation and treatment.
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11 - 11-Determines the need for research on occupational therapy practices and / or subjects related to the science of occupational therapy, creates related research questions, researches independently and continues lifelong learning, follows the current literature.
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11 - 11-Determines the need for research on occupational therapy practices and / or subjects related to the science of occupational therapy, creates related research questions, researches independently and continues lifelong learning, follows the current literature.
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| Communication and Social Competence | |
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12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. 7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. | |
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9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. | |
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2 - 2-Analyzes the biological, medical, human, psychological, social, technological and occupational science knowledge, synthesizes this information with theories about activity and participation, determines the possibilities and restricted aspects of the person. 4 - 4-Chooses, analyzes and synthesizes appropriate theories and models in order to fulfill the activity and vital roles of individuals and communities and determine their health needs, and plans and applies the intervention. 6 - 6-Implements occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. 7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. 8 - 8-Develop the necessary home, work and environmental modifications to strengthen the individual-society relationship. 9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. 14 - 14-Uses professional and ethical conclusions during the occupational therapy process by using the advanced knowledge and skills acquired. 13 - 13-Fulfills all the roles required by professional performance, integrates the whole occupational therapy process, performs their own applications with occupational therapy knowledge. It takes an active role in the development, advancement and promotion of occupational therapy. | |
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9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. 13 - 13-Fulfills all the roles required by professional performance, integrates the whole occupational therapy process, performs their own applications with occupational therapy knowledge. It takes an active role in the development, advancement and promotion of occupational therapy. 15 - 15-Has knowledge of communication skills (with individuals (healthy or sick), families, different social groups and other healthcare professionals), uses effective communication skills by respecting the confidentiality of the clients from a biopsychosocial perspective during the erg therapy process. | |
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2 - 2-Analyzes the biological, medical, human, psychological, social, technological and occupational science knowledge, synthesizes this information with theories about activity and participation, determines the possibilities and restricted aspects of the person. 15 - 15-Has knowledge of communication skills (with individuals (healthy or sick), families, different social groups and other healthcare professionals), uses effective communication skills by respecting the confidentiality of the clients from a biopsychosocial perspective during the erg therapy process. | |
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7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. 11 - 11-Determines the need for research on occupational therapy practices and / or subjects related to the science of occupational therapy, creates related research questions, researches independently and continues lifelong learning, follows the current literature. | |
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15 - 15-Has knowledge of communication skills (with individuals (healthy or sick), families, different social groups and other healthcare professionals), uses effective communication skills by respecting the confidentiality of the clients from a biopsychosocial perspective during the erg therapy process.
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| Field-based Competence | |
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4 - 4-Chooses, analyzes and synthesizes appropriate theories and models in order to fulfill the activity and vital roles of individuals and communities and determine their health needs, and plans and applies the intervention. 7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. 9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. 13 - 13-Fulfills all the roles required by professional performance, integrates the whole occupational therapy process, performs their own applications with occupational therapy knowledge. It takes an active role in the development, advancement and promotion of occupational therapy. 14 - 14-Uses professional and ethical conclusions during the occupational therapy process by using the advanced knowledge and skills acquired. | |
|
13 - 13-Fulfills all the roles required by professional performance, integrates the whole occupational therapy process, performs their own applications with occupational therapy knowledge. It takes an active role in the development, advancement and promotion of occupational therapy. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. | |
|
6 - 6-Implements occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. 8 - 8-Develop the necessary home, work and environmental modifications to strengthen the individual-society relationship. | |
|
14 - 14-Uses professional and ethical conclusions during the occupational therapy process by using the advanced knowledge and skills acquired. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. | |
|
7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. | |
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1 - 1-Explains the nature, needs, performance related to daily life, production, leisure activities and tasks of the person, and the relationship between activity and health and well-being. 2 - 2-Analyzes the biological, medical, human, psychological, social, technological and occupational science knowledge, synthesizes this information with theories about activity and participation, determines the possibilities and restricted aspects of the person. 3 - 3-It works in a person-centered manner by critically interpreting activity and participation limitations, choosing one of the professional roles (treatment, counseling, etc.) and using activities in prevention, rehabilitation and treatment. 4 - 4-Chooses, analyzes and synthesizes appropriate theories and models in order to fulfill the activity and vital roles of individuals and communities and determine their health needs, and plans and applies the intervention. 8 - 8-Develop the necessary home, work and environmental modifications to strengthen the individual-society relationship. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. | |
|
12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. 9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. | |
|
13 - 13-Fulfills all the roles required by professional performance, integrates the whole occupational therapy process, performs their own applications with occupational therapy knowledge. It takes an active role in the development, advancement and promotion of occupational therapy. 12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. | |
|
12 - 12-It bears the responsibility of the intervention it implements, it does so according to the management and quality principles. It takes part in the quality improvement process of occupational therapy services and informs the stakeholders. 9 - 9-It works in an interdisciplinary-multidisciplinary manner, in cooperation with service recipients, caregivers, team members and other stakeholders in providing roles and participation. | |
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2 - 2-Analyzes the biological, medical, human, psychological, social, technological and occupational science knowledge, synthesizes this information with theories about activity and participation, determines the possibilities and restricted aspects of the person. 3 - 3-It works in a person-centered manner by critically interpreting activity and participation limitations, choosing one of the professional roles (treatment, counseling, etc.) and using activities in prevention, rehabilitation and treatment. 4 - 4-Chooses, analyzes and synthesizes appropriate theories and models in order to fulfill the activity and vital roles of individuals and communities and determine their health needs, and plans and applies the intervention. 5 - 5-Works with the person in the implementation and planning of the individual intervention through activity synthesis and works according to the person-centered approach principles. 6 - 6-Implements occupational therapy intervention in close collaboration with individuals and communities; works to improve social participation by creating accessible, adaptable environments. 7 - 7-Determines the health needs of individuals in order to fulfill their social roles and increases the benefits of the individual and society by making the necessary intervention with the appropriate occupational therapy model. 8 - 8-Develop the necessary home, work and environmental modifications to strengthen the individual-society relationship. 11 - 11-Determines the need for research on occupational therapy practices and / or subjects related to the science of occupational therapy, creates related research questions, researches independently and continues lifelong learning, follows the current literature. | |
İstihdam Olanakları
Graduates may work in hospitals, vocational rehabilitation centers, public health and occupational health centers, special education and rehabilitation centers, prosthetics and orthotics centers, nursing homes, workplaces, schools, factories, community mental health centers, community health centers, municipalities, shelters, and institutions serving street children, refugees, homeless individuals, and victims of violence. Graduates of this program may be appointed as occupational therapists in relevant public institutions if they obtain the required score from the Public Personnel Selection Examination.Üst Dereceye Geçiş
Students who graduate from the Occupational Therapy Undergraduate Program may continue to graduate programs if they meet the requirements of the Regulation on Graduate Education and Training and the application and admission requirements of the relevant higher education institutionsEğitim Türü
Full TimeÖlçme ve Değerlendirme
An absolute assessment system is used in calculating students’ course achievement grades. Success in a course is determined by the course achievement grade. The course achievement grade is calculated by evaluating the student’s performance during the semester, including midterm examinations, assignments, applied studies and similar activities, together with the final examination. The contribution of the midterm examination grade to the course achievement score is 40%, and the contribution of the final examination grade is 60%. The contribution rates of the midterm and final examinations to the achievement score may be changed by Senate decision. In this case, the contribution of the final examination to the course achievement grade shall be at least 50% and at most 70%. The contribution of semester work and the final examination to the course achievement grade, the minimum grade that students must obtain in the final examination in order to be considered successful, and the course implementation plan are announced to students by the responsible instructor at the beginning of the semester. A student who does not take the final examination is considered unsuccessful in that course. Raw scores obtained from examinations are converted into scores out of 100 and adapted to the grading system specified in Article 37 of Ankara Medipol University Associate Degree and Undergraduate Education, Teaching and Examination Regulations to determine the final course achievement grade. Examination grades are announced in writing. The principles regarding the calculation of course achievement grades are determined by the Senate.Bölüm/Program Başkanı
Head Of Department
Dr.Öğr.Üye. GÖZDE ÖNALÖğrenme 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 |
|---|---|---|
Question–Answer Technique | Asking questions, critically evaluating responses, generating questions and answers, providing critique, analyzing and assessing creative responses, asking structured questions and producing answers, and asking closed-ended questions and generating responses. | Course textbooks, recommended readings, worksheets, question banks, and multimedia tools (text, images, graphics, drawings, audio, video, cartoons, and animations) are utilized. |
Case Studies | ||
Discussion Method | Listening, speaking, questioning, generating responses, developing opinions and inquiry, examining and researching viewpoints, producing critical thinking, and fostering creative thinking. | tandard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video, and animations), computers, projectors, online environments, conference halls, and workshops are utilized. |
Lecture Method | Listening and speaking activities are emphasized, and techniques such as direct instruction, conferences, seminars, speeches, statements, and briefings are applied. | |
Written Examination | written exams are used to assess creative, critical, and reflective thinking. In addition, multiple-choice and short-answer exams (including fill-in-the-blank, matching, true/false, and similar formats) are conducted to evaluate cognitive skills such as knowledge, comprehension, application, and analysis. | Written exam papers, multiple-choice tests, short-answer tests, mixed-format tests, and answer keys are utilized. |
Ders - Program Yeterlilikleri İlişkileri
| Ders | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| ACTIVITIES IN OCCUPATIONAL THERAPY | 4 | 5 | 4 | 5 | 5 | 3 | 4 | 2 | 2 | 3 | 2 | 1 | 5 | 3 | 3 |
| ANATOMY | 5 | 5 | 1 | 5 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 2 | 1 |
| ANIMAL ASISTED THERAPY IN REHABILITATION | 4 | 4 | 4 | 3 | 3 | 1 | 1 | 1 | 1 | 3 | 3 | 1 | 3 | 3 | 1 |
| ANIMAL-ASSISTED THERAPY FOR INDIVIDUALS WITH SPECIAL NEEDS | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 1 | 4 | 4 | 3 | 2 | 4 | 5 | 4 |
| ARTISTIC APPROACHES IN OCCUPATIONAL THERAPY | 4 | 3 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 3 | 1 | 1 |
| ASSISTIVE TECHNOLOGY | 3 | 5 | 4 | 4 | 4 | 4 | 4 | 5 | 2 | 3 | 2 | 2 | 4 | 4 | 3 |
| ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION I | 1 | 4 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 4 | 1 | 1 | 3 | 2 |
| ATATURK'S PRINCIPLES AND HISTORY OF REVOLUTION II | 1 | 4 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 1 | 1 | 4 | 3 |
| BACK NECK SCHOOL | 3 | 4 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 2 | 1 |
| BASIC ASSESSMENT AND MEASUREMENT TECHNIC | 2 | 5 | 4 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 3 | 1 |
| BASIC PSYCHOLOGY | 3 | 4 | 3 | 3 | 3 | 2 | 2 | 1 | 2 | 4 | 4 | 1 | 3 | 3 | 4 |
| BEHAVIORAL SCIENCES | 5 | 5 | 3 | 5 | 3 | 2 | 5 | 1 | 2 | 4 | 3 | 1 | 5 | 3 | 4 |
| CANCER AND OCCUPATIONAL THERAPY | 3 | 5 | 5 | 4 | 4 | 3 | 4 | 2 | 3 | 3 | 3 | 2 | 4 | 4 | 3 |
| CHILDREN AND THE GAME | 5 | 4 | 3 | 2 | 2 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 |
| CHILDREN WITH SPECIAL NEEDS AND THE INDEPENDENT LIVING | 4 | 3 | 3 | 3 | 3 | 3 | 3 | 1 | 4 | 3 | 1 | 1 | 4 | 3 | 3 |
| CLINICAL APPLICATIONS IN ERGOTHERAPY | 4 | 5 | 5 | 5 | 4 | 1 | 3 | 1 | 1 | 1 | 2 | 3 | 5 | 3 | 4 |
| CLINICAL PRACTICE I | 4 | 5 | 4 | 5 | 4 | 3 | 3 | 3 | 2 | 1 | 2 | 4 | 5 | 4 | 4 |
| CLINICAL PRACTICE II | 4 | 5 | 5 | 5 | 5 | 5 | 4 | 3 | 5 | 4 | 3 | 4 | 5 | 5 | 5 |
| CLINICAL PRACTICE III | 4 | 3 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 3 | 2 | 2 | 3 | 3 | 3 |
| CLINICAL PRACTICE IV | 4 | 4 | 5 | 5 | 4 | 4 | 4 | 3 | 4 | 3 | 3 | 3 | 4 | 4 | 4 |
| CLINICAL PRACTICE V | 3 | 3 | 3 | 4 | 4 | 3 | 3 | 1 | 3 | 2 | 1 | 3 | 4 | 3 | 3 |
| CLINICAL PRACTICE VI | 3 | 5 | 5 | 5 | 5 | 4 | 4 | 2 | 5 | 4 | 4 | 4 | 5 | 5 | 5 |
| COMMUNICATION AND CONVERSATION TECHNIQUES IN ERGOTHERAPY | 1 | 2 | 3 | 2 | 3 | 3 | 2 | 1 | 4 | 3 | 1 | 1 | 3 | 3 | 5 |
| COMMUNITY BASED REHABILITATION | 4 | 4 | 4 | 5 | 4 | 5 | 5 | 4 | 5 | 3 | 4 | 4 | 4 | 3 | 4 |
| DAILY LIVING ACTIVITIES | 5 | 5 | 4 | 4 | 3 | 3 | 3 | 4 | 2 | 2 | 1 | 1 | 3 | 2 | 2 |
| DANCE AND MOVEMENT THERAPY | 2 | 4 | 2 | 5 | 2 | 1 | 1 | 1 | 2 | 2 | 2 | 1 | 5 | 2 | 3 |
| DIABETES AND OCCUPATIONAL THERAPY | 4 | 3 | 4 | 4 | 4 | 3 | 3 | 1 | 1 | 3 | 1 | 1 | 4 | 3 | 3 |
| DISABILITY AND HEALTH POLICIES | 3 | 4 | 4 | 3 | 2 | 5 | 4 | 4 | 4 | 5 | 2 | 2 | 3 | 4 | 3 |
| DISABILITY AND LIFE | 2 | 2 | 1 | 2 | 2 | 2 | 1 | 1 | 2 | 2 | 1 | 1 | 2 | 2 | 1 |
| DISASTERS AND SOCIAL PARTICIPATION | 2 | 4 | 2 | 5 | 1 | 3 | 4 | 2 | 3 | 3 | 2 | 2 | 3 | 2 | 3 |
| DRAMA | 0 | 0 | 3 | 2 | 2 | 1 | 3 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 4 |
| DRIVING REHABILITATION | 3 | 3 | 4 | 3 | 3 | 3 | 1 | 3 | 1 | 3 | 3 | 1 | 4 | 3 | 1 |
| EARLY INTERVENTION IN OCCUPATIONAL THERAPY | 5 | 5 | 3 | 4 | 4 | 2 | 3 | 2 | 2 | 1 | 1 | 1 | 4 | 2 | 2 |
| EATING DISORDERS | 4 | 5 | 4 | 4 | 4 | 3 | 4 | 2 | 2 | 3 | 2 | 1 | 4 | 4 | 2 |
| ENGLISH IV | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 5 |
| ENGLISH II | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 3 | 1 | 1 | 1 | 2 | 3 |
| ENGLISH III | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 4 | 5 | 1 | 1 | 1 | 5 |
| ENGLISH V | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 2 | 1 | 5 | 1 | 5 |
| ENGLISH VI | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 1 | 1 | 1 | 1 | 5 |
| ENGLISH VII | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 4 | 5 | 1 | 1 | 1 | 5 |
| ENGLISH VIII | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 5 | 1 | 1 | 1 | 5 |
| ENGLISH-I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 3 | 0 | 0 | 0 | 5 |
| ERGOTHERAPY AND REHEBILITATION WITH CASES | 4 | 5 | 4 | 4 | 3 | 1 | 3 | 1 | 1 | 1 | 3 | 1 | 4 | 1 | 1 |
| Ergotherapy in Chronic Diseases | 3 | 4 | 4 | 4 | 3 | 3 | 3 | 1 | 2 | 3 | 2 | 1 | 4 | 3 | 2 |
| ERGOTHERAPY THEORIES | 3 | 5 | 3 | 3 | 2 | 2 | 3 | 1 | 3 | 2 | 3 | 1 | 4 | 1 | 3 |
| ETHICAL AND PROFESSIONAL DEVELOPMENT IN ERGOTHERAPY | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 3 | 3 | 2 | 4 | 4 | 5 | 3 |
| EVIDENCE BASED OCCUPATIONAL THERAPY PRACTICE | 2 | 5 | 2 | 5 | 4 | 3 | 5 | 4 | 3 | 4 | 2 | 2 | 4 | 3 | 2 |
| FIRST AID | 1 | 5 | 1 | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 4 | 3 |
| FUNCTIONAL KINESIOLOGY | 2 | 5 | 3 | 2 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 2 | 0 |
| GERMAN I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 3 | 0 | 0 | 0 | 5 |
| GERMAN II | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 2 | 4 | 4 | 1 | 2 | 2 | 5 |
| GERMAN III | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 2 | 3 | 0 | 0 | 0 | 5 |
| GERMAN IV | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 2 | 1 | 1 | 1 | 5 |
| GERMAN V | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 2 | 1 | 1 | 1 | 5 |
| GERMAN VI | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 1 | 1 | 1 | 1 | 5 |
| GERMAN VII | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 3 | 5 | 1 | 1 | 1 | 5 |
| GERMAN VIII | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 5 | 1 | 1 | 1 | 5 |
| GRADUATE PROJECT | 3 | 4 | 3 | 2 | 2 | 5 | 3 | 3 | 2 | 2 | 4 | 5 | 5 | 2 | 4 |
| GROWTH AND DEVELOPMENT | 4 | 5 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 0 | 1 | 1 | 1 | 1 |
| HAND REHABILITATION AND OCCUPATIONAL THERAPY | 4 | 5 | 5 | 5 | 4 | 3 | 4 | 2 | 3 | 2 | 3 | 3 | 5 | 4 | 3 |
| HEALTH COMMUNICATION | 2 | 3 | 3 | 3 | 3 | 2 | 2 | 1 | 4 | 3 | 2 | 1 | 3 | 3 | 5 |
| HEALTH STRATEGIES | 1 | 5 | 5 | 4 | 2 | 1 | 2 | 1 | 2 | 5 | 5 | 1 | 1 | 1 | 1 |
| INDEPENDENT LIVING IN HEARING IMPAIRED | 2 | 4 | 1 | 2 | 2 | 2 | 3 | 2 | 2 | 2 | 1 | 1 | 5 | 1 | 3 |
| INDEPENDENT LIVING IN VISUALLY IMPAIRED | 3 | 3 | 3 | 3 | 1 | 3 | 3 | 4 | 1 | 3 | 1 | 1 | 5 | 1 | 1 |
| INTERDISCIPLINARY WORK IN REHABILITATION | 1 | 2 | 2 | 2 | 1 | 1 | 1 | 1 | 5 | 2 | 2 | 1 | 5 | 1 | 5 |
| INTERPROFESSIONAL EDUCATION AND COLLABORATION IN OCCUPATIONAL THERAPY | 0 | 1 | 0 | 2 | 0 | 0 | 3 | 0 | 5 | 0 | 1 | 0 | 2 | 0 | 2 |
| INTRODUCTION TO ERGOTHERAPY | 5 | 4 | 2 | 2 | 1 | 1 | 2 | 1 | 4 | 3 | 4 | 2 | 5 | 4 | 4 |
| LEARNİNG, THİNKİNG, AND PROFESSİONAL DEVELOPMENT İN OCCUPATİONAL THERAPY | 1 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 5 | 2 | 3 | 4 | 1 |
| MANAGEMENT ORGANIZATION AND RECORDING SYSTEMS IN OCCUPATIONAL THERAPY | 1 | 3 | 2 | 3 | 1 | 3 | 2 | 1 | 4 | 2 | 3 | 5 | 4 | 3 | 4 |
| MOTOR LEARNING | 4 | 5 | 5 | 5 | 4 | 4 | 4 | 3 | 3 | 2 | 4 | 2 | 5 | 5 | 4 |
| MUSIC-PERCEPTION-COMMUNICATION | 1 | 2 | 1 | 5 | 2 | 1 | 1 | 1 | 1 | 2 | 1 | 1 | 1 | 2 | 1 |
| NEUROANATOMY | 2 | 5 | 2 | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 3 | 2 | 0 |
| NEURODEVELOPMENTAL DISORDERS | 4 | 5 | 2 | 3 | 1 | 1 | 2 | 1 | 2 | 3 | 3 | 1 | 2 | 2 | 2 |
| OCCUPATIONAL HEALTH AND SAFETY | 1 | 0 | 0 | 0 | 0 | 0 | 0 | 4 | 2 | 0 | 0 | 4 | 3 | 2 | 0 |
| OCCUPATIONAL THERAPIST AND SCHOOL COUNSELING | 4 | 4 | 5 | 5 | 4 | 5 | 4 | 4 | 5 | 4 | 3 | 2 | 5 | 3 | 5 |
| OCCUPATIONAL THERAPY APPROACHES TO EATING, SWALLOWING, AND FEEDING DISORDERS | 4 | 5 | 4 | 3 | 4 | 3 | 4 | 2 | 4 | 2 | 2 | 1 | 4 | 3 | 4 |
| OCCUPATIONAL THERAPY IN CARDIAC REHABILITATION | 3 | 3 | 3 | 4 | 3 | 1 | 1 | 1 | 3 | 1 | 3 | 1 | 4 | 3 | 1 |
| OCCUPATIONAL THERAPY IN CARE GIVERS | 5 | 5 | 5 | 3 | 3 | 3 | 3 | 5 | 3 | 1 | 1 | 2 | 5 | 2 | 1 |
| OCCUPATIONAL THERAPY IN DYSPHAGIA | 3 | 3 | 4 | 3 | 3 | 1 | 1 | 1 | 3 | 1 | 3 | 3 | 4 | 4 | 3 |
| OCCUPATIONAL THERAPY IN GERIATRIC REHABILITATION | 5 | 5 | 3 | 3 | 3 | 1 | 3 | 0 | 3 | 0 | 1 | 3 | 3 | 1 | 0 |
| OCCUPATIONAL THERAPY IN IMPROVING HEALTH AND WELL-BEING | 5 | 5 | 4 | 5 | 3 | 1 | 3 | 1 | 1 | 3 | 2 | 2 | 4 | 3 | 3 |
| OCCUPATIONAL THERAPY IN MUSCULOSKELETAL DYSFUNCTIONS | 5 | 4 | 4 | 4 | 4 | 2 | 2 | 3 | 2 | 3 | 1 | 3 | 3 | 3 | 3 |
| OCCUPATIONAL THERAPY IN NEURODEVELOPMENTAL DISORDERS | 4 | 5 | 5 | 5 | 4 | 3 | 5 | 2 | 2 | 3 | 3 | 1 | 5 | 4 | 3 |
| OCCUPATIONAL THERAPY IN PSYCHIATRY | 3 | 5 | 4 | 4 | 4 | 3 | 4 | 1 | 4 | 3 | 2 | 1 | 4 | 4 | 4 |
| OCCUPATIONAL THERAPY IN WOMEN'S HEALTH | 5 | 5 | 4 | 4 | 3 | 2 | 4 | 2 | 3 | 4 | 3 | 2 | 4 | 4 | 4 |
| OCCUPATIONAL THERAPY MODELS AND APPLICATIONS | 3 | 5 | 3 | 5 | 4 | 3 | 4 | 2 | 1 | 2 | 4 | 1 | 3 | 3 | 2 |
| OCCUPATIONAL THERAPY PRACTICES I | 3 | 4 | 3 | 4 | 3 | 1 | 1 | 1 | 3 | 1 | 3 | 1 | 5 | 4 | 3 |
| OCCUPATIONAL THERAPY PRACTICES II | 3 | 5 | 5 | 5 | 5 | 4 | 4 | 2 | 5 | 4 | 4 | 4 | 5 | 5 | 5 |
| OCCUPATIONAL THERAPY SCIENCE AND PHILOSOPHY | 1 | 5 | 1 | 5 | 2 | 1 | 1 | 2 | 2 | 5 | 5 | 1 | 4 | 1 | 2 |
| OLGULARLA ERGOTERAPİ VE REHABİLİTASYON | 4 | 5 | 4 | 4 | 3 | 1 | 3 | 1 | 1 | 1 | 3 | 1 | 4 | 1 | 1 |
| ORTHOSIS AND BIOMECHANICS | 4 | 5 | 4 | 5 | 5 | 4 | 4 | 5 | 3 | 2 | 3 | 2 | 5 | 5 | 4 |
| ÖZEL GEREKSİNİMLİ BİREYLERDE HAYVAN DESTEKLİ TERAPİ | 4 | 4 | 4 | 4 | 3 | 3 | 4 | 1 | 4 | 4 | 3 | 2 | 4 | 5 | 4 |
| PERFORMANCE AREAS- PSYCHOSOCIAL | 4 | 5 | 4 | 4 | 3 | 3 | 4 | 2 | 2 | 4 | 1 | 1 | 3 | 3 | 3 |
| PERFORMANCE AREAS SENSORY-MOTOR | 3 | 5 | 4 | 4 | 3 | 3 | 4 | 2 | 2 | 2 | 2 | 1 | 4 | 3 | 2 |
| PERFORMANCE AREAS-COGNITIVE | 4 | 3 | 4 | 4 | 4 | 2 | 3 | 2 | 1 | 3 | 2 | 0 | 4 | 3 | 2 |
| PHYSIOLOGY | 4 | 5 | 1 | 4 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 1 | 4 | 5 | 2 |
| PREVENTIVE OCCUPATIONAL THERAPY AND ENVIRONMENTAL | 4 | 5 | 4 | 4 | 3 | 4 | 4 | 5 | 3 | 4 | 3 | 3 | 4 | 4 | 3 |
| PROBLEM BASED OCCUPATIONAL THERAPY PRACTICE | 4 | 5 | 5 | 5 | 4 | 3 | 4 | 1 | 4 | 3 | 4 | 3 | 5 | 5 | 4 |
| PULMONARY REHABILITATION IN OCCUPATIONAL THERAPY | 2 | 4 | 2 | 4 | 2 | 1 | 2 | 1 | 1 | 1 | 1 | 1 | 5 | 1 | 3 |
| QUALITY ASSURANCE AND ACCREDITATION IN HEALTH SCIENCES | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 5 | 3 | 0 | 0 |
| QUALITY OF LIFE | 4 | 4 | 4 | 4 | 3 | 4 | 5 | 4 | 3 | 4 | 3 | 3 | 4 | 4 | 3 |
| REHABILITATION FOR EXPOSED TO VIOLENCE | 2 | 2 | 4 | 4 | 3 | 2 | 2 | 0 | 2 | 3 | 0 | 0 | 3 | 2 | 0 |
| RESEARCH METHODS | 1 | 4 | 3 | 3 | 1 | 1 | 1 | 1 | 2 | 3 | 5 | 4 | 4 | 4 | 4 |
| SCIENCE ART PHILOSOPHY | 4 | 5 | 3 | 5 | 4 | 3 | 5 | 1 | 1 | 3 | 3 | 2 | 5 | 4 | 2 |
| SELF MANAGEMENT | 1 | 4 | 4 | 4 | 3 | 2 | 1 | 1 | 2 | 3 | 3 | 3 | 5 | 2 | 4 |
| SENSORY INTEGRATION IN NEWBORN | 1 | 5 | 1 | 2 | 1 | 1 | 3 | 1 | 1 | 1 | 1 | 1 | 5 | 1 | 2 |
| SEXUAL HEALTH EDUCATION | 4 | 4 | 0 | 0 | 2 | 0 | 2 | 0 | 0 | 3 | 0 | 0 | 0 | 0 | 1 |
| SIGN LANGUAGE IN OCCUPATIONAL THERAPY | 0 | 0 | 1 | 1 | 0 | 1 | 0 | 0 | 0 | 2 | 0 | 0 | 1 | 0 | 5 |
| SOCIAL PARTICIPATION | 4 | 4 | 4 | 4 | 3 | 5 | 5 | 4 | 4 | 5 | 3 | 3 | 4 | 3 | 4 |
| SOCIOLOGY OF DISABILITY | 4 | 4 | 1 | 3 | 5 | 4 | 4 | 4 | 4 | 5 | 4 | 2 | 3 | 4 | 5 |
| SPECIAL TOPICS IN OCCUPATIONAL THERAPY | 1 | 4 | 2 | 3 | 1 | 1 | 1 | 1 | 1 | 2 | 5 | 3 | 4 | 4 | 3 |
| SPORTS AND RECREATION FOR HANDICAPPED | 4 | 5 | 4 | 4 | 2 | 5 | 3 | 4 | 3 | 3 | 2 | 1 | 2 | 3 | 2 |
| STIGMA AND OCCUPATIONAL THERAPY | 2 | 2 | 2 | 3 | 2 | 4 | 2 | 0 | 0 | 5 | 2 | 0 | 3 | 2 | 1 |
| STRATEGIES OF COPING WITH STRESS | 3 | 4 | 3 | 3 | 2 | 1 | 2 | 1 | 1 | 3 | 2 | 1 | 2 | 3 | 3 |
| TERMINOLOGY OF OCCUPATIONAL THERAPY | 0 | 4 | 0 | 0 | 0 | 0 | 0 | 0 | 1 | 0 | 2 | 0 | 2 | 1 | 3 |
| THE HUMAN RIGHTS OF PERSONS WITH DISABILITIES | 1 | 1 | 1 | 1 | 2 | 3 | 3 | 3 | 1 | 5 | 1 | 1 | 2 | 5 | 2 |
| TURKISH LANGUAGE I | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| TURKISH LANGUAGE II | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 5 |
| UNIVERSITY WITHOUT BARRIERS | 1 | 2 | 2 | 2 | 1 | 2 | 1 | 2 | 2 | 3 | 3 | 3 | 2 | 2 | 3 |
| VIRTUAL REALITY IN REHABILITATION | 2 | 5 | 3 | 3 | 1 | 1 | 1 | 3 | 2 | 2 | 4 | 2 | 5 | 2 | 2 |
| VOCATIONAL INTERNSHIP I | 3 | 4 | 4 | 3 | 3 | 3 | 3 | 2 | 4 | 3 | 3 | 3 | 4 | 4 | 4 |
| VOCATIONAL INTERNSHIP II | 3 | 5 | 5 | 5 | 5 | 4 | 4 | 2 | 5 | 3 | 4 | 4 | 5 | 5 | 5 |
| VOCATIONAL REHABILITATION | 4 | 5 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | 4 | 2 | 4 | 4 | 1 | 1 |
| VOCATIONAL REHABILITATION IN MENTAL HEALTH PROBLEM | 2 | 4 | 2 | 4 | 2 | 1 | 3 | 1 | 1 | 1 | 1 | 1 | 5 | 3 | 3 |
| WOMEN'S HEALTH | 1 | 3 | 3 | 4 | 1 | 1 | 2 | 1 | 1 | 2 | 1 | 1 | 5 | 1 | 3 |
| WORK ERGONOMICS AND WORK RELATED RISK FACTORS | 4 | 5 | 5 | 4 | 4 | 5 | 5 | 5 | 3 | 3 | 2 | 3 | 3 | 2 | 3 |
| İlişkili Ders Sayısı / 126/130 | 330 | 438 | 343 | 380 | 294 | 255 | 296 | 205 | 262 | 311 | 291 | 203 | 411 | 319 | 378 |