OVERVIEW

Rehabilitation Teams have to put new knowledge to provide quality and effective assistance to meet the needs of patients, the needs of the healthcare service and their professional development. In Rehabilitation, both basic and ongoing training is important for the acquisition of new knowledge, skills and attitudes useful to competent and experienced practice.

AIMS AND CONTENT

LEARNING OUTCOMES

Learn the most recent methodologies in order to plan the various rehabilitation cycles, based on the best evidence of the effectiveness of rehabilitation treatments. Being able to critically evaluate published studies related to clinical rehabilitation, management of processes and human resources, demonstrating that they have the ability to apply to professional choices. Being able to design, adapt and implement clinical research projects. Know the psychological approaches to rehabilitation issues. Knowing the rules and methods of continuous training and distance learning..

LEARNING OUTCOMES (FURTHER INFO)

The course aims to provide students the ability to understand and solve issues related to:

• Know the history of training for the Rehabilitation staff;
• Define the role of Coordinator and Tutor, Core Curriculum and Core Competence;
• Manage tutorials to facilitate learning; Assess the theoretical, practical and relational skills acquired; Move from individual to organizational learning.
• Identify the use of teaching technologies that use the network. CSM and LO. Web-based learning: social networking and active learning.
• Understand the importance of Long-Life Learning. Know the ECM System for Health Professionals: What are Credits and Formative Dossiers?

TEACHING METHODS

Lectures (8 hours).

Lectures are performed in all the teaching location by owners teachers and are explained with slides. The Students/Teachers percentage report allows a direct comparison and an use of collaborative methodology, discussion about rehabilitation and working groups.

SYLLABUS/CONTENT

LEARNING

• Training of Rehabilitation Team and its role in healthcare.
• The training course: basic, postgraduate and long life education.
• Laws on healthcare degrees: course structure and training glossary.
• The coordinator, the tutor and the trainee guidance of the degree program.
• Dublin descriptors: definition of competence and linkage to training and apprenticeship.
• Core curriculum and core competence.
• Design a training cycle: Lessons - Laboratories - Internship.

TUTORING

• The concept of learning as an increase in ability to produce better results.
• Brief analysis of the theories of learning at the basis of the tutorial didactics. Learning Agreement.
• Defining goals. The results control techniques: training and certification.
• PBL Methodology for the Training of Health Professionals.
• The skills laboratory.
• Assessing the learning of cognitive, gestural (communicative / relational) educational objectives: MCQ and Progress test, Mini CEX, Portfolio, OSCE.

LONG LIFE LEARNING

• Adult training and Long-life Learning.
• The process of training and updating: the training of health team.
• Organizational learning and learning organization.
• Creating career paths for staff: the ECM System.
• Healthcare training project, PAAF and training needs detection systems.
• Evaluation of the outcomes of health education.

E - LEARNING

• Web 2.0 technology for long life learning: network use in an educational context.
• Presence / distance and Blended Learning activities.
• Individual, assistive and collaborative learning.
• Web based learning and active learning: Networked learning and Communities of practice.
• E-learning in Rehabilitation.
• Learning object and Instructional design: designing an e-learning module.

RECOMMENDED READING/BIBLIOGRAPHY

The slides used during lectures and other educational materials (such as in-depth tutorial, E-book) will be provided by teachers; they may also indicate books, articles and scientific journals.

The notes taken during the lectures and material provided by teachers are sufficient for the exam.

It is suggested as text / support articles:

LEARNING

- L. Benci, Le professioni sanitarie non mediche. Aspetti giuridici, deontologici e medici-legali

- A. V., La Formazione Core del Fisioterapista, Supplemento al vol.13, n°3

TUTORING

- L. Gamberoni, G. Marmo, M. Bozzolan, C, Loss, O. Valentini , Apprendimento clinico, riflessività e tutorato, EdiSES 2009

- J.J. Guilbert, Guida pedagogica per il personale sanitario, OMS quarta edizione, Edizioni Dal Sud, 2002

LONG LIFE LEARNING

- L. Sasso, A. Bagnasco, G. Rocco, L. Zappini, Portfolio delle competenze delle professioni sanitarie, Mc Graw Hill 2011

- D. Massai, A. Amerini, A. Corbani, A. Mancini, Metodi e strumenti per la formazione nelle aziende sanitarie, Mc Graw Hill 2010

http://www.salute.gov.it/portale/temi/p2_4.jsp?area=ecm

http://ape.agenas.it/

TEACHERS AND EXAM BOARD

Exam Board

DANIELA GARAVENTA (President)

PAOLA MACCAGNO

ALESSANDRO ROBUTTI

MICHELE TOSATO

CARLA BUFFA (President and Coordinator of Integrated Course)

LESSONS

LESSONS START

Lessons: from march to july

Class schedule

EDUCATION, E-LEARNING AND LONG-TERM EDUCATION IN REHABILITATION

EXAMS

EXAM DESCRIPTION

Oral interview / Quizzes / Project work mainly directed to ensure a proper understanding of the theory discussed in the course.

Available 2 examination date in winter (January and February) and 5 in summer (June, July and September).

ASSESSMENT METHODS

The assessment method is explained during the lessons.

The exam will focus mainly on the topics discussed in the front lessons and in any case on all those specified in the program, and will be used to evaluate not only if the student has reached an adequate level of knowledge but if he has acquired the ability to critically analyze Learning issues that will be placed during the examination.

Exam schedule

FURTHER INFORMATION

Pre-requisites:

Some knowledge on fundamentals of Learning system

OFFICE HOURS FOR STUDENTS

Office hours for students on e-mail appointment: