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19010 DENTISTRY -
LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

PROGRAMME LEARNING OUTCOMES
KNOWLEDGE
(Described in terms of theoretical and factual knowledge) Percentage of Success
1 Has the ability to assess patients’ overall physical and health status and possesses appropriate knowledge for diagnosis and treatment related to oral health. %74.75
2 Relates their knowledge of basic medical sciences to Dentistry. %74.75
3 Is proficient in the principles of behavioral science related to patient-centered approaches to promote, improve, and maintain oral health. %74.75
4 Has the knowledge to communicate with patients in an informative and effective manner and to educate them about oral and dental health. %74.75
5 Possesses the knowledge to manage emergencies related to dental health. %74.75
6 Demonstrates the ability to assess, diagnose, develop treatment plans, and refer patients according to their individual characteristics. %74.75
7 %0
SKILLS
(Described in terms of cognitive and practical skills) Percentage of Success
1 Demonstrates cognitive skills sufficient to intervene in dental health emergencies. %74.75
2 Develops solutions to oral and dental health problems based on scientific evidence. %74.75
3 Interprets scientifically validated data by applying advanced knowledge and skills acquired in the health field. %74.75
4 Has the ability to assess each patient’s condition, make a diagnosis, provide treatment, and refer when necessary, based on their individual characteristics. %74.75
5 Intervenes in dental health emergencies. %74.75
6 Assesses patients’ oral and dental health and provides treatment according to a planned approach. %74.75
7 Provides treatment based on the patient’s need for preventive care. %74.75
8 Carries out the patient’s preventive care through regular monitoring. %74.75
9 %0
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility Percentage of Success
1 Takes responsibility, individually or as part of a team, for treatment planning while considering patients’ overall health status. %74.75
2 Anticipates potential complications of dental treatment and takes the necessary precautions. %74.75
3 Takes responsibility for the use of all technological tools required in dental treatment. %74.75
Learning to Learn Percentage of Success
1 Keeps up with all current developments in the field of dentistry and continuously develops professionally. %74.75
2 Identifies the learning needs of those under their supervision and facilitates their professional development accordingly. %74.75
3 Communicates with patients in an informative and effective manner and educates them about oral and dental health. %74.75
4 Follows universal infection control guidelines in all clinical procedures. %74.75
Communication & Social Percentage of Success
1 Contributes to raising public awareness about oral and dental health. %74.75
2 Utilizes information technologies related to health and research. %74.75
3 Manages patients requiring special care while alleviating pain and anxiety during comprehensive dental treatments. %74.75
4 Systematically discusses their knowledge, current developments, and own work in the health field with both internal and external groups through written, oral, and visual communication. %74.75
Occupational and/or Vocational Percentage of Success
1 Applies all treatment principles related to patient-centered approaches. %74.75
2 Alleviates pain and anxiety during comprehensive dental treatments. %74.75
3 Develops differential diagnostic and treatment approaches for oral diseases of the dentition, jaws, oral mucosa, and salivary glands, and provides appropriate treatment or referral. %0.00
4 Applies maxillofacial radiology safely and effectively. %0.00
EBS : Kıbrıs Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi Kıbrıs Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydin University Education & Training System Cyprus Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.