AIMS AND CONTENT

LEARNING OUTCOMES

The internship will be characterized by in-depth analysis of aspects of managerial, economic and legislative training in the healthcare sector. Space will also be given to research training and the development of pedagogical and training skills, as a prerequisite for a possible university teaching career. The aspect of cooperation with other professional and administrative figures interested in the organization of health bodies and/or universities will also be taken care of

AIMS AND LEARNING OUTCOMES

The specific objectives can be personalized based on the individual training project, the hosting contexts, and the student’s learning needs.

Management/Leadership Area

1. Analyze and contribute to planning and organizing diagnostic and healthcare processes within a healthcare setting.
2. Participate in defining and managing protocols, operational procedures, and quality standards, in collaboration with structure managers.
3. Apply principles of human and material resource management in professional contexts, focusing on efficiency and appropriateness of services.

Educational and Pedagogical Area

1. Collaborate in designing and implementing training interventions for students, new hires, or continuous education personnel.
2. Experiment with active teaching methodologies and tools for assessing professional skills.
3. Participate in tutoring and mentoring initiatives, also in collaboration with related undergraduate courses.

Research and Innovation Area

1. Apply fundamentals of scientific research methodology in critically reading literature and collecting/analyzing data.
2. Participate in designing and developing research projects aimed at improving the quality of diagnostic healthcare services.
3. Use basic IT and statistical tools for data processing and presentation.

Ethical-Professional and Communicative Area

1. Critically reflect on the ethical and deontological values underlying professional practice, even in complex or multidisciplinary contexts.
2. Develop effective communication skills, especially in interactions with users, colleagues, professionals, and institutional stakeholders.
3. Promote a culture of safety, inclusion, and teamwork.

TEACHING METHODS

The Master's Degree internship is based on active and professionalizing teaching methods, designed to foster integration between theoretical knowledge, practical skills, and critical thinking. The program aims to promote the development of professional identity with an advanced perspective, focusing on management, education, research, and innovation in technical-health contexts.

The approach includes:

• On-the-job learning: immersing students in real operational settings with the support of experienced tutors, allowing direct observation and gradual assumption of responsibilities appropriate to their level.
• Tutorial support: presence of internship tutors for supervision, along with university tutors and the supervisor of professional activities, who help define objectives, monitor progress, and conduct

• Guided Study and Critical Reflection: analysis of professional cases and complex situations through problem-solving and decision-making approaches; review of scientific literature and related normative/organizational documentation concerning observed or performed activities.
• Autonomous Planning and Production: development of an individual project work related to topics such as organization, quality, training, or research. Creation of educational materials (presentations, didactic modules, checklists, assessment tools) or scientific documents (abstracts, posters, bibliographic reviews, scientific articles).

The choice of tutors can be made by the student or, upon request, the Internship Coordinator of the Master's Degree Program (CdLM) will identify the tutor based on the project type and possible internship location. The internship tutor assists the student in defining the project, obtaining necessary documents and information, understanding the organizational context; additionally, they certify the proper conduct of the internship and the hours committed.

The tutor must hold a position higher in the organizational hierarchy than the student and cannot be simultaneously enrolled as a student in the same CdLM.

SYLLABUS/CONTENT

The internship includes the following thematic modules:

1.     Management and organization of diagnostic services

o    Analysis of organizational models in complex healthcare structures

o    Reading and interpreting organizational charts and operational flows

o    Participation in organizational meetings, audits, or accreditation processes

2.     Education and Tutoring

o    Observation and participation in designing training pathways for students, new hires, or healthcare staff

o    Support in developing educational tools

o    Introduction to assessing professional skills

3.     Research

o    Introduction to research methodology applied to professional contexts

o    Data collection and analysis

Use of basic IT and statistical tools for data processing and presentation

RECOMMENDED READING/BIBLIOGRAPHY

Material provided by the teacher and tutor; the recommended bibliography will be provided in relation to the specific projects

LESSONS

LESSONS START

After the lessons of the first semester

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

The evaluation takes place through the presentation of a written report (project work of the activity carried out) which is summarized in a short presentation in power point format and discussed in the classroom with the internship teacher, the course president, the director of professional activities and of the internship tutor and in the presence of the students of the course.

ASSESSMENT METHODS

Graduates in the class must demonstrate, according to the aforementioned training courses, that they have acquired skills relating to the management of the class and of the whole of the professions pertaining to their own address, to the deontological and ethical assessments relating to their own professional acts and the professional team, to pedagogical technologies and methodologies aimed at the continuous development of the professions of the class, corresponding to the relative professional profile.

During the exam, the rules regarding the assessment method of DSA certified students or students with other educational needs indicated by the university will be respected. (e.g.: additional time in the case of written exams, use of concept maps to be viewed for approval by the teachers at least one week before the exam date).