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| Course Description |
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| Course Name |
: |
Medical Informatics and Evidence Based Medicine |
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| Course Code |
: |
BİS561 |
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| Course Type |
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Optional |
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| Level of Course |
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Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Fall and Spring (16 Weeks) |
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| ECTS |
: |
5 |
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| Name of Lecturer(s) |
: |
Assoc.Prof.Dr. GÜLŞAH SEYDAOĞLU
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| Learning Outcomes of the Course |
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Understands the methods of scientific thinking and critical thinking, has information about the types and frequency of scientific fraud
Explains the concept of evidence-based medicine, medicine, call and understand the importance of reviewing and creating evidence, counts the components of EBM
Distinguishes the types and design of research
Determines the level of evidence of study using EBM Pyramid steps, Examines the structure of a study and inference the results
Counts the steps of EBM
formulates the question for he cases encountered during the application, ontained key words using the PICS method, look for evidence in websites using key words
Evaluate the concepts of materiality, validity and effeciency of the research studies, understand the value of basic statistical concepts such as RR, OR, p-value, the size of the confidence interval, the sensitivity, specificity, for critical evaluation of an article
Selects the best evidence using the criteria of sample size, duration of follow-up, blinding, randomization
Evaluates the evidence regarding the appropriateness of the clinical and demographic characteristics of the patient
Evaluate the study about the compliance to the ethics rules
Uses the medical informatics tools for the steps of EBM
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
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None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
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To get an idea and information of the importance of the EBM, to learn the ways of accessing the evidence , critical thinking to evaluate the evidence |
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| Course Contents |
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Using steps of EBM; Formulating an answerable question with PICO method, tracking down the best evidence with evidence databases such as MEDLINE, Cochraine, critical appraisal of evidence, selecting the best evidence, integrating clinical expertise and patient values with the best available evidence.
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| Language of Instruction |
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Turkish |
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| Work Place |
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Biostatistics Dept. |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
The methods of scientific and critical thinking |
- |
Question-answer, presentation |
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2 |
The concept of Evidence Based Medicine (EBM), Looking for evidence in medicine |
Reading |
Question-answer, presentation |
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3 |
Study design and levels of evidence |
Reading |
Question-answer, presentation |
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4 |
Steps of EBM, Formulating the questions, PICO method |
Formulating the question by PICO methods |
Question-answer, presentation |
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5 |
Formulating the key words for reviewing the articles, data bese on web, tools of medical informatics |
Formulating the key words for reviewing the articles |
Question-answer, presentation |
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6 |
Validity and effeciency of the research studies |
Review articles |
Question-answer, presentation |
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7 |
Basic statistical concepts |
Review articles |
Question-answer, presentation |
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8 |
Mid-term exam, task, Reviewing articles and selecting good samples |
Sample articles |
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|
9 |
Critically appraising the evidence, how to criticize a scientific paper |
Critical review of selected articles using the evaluation sheet |
Question-answer, presentation |
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10 |
Decision-making with the components of the EBM |
Sample articles |
Question-answer, presentation |
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11 |
Diagnosis Studies |
Search relevant articles, critical evaluation |
Question-answer, presentation |
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12 |
Harm Studies |
Search relevant articles, critical evaluation |
Question-answer, presentation |
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13 |
Treatment Studies |
Search relevant articles, critical evaluation |
Question-answer, presentation |
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14 |
Meta analysis studies |
Search relevant articles, critical evaluation |
Question-answer, presentation |
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15 |
Criticical approach to EBM |
Dissident article |
Debate |
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16/17 |
Task- Exam |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Prasad,K. Fundamentals of Evidence-Based Medicine. 2007. Meeta Publishers, New Delhi.
Straus ES, Richardson WS, Glasziou P and Haynes R.B. Evidence- Based Medicine How to practice and teach EBM. Third edition, 2005. Elsevier, London.
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| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
30 |
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Homeworks/Projects/Others |
4 |
70 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
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Final Assessments
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100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
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1 |
Students design scientific research studies in order to give response to the problem arising from health and clinical sciences |
2 |
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2 |
Students provide consulting services by using effective communication skills; take part in research teamworks; defend the ethical rules. |
3 |
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3 |
Students collect data from research studies, analyze, and make inferences |
2 |
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4 |
Students design health survey, determine the sampling method and conduct the survey |
2 |
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5 |
Students knows the system of international classification of diseases, obtain and analyze hospital statistics. |
0 |
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6 |
Students select the appropriate statistical procedure for analysis , apply and make inferences. |
2 |
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7 |
Students use the necessary statistical packages for analysis, if necessary write and develop software. |
0 |
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8 |
Students select and use proper statistical procedure for diagnosis and in making inferences for the data in health and clinical medicine and provide consultance to clinicians in the field. |
2 |
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9 |
Students comprehends the fundamentals of statistical theory related to the field of health ( probability and bayesian biostatistics). |
2 |
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10 |
Students explain demographic terminologies and statistical methods in the field of health sciences. |
3 |
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11 |
Students understand and use medical terminology. |
3 |
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12 |
Students develop the ability of critical thinking, make a conclusion with a critical approach to the evidence |
5 |
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13 |
Students apply analytical procedure to frequently used survival data, multivariate procedure and regression techniques. |
1 |
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14 |
Students follow the latest development in medical informatics and employ frequently used tools and methods. |
5 |
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15 |
Students explain the fundamental terminologies in epidemiology, guide researchers conducting field survey and clinical studies, develop methodologies in determining disease risk factor and disease burden and advise for choosing proper diagnostic test. |
1 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
2 |
28 |
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Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
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Homeworks, Projects, Others |
4 |
8 |
32 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
10 |
10 |
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Final Exam |
1 |
20 |
20 |
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Total Workload: | 118 |
| Total Workload / 25 (h): | 4.72 |
| ECTS Credit: | 5 |
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