Information Package / Course Catalogue
| Course Code | : İLT302 |
| Course Type | : Area Elective |
| Couse Group | : First Cycle (Bachelor's Degree) |
| Education Language | : Turkish |
| Work Placement | : N/A |
| Theory | : 3 |
| Prt. | : 0 |
| Credit | : 3 |
| Lab | : 0 |
| ECTS | : 5 |
To create a more effective atmosphere between patients and healthcare professionals by increasing the communication skills of doctors and healthcare professionals. To gain to healthcare professionals crisis management skills by enabling physicians and healthcare professionals to use effective communication channels in possible communication accidents. Minimizing violence and anger. to create a more positive health work atmosphere. To create a positive communication language among healthcare professionals.
This course covers the fundamental principles of interpersonal and mass communication, the cultural structure of language, and the essentials of effective speech (intonation, emphasis). It addresses crisis management during high-stress and burnout situations for healthcare professionals, communication with patients and their families in times of grief, and professional interaction among healthcare peers. Additionally, the course aims to enhance the public speaking and rhetoric skills of physicians and healthcare professionals before the media, society, and large audiences. Consequently, it enables them to effectively convey their professional issues and experiences to the public within democratic platforms such as professional chambers, associations, or parliament.
| 1. | Critically analyzes representations of healthcare and physicians in media, evaluating their impact on public perception and patient relations. |
| 2. | Designs original stories and professional shooting scripts incorporating health-related themes and rhetorical techniques like contrast, concretization, and emotional elevation. |
| 3. | Develops and presents strategic media/project proposals for healthcare organizations to manage public opinion, crises, and digital media communication. |
| 4. | Manages the pre-production, production, and editing processes of short fiction, documentary, or public service announcements focused on persuasion and perception in healthcare. |
| 5. | Generates accurate and ethical audio-visual health content using AI tools and effective language to prevent misinformation, myths, and agitation in broadcasting. |
| 1. | Carmen Y. Reyes, All Behavior is Communication: How to Give Feedback, Criticism, and Corrections that Improve Behavior, CreateSpace Independent Publishing, 2012. |
| 2. | Leil Lowndes, Joyce Bean, How to Talk to Anyone: 92 Little Tricks for Big Success in Relationships, McGraw Hill, 2003. |
| 3. | Dan Heath Chip Heath, Switch: How to Change Things When Change Is Hard, Crown Business , 2010. |
| 4. | Kahneman, Daniel, Thinking, Fast and Slow, Anchor Canada, 2013. |
| 5. | Peter Urs Bender, Secrets of Face to Face Communication: How to Communicate With Power, Stoddart Pub, 2002 |
| 6. | Armin Luthi, Iris Gault, Jean Shapcott, Graeme Reid, Communication in Nursing and Healthcare, 2016. |
| 7. | Jeff Mason, Laurie Kelly McCorry, Communication Skills for the Healthcare Professional, 2011. |
| 8. | A. Pilnick, Jon Hindmarsh, Virginia Teas Gill, Communication in Healthcare Settings: Policy, Participation, 2010. |
| 9. | Renata Schiavo, Health Communication: From Theory to Practice, 2007. |
| 10. | Claudia Parvanta, Sarah Bass , Health Communication: Strategies and Skills, 2018. |
| 11. | Richard N. Harner, David E. Nelson, Claudia Parvanta, Sarah Parvanta, Essentials of Public Health Communication, 2010. |
| 12. | Laura Cooley, Calvin Chou, Communication Rx: Transforming Healthcare Through Relationship Centered Communication, 2017. |
| 13. | Teresa L. Thompson, Roxanne Parrott, Jon F. Nussbaum,The Routledge Handbook of Health Communication, 2011. |
| 14. | Michael P. Pagano, Communication Case Studies for Health Care Professionals, Second Edition: An Applied Approach, 2014. |
| 15. | Lisa Daniel Sparks, Kevin B. Wright, Dan O'Hair ,Health Communication in the 21st Century, 2012. |
| Type of Assessment | Count | Percent |
|---|---|---|
| Attending Lectures | 5 | %5 |
| Quiz | 1 | %10 |
| Midterm Examination | 1 | %25 |
| Final Examination | 1 | %60 |
| Activities | Count | Preparation | Time | Total Work Load (hours) |
|---|---|---|---|---|
| Lecture - Theory | 14 | 1 | 3 | 56 |
| Individual Work | 10 | 1 | 3 | 40 |
| Quiz | 1 | 0 | 0 | 0 |
| Midterm Examination | 1 | 10 | 1 | 11 |
| Final Examination | 1 | 20 | 1 | 21 |
| TOTAL WORKLOAD (hours) | 128 | |||
PÇ-1 | PÇ-2 | PÇ-3 | PÇ-4 | PÇ-5 | PÇ-6 | PÇ-7 | PÇ-8 | PÇ-9 | PÇ-10 | PÇ-11 | PÇ-12 | PÇ-13 | PÇ-14 | PÇ-15 | PÇ-16 | PÇ-17 | PÇ-18 | PÇ-19 | PÇ-20 | PÇ-21 | PÇ-22 | PÇ-23 | PÇ-24 | PÇ-25 | |
OÇ-1 | 2 | 4 | 3 | 4 | 2 | 5 | 5 | 3 | 5 | 4 | |||||||||||||||
OÇ-2 | 4 | 3 | 4 | 5 | 5 | 3 | |||||||||||||||||||
OÇ-3 | 3 | 5 | 5 | 4 | 4 | 3 | 5 | 5 | 3 | 4 | 4 | 4 | 5 | 4 | 5 | 5 | 5 | ||||||||
OÇ-4 | 4 | 4 | 5 | 3 | 4 | 5 | 4 | 4 | 4 | 5 | 4 | 5 | 4 | ||||||||||||
OÇ-5 | 4 | 4 | 5 | 4 | 3 | 5 | 4 | 5 | 3 | 5 | 5 | 5 | 3 | 4 | 4 | ||||||||||