Selçuk University Department of Healthcare Management Curriculum Development and Course Implementation Principles

It is aimed that the curriculum to be developed will be fully compliant with the Selçuk University Associate Degree and Undergraduate Education and Training Regulations and other legal regulations determined by the Council of Higher Education (YÖK).

It is ensured that the course content and learning outcomes directly serve the mission, vision, and core values of our Department of Healthcare Management, remaining within boundaries appropriate to national and international healthcare dynamics.

It is taken as a basis that courses are designed in accordance with current scientific developments in the field of healthcare management, digitalizing healthcare trends, and the dynamic needs in the fields of the healthcare sector and hospital administration.

It is planned that each course will be taught by academic staff who specialize in healthcare management and its related sub-disciplines (healthcare economics, healthcare law, hospital automation, etc.), possess academic competence, and, if possible, have sectoral experience.

In the distribution of courses across academic years and semesters, the priority-posteriority (horizontal and vertical integration) relationship that will enable students to progress from basic management theories to applied field courses is meticulously evaluated.

In order to optimize the academic success of students, care is taken to maintain the number of courses to be given in each semester and the weekly course hours at a reasonable, balanced, and sustainable level.

Unless compulsory pedagogical or sectoral reasons arise, the approach of completing each course within a single semester and, if necessary, delivering courses in an intensive manner during the relevant semester is adopted.

ECTS (European Credit Transfer System) credits of the courses are calculated fairly based on the theoretical/practical hour intensity of the course and the weight of the student's total workload inside and outside the classroom (homework, projects, exam preparation).

Importance is attached to structuring course delivery methods beyond mere theoretical lectures to ensure active student participation through case studies, problem-solving, and discussion environments.

In courses that reflect theoretical knowledge onto the sector, practical demonstrations of health information systems, hospital information management systems (HIMS), and current software/automation programs used in the field are prioritized.

Throughout the academic semester, inviting at least one external stakeholder (healthcare managers, hospital directors, sector experts, etc.) to each course in parallel with the topics covered is encouraged to share professional experiences with students.

To break the monotony in the course delivery process and ensure permanent learning, efforts are made to use at least one of the following methods at least once during the semester: film/documentary screenings, sectoral competitions, debates, student presentations, or web-based interactive educational tools (simulations, digital panels, etc.).