OVERVIEW

The course will provide the fundamental notions for the understanding of the behavioral correlations of the fisiological functions. Also the topic of patient-doctor relationship will be analyzed, focusing on fundamental themes such as communication with the ill or the psychological implications of the illness.

AIMS AND CONTENT

LEARNING OUTCOMES

Gaining knowledge on the principles behavioural and emotional analysis is based on, in order to develop a capacity of self-evaluation and experience in the relationship-communication field. Ability to recognize the main behavioural risk factors as cause of social distress and identify the characteristics of different human groups. Gaining communicative and social skills, both for the doctor-patient relationship and for istitutional relationship. Define the theoretical framework of health and illness with particular attention to the psychologic background and the psychosocial component.

AIMS AND LEARNING OUTCOMES

The course introduces students to the main psychological, relational, and behavioral aspects relevant to medical practice. Starting from the biopsychosocial model of health and illness, the course explores the role of psychological factors in healthcare processes, the doctor–patient relationship, and treatment adherence.

Particular attention will be devoted to understanding the relational processes that characterize the clinical encounter, the physician’s communication skills, and the psychological implications of physical illness. Through the analysis of clinical cases and practical examples, students will acquire useful tools for understanding patients’ experiences and developing effective and collaborative therapeutic relationships.

The course aims to provide students with the fundamental theoretical knowledge of clinical psychology applied to medicine and to develop skills that are essential for understanding the doctor–patient relationship.

By the end of the course, students will be able to interpret the health–illness process from a biopsychosocial perspective, recognize the main psychological factors involved in the experience of illness, and understand the role of communication and the therapeutic relationship in clinical practice.

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

describe the biopsychosocial model of health and illness;

understand the contribution of psychological, relational, and social factors to health and healthcare processes;

understand the main concepts of attachment theory and the different attachment styles;

recognize the influence of relational styles on doctor–patient interactions;

distinguish between disease-centered and patient-centered models of care;

understand the concept of the patient's agenda and its role in the clinical interview;

identify the main factors influencing compliance and treatment adherence;

acquire the basic communication skills required in medical practice;

recognize the psychological implications of physical illness for patients and their families;

critically analyze clinical cases with particular attention to communication and relational aspects;

develop greater awareness of the role of relational competencies in the quality of care.

TEACHING METHODS

Teaching activities consist of lectures and are designed to encourage active student participation and reflection on the psychological and relational aspects of medical practice.

Students with disabilities, Specific Learning Disorders (SLD), or other special educational needs: Students holding valid certification for Specific Learning Disorders (SLD), disabilities, or other special educational needs are invited to contact both the course instructor and the Department Inclusion Coordinator (Prof. Nicola Girtler – nicolagirtler@unige.it) at the beginning of the course in order to discuss any necessary adjustments to the teaching methods. Such adaptations will be designed to respect the learning objectives of the course while taking into account individual learning needs and styles.

SYLLABUS/CONTENT

Introduction to Clinical Psychology in Medicine

The biopsychosocial model of health and illness.

Psychological and social determinants of health.

The subjective meaning of illness.

Attachment Theory

Introduction to attachment theory.

Attachment styles and relationship development.

Attachment and the therapeutic relationship.

Clinical implications of attachment styles.

Compliance and Treatment Adherence

Definitions and conceptual differences.

Psychological factors associated with adherence.

The role of communication in therapeutic collaboration.

Models of the Doctor–Patient Relationship

Disease-centered medicine.

Patient-centered medicine.

The concept of the patient's agenda.

Building the therapeutic alliance.

Communication Skills in Medicine

Principles of interpersonal communication.

Verbal, non-verbal, and paraverbal communication.

Active listening and empathy.

Exploring patients’ ideas, concerns, and expectations.

Major barriers to effective communication.

RECOMMENDED READING/BIBLIOGRAPHY

Teaching materials used during the course will be made available on the AulaWeb platform.

Recommended Reading

Moja E., Vegni E. (2000) “La visita medica centrata sul paziente” Raffaello Cortina Editore, Milano.

Ricci Bitti P.E., Gremigni P. (2013) “Psicologia della salute. Modelli teorici e contesti applicativi” Carocci Editore, Roma.

For students with SLD: Any necessary adaptations to study materials (e.g., accessible versions or alternative formats) should be arranged with the course instructor.

TEACHERS AND EXAM BOARD

Exam Board

ANDREA BRISELLI (President)

ROSAGEMMA CILIBERTI (President)

GIANLUCA DAMONTE (President)

EZIO FULCHERI (President)

GIORGIO SACCHI (President)

LESSONS

LESSONS START

Please refer to the Web Agenda | University of Genoa, available at the following link: https://easyacademy.unige.it/portalestudenti/

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Examination Method

Assessment consists of an oral examination aimed at evaluating students’ knowledge of the topics covered during the course, their understanding of the main theoretical models presented, and their ability to apply this knowledge to the analysis of clinical and relational situations.

At the end of the course, a self-assessment test consisting of multiple-choice questions will also be made available, allowing students to evaluate their level of learning before the examination.

ASSESSMENT METHODS

The examination will assess:

knowledge of the theoretical content of the course;

understanding of the biopsychosocial model;

knowledge of attachment theory, treatment adherence, and patient-centered medicine;

ability to analyze clinical situations from psychological and relational perspectives;

understanding of the role of communication skills in the doctor–patient relationship.

Assessment will take into account both the accuracy of the knowledge acquired and the student's ability to integrate theoretical concepts with clinical examples and practical situations.

Students with disabilities, SLD, or other special educational needs who have already uploaded their certification through servizionline.unige.it may request appropriate examination accommodations according to the procedure outlined below.

FURTHER INFORMATION

Students with disabilities or specific learning disorders (SLD) who require particular educational support services are invited to refer to the University website: https://unige.it/disabilita-dsa

Students with disabilities or SLD are reminded that, in order to request examination accommodations, they must first upload their certification through the University online services portal: servizionline.unige.it – Students section.

The documentation will be reviewed by the University Service for the Inclusion of Students with Disabilities and Specific Learning Disorders: rubrica.unige.it/strutture/struttura/100111

Subsequently, and sufficiently in advance of the examination date (at least 7 days before the exam), students must complete the online form provided by the University Inclusion Service and submit their request for examination accommodations to the instructor responsible for the assessment, copying (cc) the School Inclusion Coordinator (Prof. Nicola Girtler – nicolagirtler@unige.it) in the email.