PLANNING AND MANAGEMENT OF LEARNING PROCESSES
Academic year and teacher
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- Versione italiana
- Academic year
- 2022/2023
- Teacher
- MARIO BRAGA
- Credits
- 10
- Didactic period
- Secondo Semestre
Training objectives
- ------------------------------------------------------------
Modulo: 53730 - LA GESTIONE DEL RISCHIO CLINICO
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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.
------------------------------------------------------------
Modulo: 56543 - METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO (mutua dall'attività formativa METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO - 56543 del CdS SCIENZE INFERMIERISTICHE E OSTETRICHE - 1070)
------------------------------------------------------------
METHODOLOGY OF RESEARCH IN HEALTHCARE
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
------------------------------------------------------------
Modulo: 56630 - BASI METODOLOGICHE DELL'EDUCAZIONE ALLA SALUTE
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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.
------------------------------------------------------------
Modulo: 65458 - LAVORARE PER PROGETTI E PER PROCESSI IN AMBITO FORMATIVO
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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.
------------------------------------------------------------
Modulo: 66496 - BASI METODOLOGICHE PER LA COSTRUZIONE DEI CURRICULA FORMATIVI DI BASE E POST BASE DEI PROFILI DELLA RIABILITAZIONE
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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.
------------------------------------------------------------
Modulo: 66497 - I PROCESSI EDUCATIVI DELL'ADULTO IN AMBITO RIABILITATIVO
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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
- ------------------------------------------------------------
Modulo: 53730 - LA GESTIONE DEL RISCHIO CLINICO
------------------------------------------------------------
Knowledge of Professional profiles and code of Ethics for rehabilitation professions. Basic knowledge of planning of social-health education programmes.
METHODOLOGY OF RESEARCH IN HEALTHCARE
- Knowledge of the main experimental and observational study designs, their biases, and the methodological strategies necessary to prevent them.
- Knowledge of the 5 steps of evidence-based-practice.
- Knowledge of the PICO model and ability to formulate clinical-assistance questions.
- Knowledge and interpretation of the basic elements of medical statistics (point estimates, dispersion indices, confidence intervals, the concept of statistical significance and the
process of statistical inference).
- Knowledge of the main biomedical databases: Medline, EMBASE, CINAHL, Cochrane Library.
------------------------------------------------------------
Modulo: 56543 - METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO (mutua dall'attività formativa METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO - 56543 del CdS SCIENZE INFERMIERISTICHE E OSTETRICHE - 1070)
------------------------------------------------------------
METHODOLOGY OF RESEARCH IN HEALTHCARE
- Knowledge of the main experimental and observational study designs, their biases, and the methodological strategies necessary to prevent them.
- Knowledge of the 5 steps of evidence-based-practice.
- Knowledge of the PICO model and ability to formulate clinical-assistance questions.
- Knowledge and interpretation of the basic elements of medical statistics (point estimates, dispersion indices, confidence intervals, the concept of statistical significance and the
process of statistical inference).
- Knowledge of the main biomedical databases: Medline, EMBASE, CINAHL, Cochrane Library.
------------------------------------------------------------
Modulo: 56630 - BASI METODOLOGICHE DELL'EDUCAZIONE ALLA SALUTE
------------------------------------------------------------
Knowledge of Professional profiles and code of Ethics for rehabilitation professions. Basic knowledge of planning of social-health education programmes.
METHODOLOGY OF RESEARCH IN HEALTHCARE
- Knowledge of the main experimental and observational study designs, their biases, and the methodological strategies necessary to prevent them.
- Knowledge of the 5 steps of evidence-based-practice.
- Knowledge of the PICO model and ability to formulate clinical-assistance questions.
- Knowledge and interpretation of the basic elements of medical statistics (point estimates, dispersion indices, confidence intervals, the concept of statistical significance and the
process of statistical inference).
- Knowledge of the main biomedical databases: Medline, EMBASE, CINAHL, Cochrane Library.
------------------------------------------------------------
Modulo: 65458 - LAVORARE PER PROGETTI E PER PROCESSI IN AMBITO FORMATIVO
------------------------------------------------------------
Knowledge of Professional profiles and code of Ethics for rehabilitation professions. Basic knowledge of planning of social-health education programmes.
METHODOLOGY OF RESEARCH IN HEALTHCARE
- Knowledge of the main experimental and observational study designs, their biases, and the methodological strategies necessary to prevent them.
- Knowledge of the 5 steps of evidence-based-practice.
- Knowledge of the PICO model and ability to formulate clinical-assistance questions.
- Knowledge and interpretation of the basic elements of medical statistics (point estimates, dispersion indices, confidence intervals, the concept of statistical significance and the
process of statistical inference).
- Knowledge of the main biomedical databases: Medline, EMBASE, CINAHL, Cochrane Library.
------------------------------------------------------------
Modulo: 66496 - BASI METODOLOGICHE PER LA COSTRUZIONE DEI CURRICULA FORMATIVI DI BASE E POST BASE DEI PROFILI DELLA RIABILITAZIONE
------------------------------------------------------------
Knowledge of Professional profiles and code of Ethics for rehabilitation professions. Basic knowledge of planning of social-health education programmes.
METHODOLOGY OF RESEARCH IN HEALTHCARE
- Knowledge of the main experimental and observational study designs, their biases, and the methodological strategies necessary to prevent them.
- Knowledge of the 5 steps of evidence-based-practice.
- Knowledge of the PICO model and ability to formulate clinical-assistance questions.
- Knowledge and interpretation of the basic elements of medical statistics (point estimates, dispersion indices, confidence intervals, the concept of statistical significance and the
process of statistical inference).
- Knowledge of the main biomedical databases: Medline, EMBASE, CINAHL, Cochrane Library.
------------------------------------------------------------
Modulo: 66497 - I PROCESSI EDUCATIVI DELL'ADULTO IN AMBITO RIABILITATIVO
------------------------------------------------------------
Knowledge of Professional profiles and code of Ethics for rehabilitation professions. Basic knowledge of planning of social-health education programmes.
METHODOLOGY OF RESEARCH IN HEALTHCARE
- Knowledge of the main experimental and observational study designs, their biases, and the methodological strategies necessary to prevent them.
- Knowledge of the 5 steps of evidence-based-practice.
- Knowledge of the PICO model and ability to formulate clinical-assistance questions.
- Knowledge and interpretation of the basic elements of medical statistics (point estimates, dispersion indices, confidence intervals, the concept of statistical significance and the
process of statistical inference).
- Knowledge of the main biomedical databases: Medline, EMBASE, CINAHL, Cochrane Library. Course programme
- ------------------------------------------------------------
Modulo: 53730 - LA GESTIONE DEL RISCHIO CLINICO
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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
------------------------------------------------------------
Modulo: 56543 - METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO (mutua dall'attività formativa METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO - 56543 del CdS SCIENZE INFERMIERISTICHE E OSTETRICHE - 1070)
------------------------------------------------------------
METHODOLOGY OF RESEARCH IN HEALTHCARE
- Sources of biomedical information: quantitative research (primary and secondary studies and opinion-based sources), qualitative and mixed methods.
- EPICOT+ model and structuring of the research question.
- Dimensions of the critical appraisal: internal validity, clinical relevance, applicability, consistency and integrity.
- Critical appraisal tools: ROB 2.0, QUADAS-2, QUIPS, ROBINS, AMSTAR-2, AGREE 2.
- EQUATOR Network and reporting guidelines: CONSORT Statement, STARD checklist, PRISMA Statement, AGREE reporting checklist.
- Classification of outcomes and interpretation of end-point measures in clinical trials.
- Measures of diagnostic accuracy and ROC curves: meaning and interpretation.
- Simple and multiple regression models: meaning and interpretation.
- Systematic reviews: main design and conduction phases.
- The meta-analysis: meaning and interpretation.
- SNLG and evidence-based guidelines.
- GRADE method: interpretation of the Summary of Findings of systematic reviews and guideline recommendations.
- Apply evidence to the individual patient (shared decision making and patient decision aids) and obstacles to the 'from evidence to action' process.
------------------------------------------------------------
Modulo: 56630 - BASI METODOLOGICHE DELL'EDUCAZIONE ALLA SALUTE
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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
------------------------------------------------------------
Modulo: 65458 - LAVORARE PER PROGETTI E PER PROCESSI IN AMBITO FORMATIVO
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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
------------------------------------------------------------
Modulo: 66496 - BASI METODOLOGICHE PER LA COSTRUZIONE DEI CURRICULA FORMATIVI DI BASE E POST BASE DEI PROFILI DELLA RIABILITAZIONE
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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
------------------------------------------------------------
Modulo: 66497 - I PROCESSI EDUCATIVI DELL'ADULTO IN AMBITO RIABILITATIVO
------------------------------------------------------------
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
- Identify the priorities of clinical research (assistance, rehabilitation and technical) and suitable research methods (quantitative, qualitative, mixed research methods).
- Know the EPICOT + model and be able to formulate a research question.
- Know the dimensions of the critical appraisal process and the key elements to consider.
- Know the main critical appraisal tools.
- Know EQUATOR Network and the main reporting guidelines.
- Understand and interpret study results and their potential impact in the clinic: - outcomes and end-point measures of clinical trials; - diagnostic accuracy measures
and ROC curves for diagnostic studies; - univariate and multivariate regression models; - qualitative synthesis and meta-analysis for systematic reviews.
- Know the main steps of conducting a systematic review.
- Know the SNLG and evidence-based guidelines.
- Know the GRADE method, interpret the Summary of Findings of systematic reviews and the recommendations of the guidelines.
- Know how to apply the evidence to the individual patient through 'shared decision making' and 'patient decision aids'.
- Know the obstacles to the 'from evidence to action' process.
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
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Modulo: 53730 - LA GESTIONE DEL RISCHIO CLINICO
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Lectures, interactive discussions, group work, Individual project work in the classroom
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Modulo: 56543 - METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO (mutua dall'attività formativa METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO - 56543 del CdS SCIENZE INFERMIERISTICHE E OSTETRICHE - 1070)
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Frontal lessons
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Modulo: 56630 - BASI METODOLOGICHE DELL'EDUCAZIONE ALLA SALUTE
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Lectures, interactive discussions, group work, Individual project work in the classroom
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Modulo: 65458 - LAVORARE PER PROGETTI E PER PROCESSI IN AMBITO FORMATIVO
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Lectures, interactive discussions, group work, Individual project work in the classroom
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Modulo: 66496 - BASI METODOLOGICHE PER LA COSTRUZIONE DEI CURRICULA FORMATIVI DI BASE E POST BASE DEI PROFILI DELLA RIABILITAZIONE
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Lectures, interactive discussions, group work, Individual project work in the classroom
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Modulo: 66497 - I PROCESSI EDUCATIVI DELL'ADULTO IN AMBITO RIABILITATIVO
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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 exam with 31 multiple choice questions. For each question 4 answers will be possible, of which 1, 2, 3 or all of them can be correct. For each question with correct answer (all correct answers selected and no wrong answers selected) 1 point will be assigned. For incomplete, incorrect or not indicated answers 0 points will be assigned. The exam will last 30 minutes and can be carried out in telematic mode or in person, depending on the regulatory and/or epidemiological context.
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
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Modulo: 53730 - LA GESTIONE DEL RISCHIO CLINICO
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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.
METHODOLOGY OF RESEARCH IN HEALTHCARE
Barbari V., Ramponi N., Innocenti T., Salvioli S.,
Bozzolan M., Turolla A., Ristori D., Zanoli G.,
Giannotti J., Cavicchi T., Pozzi A., Storari L.,
Lanfranco D., Bottaro N., Risso B., Da Roit M., Diprè
S., Torneri P., Campardo G. Evidence Based Practice:
una guida per il professionista della salute.
FisioScience, 2021.
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.
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Modulo: 56543 - METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO (mutua dall'attività formativa METODOLOGIA DELLA RICERCA IN AMBITO SANITARIO - 56543 del CdS SCIENZE INFERMIERISTICHE E OSTETRICHE - 1070)
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METHODOLOGY OF RESEARCH IN HEALTHCARE
Barbari V., Ramponi N., Innocenti T., Salvioli S., Bozzolan M., Turolla A., Ristori D., Zanoli G., Giannotti J., Cavicchi T., Pozzi A., Storari L., Lanfranco D., Bottaro N., Risso B., Da Roit M., Diprè S., Torneri P., Campardo G. Evidence Based Practice: una guida per il professionista della salute. FisioScience, 2021.
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Modulo: 56630 - BASI METODOLOGICHE DELL'EDUCAZIONE ALLA SALUTE
------------------------------------------------------------
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.
METHODOLOGY OF RESEARCH IN HEALTHCARE
Barbari V., Ramponi N., Innocenti T., Salvioli S.,
Bozzolan M., Turolla A., Ristori D., Zanoli G.,
Giannotti J., Cavicchi T., Pozzi A., Storari L.,
Lanfranco D., Bottaro N., Risso B., Da Roit M., Diprè
S., Torneri P., Campardo G. Evidence Based Practice:
una guida per il professionista della salute.
FisioScience, 2021.
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.
------------------------------------------------------------
Modulo: 65458 - LAVORARE PER PROGETTI E PER PROCESSI IN AMBITO FORMATIVO
------------------------------------------------------------
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.
METHODOLOGY OF RESEARCH IN HEALTHCARE
Barbari V., Ramponi N., Innocenti T., Salvioli S.,
Bozzolan M., Turolla A., Ristori D., Zanoli G.,
Giannotti J., Cavicchi T., Pozzi A., Storari L.,
Lanfranco D., Bottaro N., Risso B., Da Roit M., Diprè
S., Torneri P., Campardo G. Evidence Based Practice:
una guida per il professionista della salute.
FisioScience, 2021.
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.
------------------------------------------------------------
Modulo: 66496 - BASI METODOLOGICHE PER LA COSTRUZIONE DEI CURRICULA FORMATIVI DI BASE E POST BASE DEI PROFILI DELLA RIABILITAZIONE
------------------------------------------------------------
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.
METHODOLOGY OF RESEARCH IN HEALTHCARE
Barbari V., Ramponi N., Innocenti T., Salvioli S.,
Bozzolan M., Turolla A., Ristori D., Zanoli G.,
Giannotti J., Cavicchi T., Pozzi A., Storari L.,
Lanfranco D., Bottaro N., Risso B., Da Roit M., Diprè
S., Torneri P., Campardo G. Evidence Based Practice:
una guida per il professionista della salute.
FisioScience, 2021.
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.
------------------------------------------------------------
Modulo: 66497 - I PROCESSI EDUCATIVI DELL'ADULTO IN AMBITO RIABILITATIVO
------------------------------------------------------------
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.
METHODOLOGY OF RESEARCH IN HEALTHCARE
Barbari V., Ramponi N., Innocenti T., Salvioli S.,
Bozzolan M., Turolla A., Ristori D., Zanoli G.,
Giannotti J., Cavicchi T., Pozzi A., Storari L.,
Lanfranco D., Bottaro N., Risso B., Da Roit M., Diprè
S., Torneri P., Campardo G. Evidence Based Practice:
una guida per il professionista della salute.
FisioScience, 2021.
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.
