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Biyomedikal Cihaz Teknolojisi Alanında Eğitim Süreçlerinin İncelenmesi
Start date: Sep 1, 2014, End date: Sep 1, 2015 PROJECT  FINISHED 

As we mentioned at our project proposal, biomedical which was a sub-branch of electronics 10 -12 years ago is a department by itself now. Students graduating from higher-education programs start working as intermediate staff or lecturer. Technology of Biomedical Devices teachers, fresh graduates, are coming from electronics-field based education background. When modules in MEGEP are analyzed, it can be seen that there is a room for improvement and this is emphasized in our project proposal as well. In order to fulfill deficiencies and development needs by the help of EU-based context, project proposal is made towards this aim and our 1-year-long project has been completed successfully. In this project, our participants are technical teachers who completed their at least undergraduate program and they are already giving lectures on Biomedical Device Technology. There are also teachers graduated from electronics department who changed their field to Biomedical Device Technology or who are assigned for this field. Our participants are informed by putting applicants' names and grades on the school boards. In this context: *Yakacik Vocational and Technical Anatolian High School (8 participants) :5 participants attended to Denmark mobility, 1 participant attended to Poland mobility. *Mehmet Kemal Coskunöz Vocational and Technical Anatolian High School (3 participants): 1 participant attended to Denmark mobility, 2 participants attended to Poland mobility. *Konya Vocational and Technical Anatolian High School (3 participants): 1 participant attended to Denmark mobility, 2 to Poland mobility. *Adana Akkapi Vocational and Technical Anatolian High School (3 participants): 1 participant attended to Denmark mobility whereas 2 participants to Poland mobility. *Keçiören Vocational and Technical Anatolian High School (3 participants): 2 participants attended to Denmark mobility, 1 participant attended to Poland mobility. *Aydin Efeler Mimar Sinan Vocational and Technical Anatolian High School (3 participants): 2 participants attended to Denmark mobility, 1 participant attended to Poland mobility. *Kanuni Sultan Süleyman Vocational and Technical Anatolian High School (3 participants): 1 participants attended to Denmark mobility, 2 participant attended to Poland mobility. *Ulus Vocational and Technical Anatolian High School (4 participants): 3 participants attended to Denmark mobility, 1 participant attended to Poland mobility. Participants found a chance to see on site the actives and procedures in the field of Biomedical Device Technology during institution visit activities. They developed knowledge in teaching methods, workshop and laboratory work on the Biomedical Device Technology and these activities satisfied main participant needs in our project. They also learned about usage of these recently appearing devices in Biomedical department. Our participants managed to climb to the level of being able to integrate good practices in this field into our education system by developing an innovative solutions. Especially, they became capable of reporting the necessary changes on written modules by The Ministry in order to improve module qualities as well as fulfilling deficient parts in old modules by taking a part in module writing system. In addition to these, participants had the ability to be able to pick required modern materials for laboratories and workshops in their school by promoting their experience and knowledge through training activities in Europe. At the end of project, the increase in participants' capacity directly was reflected on institutions contributing to rise in institutional capacity. Participants were able to transfer good practices they got from intuition visits, educational meetings and informational presentations in Europe to other teachers and managers. During their lectures, they also shared experience and information gained in project trainings with students and helped expanding students' visions, as well as motivate them to come up with new ideas and to do more research. Beside these project outcomes, our project enabled us to develop suitable assessment and documentation method by using innovational and student-based pedagogical approach which are priority of Erasmus+ program. It contributed to development of cross-skills like entrepreneurship, leadership, team-work in every parts of education with digital skills, empowered our participants' vocational skills and to promote multilingualism.
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