AIMS AND CONTENT

LEARNING OUTCOMES

Acquisition of knowledge and skills for future graduates who will compete in the professional field with the role of clinical tutors in the healthcare sector

AIMS AND LEARNING OUTCOMES

The course aims to support the acquisition of knowledge and skills for future graduates who, in their professional practice, will take on the role of clinical tutors in the healthcare sector.

At the end of the course, students will be able to:

Disciplinary competencies

• Define areas of competence within the health professions according to Guilbert’s model;

• Identify the relevant domains for each professional task;

• Design training activities within professional internships that are consistent with the identified domains;

• Develop assessment methods for training activities within professional internships that align with the relevant domains;

• Critically reflect on the barriers to implementing structured training activities within professional internships.

Soft Skills

• Manage social interactions with a collaborative attitude, applying a constructive communication style;

• Demonstrate decision-making autonomy and a collaborative mindset aimed at producing project-based work;

• Critically analyze their own teaching skills and identify areas in which further training is needed.

TEACHING METHODS

Classes will be held in person and will alternate between active lectures, group-based learning, and simulation-based teaching.

The teacher will establish a specific classroom agreement with attending students, who are expected to actively participate in the lessons by working in groups using cooperative and collaborative methods.

Students with valid certification for Specific Learning Disorders (SLD), disabilities, or other educational needs are encouraged to contact the instructor and the School/Department disability coordinator at the beginning of the course to agree on any teaching arrangements that, while respecting the learning objectives, take individual learning styles into account.

SYLLABUS/CONTENT

The course content focuses on the design and implementation of educational activities within professional internship programs in the healthcare professions.

To this end, the following topics will be covered:

• The domains of professional actions according to Guilbert: cognitive domain, relational domain, technical-managerial domain

• Activities for promoting and assessing competencies in the cognitive domain: Problem-Based Learning (PBL), triple jump method

• Activities for promoting and assessing competencies in the technical-managerial domain: gesture lab, Objective Structured Clinical Examination (OSCE)

• Activities for promoting and assessing competencies in the relational domain: role-playing, relational simulation

• Reflective competencies of healthcare professionals and tools aimed at fostering them

RECOMMENDED READING/BIBLIOGRAPHY

The following books are not mandatory but recommended:

​Il tutor per le professioni sanitarie. Carocci –Sasso L., Lotti A., Gamberoni A. (2015)

Guida pedagogica per il personale sanitario. OMS. -Guilbert J.J. (a cura di g. Palasciano, A.Lotti, 2002)

La narrazione scritta come elemento di valutazione del tirocinio universitario –A. Salerni, P. Sposetti, G. Szpunar

L’insegnante universitario dellamedicina generale. Manuale per il medico generale tutor –M.S. Padula, A. Tomasi. (2004)

L’autobiografia come metodo formativo–F.Cambi(2002).

Apprendere dall'esperienza. Il pensare riflessivo nella formazione. Roma:Carocci-Mortari, L. (2003).

TEACHERS AND EXAM BOARD

Exam Board

PAOLA ALESSIA LAMPUGNANI (President)

GIULIA LAMPUGNANI

MARIA LIBERA TROTTA

ANNA MARIA SPAGNOLO (President and Coordinator of Integrated Course)

LESSONS

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The exam consists of a project-based assessment. The instructor will agree with the students on the format of the exam (synchronous/asynchronous).

ASSESSMENT METHODS

Students are required to produce a written assignment focused on the design of an educational activity within a professional internship context.

Each project must include:

1. Identification of a professional task

2. Identification of the relevant domains to be addressed in the training, along with clearly defined learning objectives

3. Development of a proposal for training activities and assessment methods that are consistent with the identified domains

4. Design of a reflective tool and definition of how it will be used

5. A reasoned explanation of the critical issues related to the practical applicability of the proposed tool