Educational Sciences
Volume 13/27, Fall 2018, p. 1741-1753 DOI: 10.7827/TurkishStudies.14519
ISSN: 1308-2140
Skopje/MACEDONIA-Ankara/TURKEY
Research Article / Araştırma Makalesi A r t i c l e I n f o / M a k a l e B i l g i s i
Received/Geliş: Kasım 2018 Accepted/Kabul: Aralık 2018 Referees/Hakemler: Doç. Dr. Handan ERTAŞ - Dr. Öğr. Üyesi Şükrü Anıl TOYGAR - Dr. Öğr. Üyesi Emel FİLİZ –
Dr. Burhanettin UYSAL
This article was checked by iThenticate.
HEALTH MANAGEMENT EDUCATION IN TURKEY: CURRICULUM ANALYSIS
Mehmet YORULMAZ* - Özlem GEDİK** ABSTRACT
Aim: Aim of this study is to compare the curriculum of the universities of health management education in Turkey.
Method: Document review and screening model of the universe, the nature of the research conducted in the 2016 academic year in Turkey constitutes health management education that universities. Research to determine which university degree related to health management in Turkey in 2016 was benefited from ÖSYS Higher Education Programs and Quotas Guide. In order to identify lessons given by the relevant universities, information on the curriculum in the semester on the web pages was used. The information obtained is limited to the curriculum of the websites of the universities.
Results: The research was carried out including total of 41
universities, 23 of which are public universities and 18 of which are private universities. Lessons were periodically reviewed and weighted period determinations were made. According to the curriculums of the universities examined, there were a total of 201 different courses, 98 of them being courses in health management and 103 general courses. In order to be related to the subject, the part related to the field courses was considered and tried to give no results about it.
Conclusion: According to the findings obtained from the study, it
was seen that five of the field courses were given in the 1st semester, five of them were in the 2nd semester, 14 of them were in the 3rd semester, eight of them were in the 4th semester, 23 of them were in
the 5th, 23 of them were in the 6th semester, 14 of them were in the 7th period and six of them were in the 8th period. It is observed that marketing course in health services, which is the first course that is highlighted, is provided by 40 universities with a rate of 97.6% among 41 universities and it is in the curriculum mainly in 6th period with 26.8%. Health management departments are among the proposals to create a common curriculum by choosing lessons that are mainly given in the field rather than giving different courses to different universities. In this way, it may be a matter of getting a standard in field education.
STRUCTURED ABSTRACT
Aim of this study is to compare the curriculum of the universities of health management education in Turkey.
Document review and screening model of the universe, the nature of the research conducted in the 2016 academic year in Turkey constitutes health management education that universities. Research to determine which university degree related to health management in Turkey in 2016 was benefited from ÖSYS Higher Education Programs and Quotas Guide. In order to identify lessons given by the relevant universities, information on the curriculum in the semester on the web pages was used. The information obtained is limited to the curriculum of the websites of the universities. In the study, the field courses were subjected to thesemester examination, and identification of the predominant semester was conducted. It was identified in which semester the course was predominantly given in 8 semesters formed by the educational institute. It was identified in which semester the course was predominantly given in 8 semesters formed by the educational institute.
The research was carried out including total of 41 universities, 23 of which are public universities and 18 of which are private universities. Lessons were periodically reviewed and weighted period determinations were made. According to the curriculums of the universities examined, there were a total of 201 different courses, When the top 10 courses standing out from 98 field courses are examined, it is that the course of “Marketing in Health Services” is given in 40 universities among 41 universities with the rate of 97.6%, which is predominantly present in 6thsemester in a curriculum with a rate of 26.8%. It is that the course of “Human Resource Management in Health Businesses” is given by 39 universities with the rate of 95.1%, which is predominantly present in 6thsemester in curriculum with the rate of 24.4%.It is that the course of “Information Systems in Health Services” is given by 38 universities with the rate of 92.7 %, which is predominantly present in 6thsemester in curriculum with the rate of 26.8 %. It is that the course of “Health Services and Law” is given by 37 universities with the rate of 90.2 %, which is predominantly present in 7th semester in curriculum with the rate of 59.3 %, the course of “Strategic Management in Health Businesses” is given by 37 universities with the rate of 90.2 %, which is predominantly present in 8th semester in curriculum with the rate of 41.5%. It is that the course of “Basic Health and Medical Terminology” is given by 37 universities with the rate of 90.2 %, which is predominantly present in 3rd semester in curriculum with the rate of
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29.2 %. It is that the course of “Health Economy” is given by 36 universities with the rate of 87.8 1%, which is predominantly present in 3rd semester in curriculum with the rate of 22.0 %. It is seen that the course of “Quality Management in Health Services” is given by 36 universities with the rate of 87.8 %, which is predominantly present in 7th semester in curriculum with the rate of 34.1 %. It is seen that the course of “Health Legislation and Ethics” is given by 35 universities with the rate of 85.4 %, which is predominantly present in 7th semester in curriculum with the rate of 24.4 %. It is seen that the course of “Cost Accounting in Health Businesses” is given by 35 universities with the rate of 85.4 %, which is predominantly present in 3rd semester in curriculum with the rate of 34.1 %.
According to the findings obtained from the study, in 2016, there are 98 field courses given by health management department in health management education. It was seen that five of the field courses were given in the 1st semester, five of 98 were in the 2nd semester, 14 of them were in the 3rd semester, eight of them were in the 4th semester, 23 of them were in the 5th, 23 of them were in the 6th semester, 14 of them were in the 7th period and six of them were in the 8th period. It is observed that marketing course in health services, which is the first course that is highlighted, is provided by 40 universities with a rate of 97.6% among 41 universities and it is in the curriculum mainly in 6th period with 26.8%. On the other hand, instead of that universities providing undergraduate education of health management department give courses that are very different from each other, it can be suggested that they form a common curriculum, selecting courses predominantly given in the area. In this way, it can be possible to catch a standard in the education of this field. Recurrently, as a result of the study, health management departments should be examined in terms of courses predominantly given in 8 semesters and the relevant courses should be provided to be given in the same semester in all of health management department in order to form a common curriculum in the scope of common curriculum reached. This will make it possible to meet a standard curriculum wherever you go in Turkey. A common curriculum will enable all students of health management department to learn the same subjects as course content. In the globalizing world, from this viewpoint it is also necessary to support the educational aspect of health management, a professional working area, by forming a common curriculum in our country as a requirement of competitive conditions and to take the universal facts of the field. It is important for the institutes raising health manager atthe undergraduate level to open to the new strategies in the direction of suggestions developed in this study and the next studies to be carried out. The quality of education given to the students being raised today have a great importance in terms of the placement and development of the occupation. These departments that will raise health manager in the future should provide cooperationamong the programs. Health management departments are among the proposals to create a common curriculum by choosing lessons that are mainly given in the field rather than giving different courses to different universities. In this way, it may be a matter of getting a standard in field education.
Keywords: Health Education, Health Management, Curriculum Development
TÜRKİYE'DE SAĞLIK YÖNETİMİ EĞİTİMİ: MÜFREDAT ANALİZİ
ÖZET
Amaç: Bu çalışmanın amacı, Türkiye’deki sağlık yönetimi eğitimi veren sağlık yönetimi bölümlerinin eğitim müfredatlarını inceleyerek karşılaştırmaktır.
Yöntem: Veriler doküman incelemesi ve tarama modeli yöntemi kullanılarak toplanmıştır. Araştırmanın evrenini 2016 yılında Türkiye’deki lisans düzeyinde sağlık yönetimi eğitimi veren sağlık yönetimi bölümleri oluşturmaktadır. Araştırmada Türkiye’de sağlık yönetimi ile ilgili lisans eğitimi veren üniversiteleri tespit etmek için 2016 ÖSYS Yükseköğretim Programları ve Kontenjanları Kılavuzundan yararlanılmıştır. İlgili üniversitelerin verdiği dersleri saptamak amacıyla web sayfalarında yer alan dönemlik müfredatlardaki bilgilerden yararlanılmıştır. Elde edilen bilgiler üniversitelerin web sayfalarındaki müfredatı ile sınırlıdır.
Bulgular: Araştırma 23’ü devlet üniversitesi 18’i vakıf üniversite olmak üzere toplam 41 üniversite üzerinde yapılmıştır. Dersler dönemlik incelemeye tabi tutularak ağırlıklı dönem tespiti yapılmıştır. Sonrasında ise incelenen üniversitelerin müfredatlarına göre derslerin 98’si sağlık yönetiminde alan dersi, 103’ü genel ders olmak üzere toplamda 201 farklı ders tespit edilmiştir. Konuyla ilgili olması bakımından alan dersleriyle alakalı olan kısım ele alınarak bununla ilgili sonuçlar verilmeye çalışılmıştır.
Sonuç: Araştırma sonucunda elde edilen bulgulara göre alan derslerinin 5’inin 1.dönem, 5’inin 2.dönem, 14’ünün 3.dönem, 8’inin 4.dönem, 23’ünün 5.dönem, 23’ünün 6.dönem, 14’ünün 7.dönem, 6’sının ise 8.dönemde verildiği görülmüştür. Öne çıkan ilk ders olan sağlık hizmetlerinde pazarlama dersinin 41 üniversite içinden %97,6’lık bir oranla 40 üniversite tarafından verildiği ve %26,8 ile ağırlıklı olarak 6.dönemde müfredatta bulunduğu görülmektedir. Sağlık yönetimi bölümü lisans eğitimi veren üniversitelerin birbirinden farklı çok sayıda dersi vermesi yerine alanda ağırlıklı olarak verilen dersleri seçerek ortak bir müfredat oluşturması öneriler arasındadır. Bu şekilde alan eğitiminde bir standart yakalanması söz konusu olabilir.
Anahtar Kelimeler: Sağlık Eğitimi, Sağlık Yönetimi, Müfredat
Geliştirme
1. Introduction
For institutes to be able to rationally realize their aims, it is necessary for managerial techniques to be applied by professional managers. With health management, solutions are offered to the managerial and organizational problems related to the health in Turkey (Ak, 1998: 13-15). Şener et al. defines health manager as an organizer who enables health servicesto be presented by the other people and via them in accordance with their aims and be carried out effectively (Şener et al. 2014). Bulut and İşman (2004) defined a health manager as a person who hasthe skill to be effectively carried out health services in accordance with the specific and general aims. In the light of all of these definitions, Health Administration College, which is the first higher education institute, founded by
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Ministry of Health and Social Aidin Turkey in 1963 for meeting the need of manager in Turkey, was combined with Hacettepe University and also continues education today. Health service is a specific area in terms of management due to the fact that it is toward society and open to interdisciplinary cooperation. Since hospitals include many areas such as surgery room services, roentgen, hotel management, policlinic, food service, security, and information systems, health management becomes more complex(Hayran, 2010). Scarce resources, developing technology, pressures of consumer movements, and development of health services have initiated the efforts to raise members a profession who will manage the complex dimensions of the system on a scientific basis (Çimen, 2010). With the programs under the name of hospital management, the issue of education for the hospitals that are working area of health services management was noticed the USA in the 1910s(Sarvan, 1994). Developed countries included health management, health services management, and health institutes in educational system with the undergraduate and postgraduate programs of universities and targeted on providing managerial education to managers via scientific accumulation in this area (Çimen, 2010). Association of University Programs in Health Administration, AUPHA, founded in the USA in 1948, has aimed to promotedhe research of health education and management, to guide and contribute to these researches, and to provide all of these in international dimension (AUPHA, 2017).Depending on accelerating of the efforts toward dealing with phenomenon health management, which is not skeptical about making effective health system, as a new profession andplacing and developing this profession, new departments have been opened within universities (Çimen, 2010). According to the information obtained from 2016 ÖSYS Higher Education Programs and Quota Guide and Annex of Placement Guide, there are 41 health management departments, whose 23 depends on public university and 18, on the private university, and which provide education at the undergraduate level. Some part of these ofschools were established in the Faculty of Economics and Administrative Sciences and the large majority of them were taken place in the Faculty of Health Sciences. Health Services Management makes it necessary to have information and skill about health as well as many areas such as sociology, psychology, legislation ethics, financial management, and marketing, when regarded from this point of view, education of health management becomes a guide in eliminating the deficiency in this area. In this area, it is necessaryto develop the number of programs carried out in our country as well as their quality, to update programs in accordance with international certification criteria, to form a common curriculum in the education of this scientific branch, and to encourage young people searching for a good career about the profession of health management (Şahin et al. 2000). In the most of thedeveloped countries, the resource share of health sector corresponds to the part of 8 to 15% of country economy. This rate is more than that of education and those of even the sectors such as agriculture, information, and telecommunication which take place among the largest industries (Walshe and Smith, 2006:2). In managing such a large sector, there is a need for professional health managers, who receive education in the field of health management (Yorulmaz, 2015:1).
2. Material and Method
In this study, document review andscreening modelwere used. The study was carried out by screening webpagesof health management departments providing education at the undergraduatelevel in higher education institutes in Turkey. Tabulating data wasconducted through Microsoft Excel Software.
Universe and Sample
In 2016, a total of 41 universities (23 public universities, 18 foundationuniversities) in Turkey, whichhave health management department, were included in the scope of the study.
Data Collecting Tool
In the study, it utilized from 2016 ÖSYS Higher Education Programs and Quotas Guide in order to identify the universities providing undergraduate education. In addition, curricula takingplace
in internet sites of health managementdepartments in the relevant universities were also used. The study is limited tothe accuracy of curriculum information obtained in the webpagesof universities.
3. Findings
The findings regarding the institutes raising health manager at the undergraduate level in Turkey were presented in tables. In Table 1, the names of public universities raising health manager at undergraduate level were given According to the study conducted, health management education has been providing in 23 public universities in Turkey.
Table 1. Public Universities Giving Health Management Education at Bachelor Level
Public Universities
1 AfyonKocatepe University 13 Kırıkkale University 2 Aksaray University 14 Kırklareli University 3 MuşAlparslan University 15 Marmara University
4 Anadolu University 16 Necmettin Erbakan University
5 Ankara University 17 Osmangazi University
6 Cumhuriyet University 18 Sakarya University
7 Dicle University 19 Selçuk University
8 Düzce University 20 MuğlaSıtkıKoçman University 9 Gazi University 21 SüleymanDemirel University 10 Gümüşhane University 22 Sütçü İmam University 11 Hacettepe University 23 Trakya University
12 Istanbul University
Source: 2016 ÖSYS Guide to Higher Education Programs and Quotas
Table 2. Foundation Universities Giving Health Management Education at Bachelor Level
FoundationUniversities
1 Acıbadem University 10 İstanbul Gelişim University 2 Bahçeşehir University 11 İstanbul Medipol University 3 Başkent University 12 İzmir Ekonomi University 4 Bezmialem University 13 Nişantaşı University 5 Doğu Akdeniz University 14 Okan University 6 İstanbul Arel University 15 Toros University 7 İstanbul Aydın University 16 Üsküdar University 8 İstanbul Bilgi University 17 YakınDoğu University 9 İstanbul Bilim University 18 YeniYüzyıl University
Source: 2016 SSPC Guide to Higher Education Programs and Quotas in Turkey
In Table 2 above, the names of private universities having health management departments at undergraduate level take place. According to the data of 2016 ÖSYS Higher Education Programs and Quotas Guide, in Turkey, health management education is provided in 18 private universities.
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Table 3: Field Courses Offered in Undergraduate Health Management Education
N Main Lessons N Main Lessons
1 Hospital and Organization Management 50 First Aid and Emergency Health Services 2 Basic Health and Medical Terminology 51 Material Management in Health Institutions 3 Health Services Administration 52 Technology Management in Health Institutions 4 Stress and Time Ergonomics Management in
Health Institutions 53
Program Planning and Evaluation in Health Institutions
5 Cost Accounting in HealthcareEstablishments 54 Communication Skills in Health Institutions 6 Logistics Management in Healthcare 55 Long -Term Care Management
7 Practice in Health Services 56 Health Economics
8 Health Insurance and Payment Models 57 Health Institutions Legislation
9 Management Accounting in Health Enterprises 58 Operation Management in Health Institutions
10 Information Systems in Health Services 59 Medical Devices and Materials
11 Research Methods in Health Services 60 Health Criterion
12 Health and Services Law 61 Health Psychology
13 Finance Management in Health Enterprises 62 Occupational Health and Patient Safety
14 Biomedical and Clinical Engineering 63 Health Literacy
15 Administrative Epidemiology 64 Diseases Information
16 Human Resources Management in Health Care 65 Analysis of Health Systems and Health Systems
Turkey
17 Health Sociology 66 Health and Economic Development
18 Health Politics 67 Structural Analysis of Health Institutions
19 Organizational Behavior in Health Care
Organizations 68 Consumer Behavior in Health
20 Marketing in Health Services 69 Health Tourism
21 Public Health 70 Patient Relationship Management
22 Career Paths and Planning in Health Care
Management 71
Performance Management in Health Organizations
23 Public Relations and Communication in Health
Services 72 Health Promotion and Social Marketing
24 Strategic Management in Healthcare 73 Facility Management in Health Services
25 Quality Management in Health Services 74 Risk Management in Health Institutions
26 Project Management in Health Services 75 Financial Analysis in Health Institutions
27 Compared Health Systems 76 Resource Planning in Health Institutions
28 Leadership in Health 77 Dietetic in Health Institutions
29 Organizational Development in Health
Enterprises 78 Process Management in Health Institutions
30 Business and Social Security Law 79 Change Management in Health Care Businesses
31 Economic Evaluation Methods in Health
Services 80
New Finance Techniques in Health Care
32 Decision-Making Methods in Health
Institutions 81 International Classification Systems of Diseases
33 Production Management in Health Institutions 82 Hotel Management in Health Institutions
34 Health Management 83 Hospital Infection Control
35 Social Sciences for Health 84 Healthy Efficiency
36 Contemporary Trends in Health Care
Management, Current Approaches 85
TQM and Accreditation Practices in Health Institutions
37 Health Planning 86 Health and Life
38 Home Care Services Administration 87 Institutional Feeding and Kitchen Management
39 Health Legislation and Ethics 88 Improving Health
40 Operations Management in Health Institutions 89 Health Care Systems
41 Directional Study in Health Institutions 90 Health Anthropology
42 Health Care Management 91 Auditing in Health Institutions
Systems in Health Care Enterprises
44 Health and Society 93 Introduction to Health
45 Computer Office Program Use in Healthcare 94 Procurement Management in Health Institutions
46 Health Institutions Administration 95 Emotional Abilities in Health Organizations
47 Medical Documentation 96 Deontology in Health Sciences
48 Business and Health Care Law 97 Investment Management in Health Institutions
49 Quantitative Techniques in Health Institutions 98 Organizational Management in Health Institutions
Source: Official Web Pages of Health Care Departments
In Table 3, field courses, given in health management education by a total of 41 health management department, take place. In these 41 departments, thereare a total of 98 field courses in curricula.
Table 4: Percentages of Universities Dependent on Field Courses
Main Lessons Period Period
Percent
Department Account
Department Percent
Marketing in Health Services 6 26.8 40 97.6
Human Resources Management in Health Care 6 24.4 39 95.1 Information Systems in Health Services 6 26.8 38 92.7
Health and Services Law 7 29.3 37 90.2
Strategic Management in Healthcare 8 41.5 37 90.2
Basic Health and Medical Terminology 3 29.3 37 90.2
Health Economics 3 22 36 87.8
Quality Management in Health Services 7 34.1 36 87.8
Health Legislation and Ethics 7 24.4 35 85.4
Cost Accounting in Health Care Establishments 3 34.1 35 85.4 Finance Management in Health Enterprises 5 48.8 35 85.4
Health Politics 7 31.7 34 82.9
Research Methods in Health Services 3 29.3 33 80.5
Administrative Epidemiology 3 29.3 32 78
Organizational Behavior in Health Care
Organizations 5 24.4 31 75.6
Health Insurance and Payment Models 6 31.7 31 75.6
Public Relations and Communication in Health
Services 5 14.6 30 73.2
Medical Documentation 4 24.4 28 68.3
Occupational Health and Patient Safety 5 19.5 26 63.4 Quantitative Techniques in Health Institutions 5 17.1 25 61
Compared Health Systems 6 26.8 25 61
Business and Social Security Law 5 12.2 24 58.5
Public Health 3 17.1 23 56.1
Health Tourism 5 22 22 53.7
Communication Skills in Health Institutions 3 12.2 21 51.2
Health Planning 7 14.6 21 51.2
Health Sociology 3 17.1 21 51.2
First Aid and Emergency Health Services 4 12.2 21 51.2
Health Institutions Administration 6 29.3 20 48.8
Production Management in Health Institutions 4 19.5 20 48.8
Logistics Management in Healthcare 6 26.8 19 46.3
Health Services Administration 3 29.3 18 43.9
Technology Management in Health Institutions 7 24.4 18 43.9 Contemporary Trends in Health Care Management,
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Leadership in Health 7 14.6 15 36.6
Performance Management in Health Organizations 6 19.5 15 36.6 Directional Study in Health Institutions 8 17.1 14 34.1
Diseases Information 5 12.2 13 31.7
Turkish Health Systems and Management Systems 4 9.8 12 29.3
Health and Society 2 7.3 11 26.8
Risk Management in Health Institutions 5 7.3 11 26.8
Practice in Health Services 7 9.8 10 24.4
Home Care Services Administration 7 17.1 9 22.0
Business and Health Care Law 3 7.3 9 22.0
Material Management in Health Institutions 7 9.8 9 22
Long -Term Care Management 7 9.8 8 19.5
Management Accounting in Health Enterprises 4 4.9 7 17.1 Decision- Making Methods in Health Institutions 5 4.9 7 17.1 Financial Performance Assessment Table Analysis
in Health Care Enterprises 6 7.3 7 17.1
Financial Analysis in Health Institutions 5 4.9 7 17.1
Health Management 4 7.3 6 14.6
Hospital and Organization Management 6 4.9 6 14.6
Stress and Time Ergonomics Management in Health
Institutions 6 4.9 6 14.6
TQM and Accreditation Practices in Health
Institutions 5 7.3 6 14.6
Organizational Development in Health Enterprises 7 7.3 6 14.6
Dietetic in Health Institutions 3 2.4 5 12.2
Patient Relationship Management 6 7.3 5 12.2
Career Paths and Planning in Health Care
Management 1 2.4 5 12.2
Health Psychology 6 7.3 5 12.2
Project Management in Health Services 6 7.3 5 12.2
Social Sciences for Health 1 2.4 4 9.8
Facility Management in Health Services 6 4.9 4 9.8
Health and Life 2 4.9 4 9.8
Institutional Feeding and Kitchen Management 1 2.4 4 9.8
Biomedical and Clinical Engineering 5 2.4 3 7.3
Economic Evaluation Methods in Health Services 7 4.9 3 7.3 Computer Office Program Use in Healthcare 2 2.4 3 7.3
Improving Health 2 2.4 3 7.3
Change Management in Health Care Businesses 5 4.9 3 7.3 International Classification Systems of Diseases 5 2.4 3 7.3 Program Planning and Evaluation in Health
Institutions 7 4.9 3 7.3
Health Promotion and Social Marketing 6 4.9 3 7.3
Analysis of Health Systems and Health Systems
Turkey 4 4.9 3 7.3
Health Institutions Legislation 2 2.4 2 4.9
Consumer Behavior in Health 8 4.9 2 4.9
Process Management in Health Institutions 5 4.9 2 4.9 Hotel Management in Health Institutions 5 2.4 2 4.9
Healthy Efficiency 5 4.9 2 4.9
Operations Management in Health Institutions 5 4.9 2 4.9
Health Anthropology 3 2.4 2 4.9
Health Criterion 5 2.4 1 2.4 Operation Management in Health Institutions 3 2.4 1 2.4
Medical Devices and Materials 5 2.4 1 2.4
Health and Economic Development 6 2.4 1 2.4
Structural Analysis of Health Institutions 6 2.4 1 2.4 Resource Planning in Health Institutions 5 2.4 1 2.4
New Finance Techniques in Health Care 8 2.4 1 2.4
Procurement Management in Health Institutions 6 2.4 1 2.4 Emotional Abilities in Health Organizations 6 2.4 1 2.4
Deontology in Health Sciences 3 2.4 1 2.4
Introduction to Health 1 2.4 1 2.4
Organizational Management in Health Institutions 6 2.4 1 2.4
Health Literacy 6 2.4 1 2.4
Hospital Infection Control 5 2.4 1 2.4
Investment Management in Health Institutions 6 2.4 1 2.4
Auditing in Health Institutions 8 2.4 1 2.4
Health Care Systems 4 2.4 1 2.4
In the Table 4 above, the percentages of the relevant headings taking place in the table of field courses of universities having health management department are given. In the study, the field courses were subjected to thesemester examination, and identification of the predominant semester was conducted. It was identified in which semester the course was predominantly given in 8 semesters formed by the educational institute. When the table is examined, it is seen that 5 out of 98 field coursesare given in the 1stsemester; 5, in the 2nd semester; 14, 3rdsemester; 8, in 4thsemester; 23, in 5thsemester; 23, in 6thsemester; 14, in 7thsemester; and 6, in 8thsemester.When the top 10 courses standing out from 98 field courses, shown in Table 4, are examined, it is seen that the course of “Marketing in Health Services” is given in 40 universities among 41 universities with the rate of 97.6%, and that this course is predominantly present in 6thsemester in a curriculum with a rate of 26.8% . It is seen that the course of “Human Resource Management in Health Businesses” is given by 39 universities with the rate of 95.1% and that this course is predominantly present in 6thsemester in curriculum with the rate of 24.4%.It is seen that the course of “Information Systems in Health Services” is given by 38 universities with the rate of 92.7 % and that this course is predominantly present in 6thsemester in curriculum with the rate of 26.8 %. It is seen that thecourse of “Health Services and Law” is given by 37 universities with the rate of 90.2 % and that this course is predominantly present in 7th semester in curriculum with the rate of 59.3 %. It is seen that the course of “Strategic Management in Health Businesses” is given by 37 universities with the rate of 90.2 % and that this course is predominantly present in 8th semester in curriculum with the rate of 41.5%. It is seen that the course of “Basic Health and Medical Terminology” is given by 37 universities with the rate of 90.2 % and that this course is predominantly present in 3rd semester in curriculum with the rate of 29.2 %. It is seen that the course of “Health Economy” is given by 36 universities with the rate of 87.8 1% and that this course is predominantly present in 3rd semester in curriculum with the rate of 22.0 %. It is seen that the course of “Quality Management in Health Services” is given by 36 universities with the rate of 87.8 % and that this course is predominantly present in 7th semester in curriculum with the rate of 34.1 %. It is seen that the course of “Health Legislation and Ethics” is given by 35 universities with the rate of 85.4 % and that this course is predominantly present in 7th semester in curriculum with the rate of 24.4 %. It is seen that the course of “Cost Accounting in Health Businesses” is given by 35 universities with the rate of 85.4 % and that this course is predominantly present in 3rd semester in curriculum with the rate of 34.1 %.
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4. Conclusion and Discussion
According to the results obtained in the study, in 2016, there are 98 field courses given by health management department in health management education. As a result of semester examinations carried out, it is seen that 5 of 98 field courses are given in 1st semester; 5, in 2ndsemester; 14, in 3rd semester; 8,in 4th semester; 23, in 5th semester; 23, 6th semester; 14, in 7th semester; and 6, in 8thsemester. According to the result of the study, instead of that universities providing undergraduate education of health management department give courses that are very different from each other, it can be suggested that they form a common curriculum, selecting courses predominantly given in the area. In this way, it can be possible to catch a standard in the education of this field.Repeatedly, in the scope of common curriculum reached as a result of the study, health management departments should be examined in terms of courses predominantly given in 8 semesters and the relevant courses should be provided to be given in the same semester in all of health management department in order to form a common curriculum. This will make it possible to meet a standard curriculum wherever you go in Turkey. A common curriculum will enable all students of health management department to learn the same subjects as course content.
Çimen (2010), considers that there will be a direct relationship between giving the necessary importance to health services management and achievement of the national health system. The presence of the staff having a proper academic career, raised with strengthened educational facilities and learning the relevant subjects, is a requirement for success. All of these facts are recognized bya comprehensive reform in educational systems of the developed countries and their providing significant savings in the expenditures thanks to this.
It proves how important professionalization in the health care sector is due to reasons such as complicated structure of health sector, high level of professionalization and owning various products and input items (Uysal vd. 2010).In the globalizing world, from this viewpoint it is also necessary to support the educational aspect of health management, a professional working area, by forming a common curriculum in our country as a requirement of competitive conditions and to take the universal facts of the field. It is important for the institutes raising health manager atthe undergraduate level to open to the new strategies in the direction of suggestions developed in this study and the next studies to be carried out. The quality of education given to the students being raised today have a great importance in terms of the placement and development of the occupation. These departments that will raise health manager in the future should provide cooperationamong the programs.
The prestige ofthe profession of health management having an important place in the world largely depends on the managers, whoare representing it now or will represent in the future. The health sector is a labor - intensive sector and has an idiosyncratic feature. In the environment of the businesses, in which competition and competitors are strong, the costs of health services increase and technology rapidly changes, management became very difficult. These and similar global uncertainties increase the need for the professional health managers received health management in the sector of health services (Yorulmaz, 2015:1).
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