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:

(Described in terms of theoretical and factual knowledge) Percentage of Success
1 They have knowledge to guide individuals suffering from hearing loss and balance disorders. %86.75
2 They are capable of diagnosing individuals with hearing loss and balance dysfunction. %87.50
3 They are able to treat individuals with hearing loss by using hearing aids and implants. %88.75
4 Knows the occupational legislation of audiology and the institutions related to the initiation of legal procedures and processes necessary for the acquisition of personal and professional personal rights. Learns necessary procedures for follow-up and finalization. %84.25
5 Knows and chooses the necessary equipments and information for audiology, rehabilitative audiology, operating and management of the hearing sector . %78.50
6 Knows and applies the applications that will improve the quality of life in accordance with the individual's differences and needs. %83.50
7 Multidisciplinary programming suitable for operation %87.25
8 Informing and guiding the patient. %88.75
(Described in terms of cognitive and practical skills) Percentage of Success
1 They can guide individuals suffering from hearing loss and balance disorders. %87.50
2 They can diagnose individuals with hearing loss and balance dysfunction. %85.00
3 They can treat individuals with hearing loss by using hearing aids and implants. %82.50
4 They can develop new devices and implants for the needs and problems. %82.50
5 Being practice. %89.25
6 Avoiding irritation of the patient %89.25
7 Being Hygiene everytime. %90.25
Autonomy & Responsibility Percentage of Success
1 In addition to hearing problems, they can take responsibility as an independent expert or as a team member to take plan and follow-up treatment through considering the overall health status of individuals. %89.25
2 They're able to take the necessary measures for the problems encountered during the treatment of hearing loss. %88.50
3 They can take responsibility for the use of all the technological tools required for treatment of hearing loss. %88.75
4 Conducts academic studies independently. Works effectively in communication and cooperation with other professional groups working in this field and takes responsibility as a team member. %86.50
Learning to Learn Percentage of Success
1 They select and effectively use modern techniques, tools and information technologies which are needed for applications related to field. %87.50
2 They gain awareness of continuous self-renewal in theoretical, practical and social area through following developments in audiology and audiology-related disciplines %84.25
3 They develop products using technical drawing, computer-aided drafting and simulation programs %84.50
4 Adopts the philosophy of lifelong learning. %86.25
5 Interprets human anatomy, physiology, biochemistry, embryology, genetics, histology, microbiology, radiology, otologic, neurological diseases, test results and treatments. %80.25
6 Learns otoscopy of ear, cleaning of external ear canal. %83.75
Communication & Social Percentage of Success
1 They can participate and organize social responsibility projects in order to inform community about hearing loss and balance disorders related to ear via home visits and seminars. %88.75
2 They can do hearing screening tests at social responsibility projects in order to determine risk factors and take the necessary measures for hearing loss. %88.50
3 They share knowledge about studies, practices, experiences on social in audiology and disciplines close to this area at the conventions, conferences, symposiums, training courses. %88.25
4 They can raise awareness about occupational health. %86.50
5 They defend medical ethics and the rights of the consumer through supervising the product quality with quality control discipline. %84.75
6 They can use to present themselves whith comminication skills %85.00
Occupational and/or Vocational Percentage of Success
1 They are able to diagnosis hearing loss or balance disorder, and advise to patient about the treatment and rehabilitation. %88.00
2 They can offer options for hearing aids and cochlear implants for the treatment and rehabilitation. Unlike odiometrists, cochlear implant placement is authorized. %89.00
3 They may serve as a speech therapist. %90.00
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul 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 Aydın University Education & Training System Istanbul 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.