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PLANNING AND MANAGEMENT OF LEARNING PROCESSES

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Versione italiana
Academic year
2019/2020
Teacher
MAURO BERGAMINI
Credits
10
Didactic period
Secondo Semestre

Training objectives

This course follows a training program that has a general aim of promoting knowledge to the student on the methodological basis of the planning and management of the educational process of the human resources in the hospital-territory.
METHODOLOGY OF RESEARCH IN HEALTHCARE
The course aims to provide the students knowledge and understanding in the following topics: a) planning university curricula for the healthcare professions (basic and post-basic); b) identifying the competencies to be accomplished and the related learning outcomes; c) defining contents and teaching methods.
EDUCATIONAL PROCESSES IN ADULT AGE
Knowing the main features of learning and communication in the relational context.
Knowing the main theories of learning in adulthood
Identify the model Andragogia
Apply models of learning in adulthood with appropriate teaching methods
WORKING FOR PROJECTS AND PROCESSES IN THE FIELD OF TRAINING
The course includes the analysis of the regulations, objectives, methodology and management of the phases of the projects in the training field.
CLINICAL RISK MANAGEMENT
To provide basic theoretical knowledge required to fully cooperate with other health care professionals in processes, instruments and activities that enable hospital employees to identify, analyze, contain and manage clinical risks, while providing clinical treatment and patient care in different clinical settings.
To facilitate the implementation of a multidimensional approach to clinical risk issues taking in to account the different determinants involved: technological, human, professional economical, logistic and legal.

Prerequisites

Knowledge of Professional profiles and code of Ethics for rehabilitation professions. Basic knowledge of planning of social-health education programmes.

Course programme

METHODOLOGY FOR HEALTH EDUCATION
Evolution of the concept of health. Epidemiological indicators of health needs.
The Bio-Psycho-Social model in public health.
Operational tools for health promotion. The health education methodologies.
Education for health worker health in the approach to prevention interventions.
METHODOLOGY OF RESEARCH IN HEALTHCARE
-the Bologna process (education cycles and Dublin Descriptors)
- Framework for the Qualifications of the European Higher Education Area (EHEA), EQF (European Qualifications Framework for lifelong learning and Tuning framework
- Guide to writing a degree course _ National University Council (CUN)
- Accreditation of a course of study
- the quality assurance process of a university degree course
- the University teaching regulations
- Quality assurance - The AVA Anvur system
- Study Program review and indicators
- The scientific disciplinary sectors - MIUR
METHODOLOGICAL BASES FOR THE CONSTRUCTION OF BASIC AND POST BASIC CURRICULA
-the Bologna process (education cycles and Dublin Descriptors)
- Framework for the Qualifications of the European Higher Education Area (EHEA), EQF (European Qualifications Framework for lifelong learning and Tuning framework
- Guide to writing a degree course _ National University Council (CUN)
- Accreditation of a course of study
- the quality assurance process of a university degree course
- the University teaching regulations
- Quality assurance - The AVA Anvur system
- Study Program review and indicators
- The scientific disciplinary sectors - MIUR
EDUCATIONAL PROCESSES IN ADULT AGE
Basic elements of communication and interaction relational
theories of learning in adults
The roots of andragogy. How adults learn. How adults are corrected
Prospects for effective learning in adults. Tools and teaching methods for the application of andragogy model
WORKING FOR PROJECTS AND PROCESSES IN THE FIELD OF REHABILITATION
- Background knowledge of Project management.
- Introduction to the methods and techniques of Project Management.
- Organization and management of the project.
CLINICAL RISK MANAGEMENT
Quality of care and clinical risk
The concept of clinical risk. The concept of clinical event
The concept of medical error: types of medical errors in clinical medicine
Clinical risk management: risk analysis, error detection, error prevention
Clinical documentation and communication as tools for risk management

Didactic methods

Lectures, interactive discussions, group work, Individual project work in the classroom

Learning assessment procedures

METHODOLOGY FOR HEALTH EDUCATION
Written test based on a questionnaire of thirty multiple choice questions with five answer choices each. Each question is worth 1 point if correct; wrong answer or no answer 0 points. Test duration: 1 hour.
METHODOLOGY OF RESEARCH IN HEALTHCARE
Written test with 12 questions on the main contents of the course Test duration: 2 hour.
METHODOLOGICAL BASES FOR THE CONSTRUCTION OF BASIC AND POST BASIC CURRICULA
Written test with 5 questions on the main contents of the course
Test duration: 1 hour.
EDUCATIONAL PROCESSES IN ADULT AGE
Written test on developed open-ended questions about the main argument presented in class (format 1 page) 6-10 points: appropriateness to the theme; 6- 10 points: argumentation and deepening of the discussion; 6-10 points: professional technical language. Time 1 hour, classroom
WORKING FOR PROJECTS AND PROCESSES IN THE FIELD OF TRAINING
Oral and written examination of a project work on a specific topic. The acquired knowledge, the quality of learning and the exhibition capacity will be evaluated.
CLINICAL RISK MANAGEMENT
Multiple choice written test. 30 questions with 4 or five possible answers. Correct answer 1 point, wrong answer -0.2 point; missing answer 0 point.
THE FINAL GRADE IS A WEIGHTED AVERAGE OF THE MARKS OBTAINED IN EACH TESTS.

Reference texts

METHODOLOGY FOR HEALTH EDUCATION
Auxilia F., Pontello M. ,Igiene e Sanità Pubblica. Educazione sanitaria. Strategie educative e preventive per il paziente e la comunità, Piccin Nuova Libraria S.p.A, Padova, 2012.
Faggiano F., Donato F., Barbone F., Manuale di epidemiologia per la sanità pubblica. Centro Scientifico Editore, Torino 2005.
Guest C., Ricciardi W., Kawachi I., Lang I., Manuale Oxford di Sanità Pubblica, 3° Ed. Piccin Nuova Libraria S.p.A, Padova, 2015.
METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO
P.Chiari et al. “Evidence based clinical practice - La pratica clinico assistenziale basata su prove di efficacia”, McGraw-Hill 2011
Material provided by the teacher
METHODOLOGICAL BASES FOR THE CONSTRUCTION OF BASIC AND POST BASIC CURRICULA
https://www.miur.gov.it/
https://www.cun.it/homepage/
http://www.anvur.it/
Material provided by the teacher
EDUCATIONAL PROCESSES IN ADULT AGE
Morin E., Educare per l'era planetaria, il pensiero complesso come metodo di apprendimento, Armando Editore, Roma 2005
Romeo P., La tecnica del colloquio nella professione di aiuto, Armando Editore, Roma, 2013
Knowles M. et al. Quando l’adulto impara. Andragogia e sviluppo della persona, Franco Angeli, 2008
Schon D.A., Formare il professionista riflessivo, Franco Angeli, 2006
Ferrari F., Gli indicatori di performance nell’organizzazione, Franco Angeli, 2013
WORKING FOR PROJECTS AND PROCESSES IN THE FIELD OF TRAINING
F. Lega, Logiche e strumenti di gestione per processi in sanità, McGraw-Hill Education, 2001
M. Logiudice, La gestione del cambiamento in sanità. Manuale teorico pratico di project management per operatori sanitari, S.L. Centro Scientifico editore, 2011
Material provided by the teacher
CLINICAL RISK MANAGEMENT
Guglielmo Forgeschi, Matteo Fiorani, La gestione del rischio clinico. Dalla consapevolezza alla sicurezza, Il Pensiero Scientifico Ed.