Undergraduate ProgramsUPDATED 2026-08-20

Biomedical Engineering Program Information

READING AS

Biomedical Engineering (English)

QUALIFICATION LEVEL: Bachelor's degree, first cycle, level 6
MODE OF STUDY: Full Time
LANGUAGE OF INSTRUCTION: English
DURATION: 4 years, 8 semesters
ECTS IN THE PUBLISHED PLAN: 292
REGISTRY CODE: biomedical-engineering-bsc

THE REQUIRED COURSES IN THE PUBLISHED PLAN. THE DEGREE'S OWN REQUIREMENT IS STATED UNDER GRADUATION REQUIREMENTS. 46 ELECTIVES IN THE POOL, NOT COUNTED ABOVE.

NOT PUBLISHED IN ENGLISH

The registry has never published qualification awarded, admission for this programme in English. It is published in Turkish, and it is shown below in Turkish rather than left out.

Qualification awardedHELD IN TURKISH ONLY AdmissionHELD IN TURKISH ONLY

THE COURSES THEMSELVES

01The course tableEvery course by year and semester, the programme's outcomes, and the matrix showing which course serves which outcome.Open →02The prerequisite chartThe same courses drawn as a chart, with an arrow from each course to the ones it must be taken after.Open →

The course table, the contribution matrix and the course records stay on those pages and are not repeated here.

Aim

The graduates of Department of Biomedical Engineering;

(1)will be able to successfully take part in different stages of design, production, application and R&D studies in national/international institutions
(2)Will be able to carry out postgraduate education and research by following scientific and technological developments at national/international universities and research institutions
(3)will able to establish companies that develop solutions/products incorporating new technologies.

THE REGISTRY TEXT IS ONE PARAGRAPH AND CARRIES THE NUMBERS ITSELF; THE LIST IS SPLIT ON THE REGISTRY'S OWN (1) (2) (3).

Qualification awarded

HELD IN TURKISH ONLYEN 0 · TR 27 OF 28

Lisans

Admission

HELD IN TURKISH ONLYEN 0 · TR 26 OF 28

Bu programa kabul edilebilmek için lise veya muadili bir eğitimi tamamlayarak diploma almış olmak ve Yükseköğretim Kurumları Sınavında (YKS) yeterli puan almış olmak gerekmektedir. Programa SAY puan türüne ve Yükseköğretim Kurulu tarafından belirlenen esaslara göre öğrenci kabul edilir. Yabancı Uyruklu Öğrenciler Senato tarafından belirlenen başarı kriterleri çerçevesinde kabul edilir.

Graduation requirements

Students must successfully finish all courses and internships set by the program taking at least 240 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.

Recognition of prior learning

Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.

Assessment

Success in a course is determined by the course success grade. The course success grade is obtained by evaluating the student's success in midterm exams, assignments that replace midterm exams, applied studies, group studies and similar studies during the semester and the general exam together. Valid for all courses, a student who does not get at least 50 points from the general exam is deemed to have failed that course. To be successful in the course, it is necessary to have at least 60 points or a success coefficient of 2.27 at the end of the semester.

What graduates do

Graduates can work in public institutions, private sector, research institutes or universities.

Further study

Students may apply for the graduate programs, to obtain Master and PhD degrees in related field, following the rules defined by the Turkish Higher Education Council.

How the programme is taught

The teaching methods this programme declares to the registry, with what each one needs.

Mastery LearningPrior knowledge/student readiness is determined. Appropriate teaching methods and techniques are selected. Learning deficiencies are identified. Supplementary or supplementary teaching plan is applied.USESCognitive strategies, models and techniques

Discussion MethodListening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application.USESStandard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments.

Demonstration MethodThe instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice.USESReal tools or model tools and equipment, multimedia tools, videos and animations), computer.

Problem Solving MethodIdentifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual studyUSESTextbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer

Case Study MethodPresentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation.USESStandard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments.

Self Study MethodStudent interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance.USESLibrary, e-library, laboratory, workshop

Role Play and Drama TechniqueIntroducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students.USESScript text, theater, classroom, conference room, video and audio, visual recordings.

Question - Answer TechniqueAsking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answersUSESTextbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations)

Experimental TechniqueSetting up a scientific experiment, conducting a scientific experiment, collecting, processing and transforming data from a scientific experiment, predicting the results of a scientific experiment, explaining a scientific experiment, evaluating the results of a scientific experiment, simulation of an experiment.USESLaboratory, workshop, application areas, computer software, standard classroom technologies.

Micro Teaching TechniquePerformance of presentation, development of reflective thinking skills, student self-evaluation. The lecturer distributes topics (seminar topics can also be) to the students. Students examine the topics; research. Student presentations are prepared. Students make their presentations. Students' video recordings are watched.USESCamera, video recording devices, checklist, rubric, rating scale, observation form.

Brainstorming TechniqueDeveloping opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking.USESStandard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments.

Project Based Learning ModelCreating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project productsUSESProblem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Reverse Brainstorming TechniqueIdentifying problems, sorting problems, classifying problemsUSESStandard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments

Simulation TechniqueRealization of simulations for risky, dangerous, expensive, time-consuming applications/practices.USESSimulation environment, Computer

Knowledge Map TechniqueRecalling information, classifying information, associating information.USESKnowledge maps

Concept Map TechniqueDistinguishing concepts, sorting concepts, counting concepts, associating concepts, analyzing conceptual frameworkUSESConcept maps

Problem Baded Learning ModelCreating a reflective scenario of a real-life problem situation, identifying a real-life problem situation, collecting data about the problem, analyzing data, data processing, data transformation, developing alternative solutionsUSESProblem scenario texts, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Computer-Internet Supported InstructionOnline Course Platforms : Collaboration and communication, digital literacy activities, sharing information, improving technology use, creative thinking activities, problem solving, generating critical thinking. These are environments where instructors share course materials, collect assignments and interact with students. E-Books and Digital Content : Reading, writing, comprehension, interpretation, creative thinking activities, language use, examination, research, using technology, critical thinking activities. Learning environment and materials are made more attractive by presenting interactive content to students. Webinars and synchronize meeting : Communication, collaboration, teamwork, presentation, technology skills, problem solving, live interaction with studentsremotely. Simulations : Problem solving, using technology, analytical thinking, communication, decision making, teamwork and collaboration. They are environments where students have the opportunity to experience the concepts. Audio and Visual aids : Communication skills, language skills, emotional intelligence and empathy, social skills, attention and focus, use of technology. Animations, graphics and interactive visuals are used to help students master the topics. Digital Game- Based Learning : Problem solving skills, ability to use technology, creative thinking, quick decision making, strategy development, cooperation and teamwork. Games prepared or played in digital environments to make learning fun and increase retention in learning. Adaptive Learning Systems : Logical mathematical thinking activities, reading, writing, comprehension, interpretation, critical thinking activities. These are environments where students identify their weaknesses and are offered to carry out studies and activities specific to that area. Virtual Reality (VR) and Augmented Reality (AR) : Simulation and practical applications, creative thinking activities, using technology, planning, programming, social interaction and communication. 3D virtual environments are used to make learning fun and interactive. Social Media and Interactive Platforms : Communication, collaboration, teamwork, project management, interactive content creation, critical thinking activities. Personal platforms for students to share their thoughts on any topic, interact and produce content. Data Analysis and Monitoring Tools : Analytical thinking activities, logical mathematical thinking activities, problem solving, decision making, communication. These are tools used to assess and monitor student performance, identify student difficulties and create lesson plans accordingly. Artificial Intelligence Technologies : Data analysis and forecasting, game and strategy development, security and threat analysis, technology utilization skills, robotics and automation skills, creative thinking skills, computational thinking skills.USESMoodle, Google Classroom, Edmodo, Edupage etc. Google Play Books, Apple Books, Amazon Kindle Store, BookBoon, OpenStax, etc. Zoom, Microsoft Teams, Google Meet, Adobe Connect, GoToMeeting, etc. NASA Eyes on the Solar System, FlightGear, Virtual Biology Lab, CarSim, SimCity, etc. Infographics, maps and graphs, charts and diagrams, tables, Podcast, audio books, interviews and chats, etc. Strategy and puzzle games, Simulation and construction games, mission games, real-time multiplayer games, etc. Udemy, Khan Academy, Duolingo, Cognii, Smart Sparrow, etc. Oculus Rift, PlayStation VR, Samsung Gear VR, Google CardBoard, Pokemon Go, Arlit, Facebook, instagram, twitter, linledIn, snapchat, pinterest, youtube, twitch, reddit, discord etc. Google Analytics, Microsoft Power BI, Splunk, Adobe Analytics, etc. ChatGPT, Google AI, Deeply, DıaloGPT. Amazon Alexa, Tesla Autopilot, etc.

Inquiry-Based LearningExploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E modelsUSESStandard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Cooperative LearningCooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together.USESIn-class and out-of-class, in-school and out-of- school environments.

Experiential LearningFaculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment.USESInternship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools

Flipped Classroom LearningProblem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed.USESVideo recordings, online environments, classroom

Lecture MethodListening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied)USESStandard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

DECLARED BY THE PROGRAMME TO THE UNIVERSITY REGISTRY. THE DESCRIPTIONS ARE THE REGISTRY'S OWN.

Course evaluation survey

Every course is evaluated by the students who took it, on a five-point scale, against the statements the registry publishes.

Read the statements

Strongly Disagree Disagree Neither Agree Nor Disagree Agree Strongly Agree Don't Know/No Idea 1 . The lecturer explains the course's aim and extent and what is expected of the student clearly. 2 . Chooses the course sources in accordance with the courses and announces them. 3 . Guides/helps the students in accessing the resources they recommended for the course. 4 . The lecturer's instruction method (course presentation) is clear, fluent and understandable. 5 . Uses the instructional technologies (effectively.) 6 . Offers multidirectional communication and interactional implementations in the classroom. 7 . Has knowledge in the matter of traditional teaching strategic management and techniques. 8 . Uses the teaching methods s/he covers in the course within their implementations. 9 . Makes time for the student outside of course hours regarding the course 10 . Comes to the class regularly and uses time effectively. 11 . The lecturer is successful in establishing classroom dominance during the course. 12 . Informs the students on current issues. 13 . Sets an example with their open attitude and behaviour to students' opinions. 14 . Success measurement methods and tools (classic/oral exam, project, assignments, etc.) are compatible with the course's aim and extent. 15 . Helps me when I want to ask questions about my exam paper. 16 . Lab/field/application studies are compatible with the aim and the extent of the course. 17 . Develops the creative thinking process and skills of the learning and teaching process of the course. 18 . The course is supported by the current issues and guests. 19 . Things you would like to convey apart from the questions above; DETERMINATION of WORKLOAD (ECTS) 1 .Rate of the attendance for this course %90 %80 %70 %60 < %59 2 Did you make a preparation for this course, except for these activities; quiz, assignment, laboratories, mid-term exams, final exam? Yes No a. If yes, preparation hour for this course ? 1 2 3 4 5 6 7 8 9 10 11 12 3 Department Yes No a. If yes, number of your homework 1 2 3 4 5 6 7 8 9 10 11 12 b. The average time you spent to create each homework 1 2 3 4 5 6 7 8 9 10 11 12 4 . Have you ever prepared any presentations/seminars within this course? Yes No a. If yes, the number of the presentations/seminars you prepared 1 2 3 4 5 6 7 8 9 10 11 12 b. The average time you spent to create each presentation/ seminar 1 2 3 4 5 6 7 8 9 10 11 12 5 . Have you ever attended the mid-term exam for this course? Yes No a. If yes, the number of mid-term exam you attended 1 2 3 4 5 6 7 8 9 10 11 12 b. The average time you spent to get ready for each mid-term exam 1 2 3 4 5 6 7 8 9 10 11 12 6 . Have you ever prepared any projects within this course? Yes No a. If yes, the number of the projects you prepared 1 2 3 4 5 6 7 8 9 10 11 12 b. The average time you spent to prepare each project 1 2 3 4 5 6 7 8 9 10 11 12 7 .Have you ever participated in lab studies within this course? Yes No a. If yes, number of laboratories you participated 1 2 3 4 5 6 7 8 9 10 11 12 b. The average time you spent for each laboratory study 1 2 3 4 5 6 7 8 9 10 11 12 8 . Have you ever participated in any field surveys within this course? Yes No a. If yes, the number of field survey you participated 1 2 3 4 5 6 7 8 9 10 11 12 b. The average time you spent for each field survey 1 2 3 4 5 6 7 8 9 10 11 12 9 . Have you ever attended the final exam of this course? Yes No a. If yes, the average time you spent to get ready for final exam 1-3 4-7 8-12 13-18 20-24 25-36 37-48

PUBLISHED BY THE REGISTRY, THE SAME FOR EVERY PROGRAMME.

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