OVERVIEW

The course aims to equip students with the skills to evaluate the validity of scientific articles and conduct effective research in specific databases. It will delve into the evolution of rehabilitation, distinguishing between traditional methods and outcome-oriented approaches, and will examine various types of outcomes, teaching how to recognize and assess their effectiveness. The objective is to develop a critical understanding of rehabilitation methodologies based on scientific evidence and tangible results.

AIMS AND CONTENT

AIMS AND LEARNING OUTCOMES

AIMS

• Define what is meant by “outcome” and distinguish outcomes by domain (ICF: body functions/structures, activities, participation; quality of life; child-/family-reported outcomes).

• Translate clinical needs/goals into SMART objectives and observable measures (indicators and assessment time points).

• Select assessment tools (standardized tests, clinical scales, questionnaires, performance-based measures), justifying the choice based on measurement properties and feasibility in the specific setting.

• Critically appraise a rehabilitation study (study design, risk of bias, interpretation of results, clinical relevance, and transferability).

• Develop a brief applied-research mini-protocol (research question, design, intervention, outcomes, data collection, and essential descriptive analysis).

LEARNING OUTCOMES

Students will be able to independently evaluate different treatment outcomes and, consequently, modify the project based on the observations and evaluations made.

They will know how to search for articles in available databases and recognize scientific evidence.

TEACHING METHODS

Attendance is compulsory at 75%. Lectures will be face-to-face with presentation of slides and videos. Active student participation will be required through the use of group activities and/or the completion of surveys using computer systems.

SYLLABUS/CONTENT

SYLLABUS

• Evidence-Based Practice (EBP) in TNPEE: the 5-step cycle.

• Formulating the clinical/research question: PICO, PECOT, EPICOT+.

• Outcomes within the ICF/ICF-CY framework; mapping outcomes onto ICF domains.

• Essentials of literature searching: keywords, MeSH/subject headings, building search strings (AND/OR), filters.

• Sources and databases (e.g., PubMed/MEDLINE, CINAHL, Cochrane); reporting/checklists.

• Study designs in rehabilitation and critical appraisal (checklists).

• Assessment tools: standardized tests, clinical scales, PROMs/ObsROs, performance-based/task-specific measures, goal-based measures.

• Measurement properties (COSMIN approach): validity, reliability, measurement error, responsiveness, interpretability, feasibility/acceptability; ceiling/floor effects.

• Interpreting change: SEM, MDC, MIC/MCID; integrating quantitative/qualitative approaches (Q2/Q3); ad hoc tools.

• Applied research: from a clinical case to a mini-protocol (structure, design, participants, intervention).

• Intervention description (essential TIDieR elements).

• Minimum outcome set and time points (baseline/post/follow-up); handling missing data.

• Essential analysis plan (descriptive statistics, graphs, individual-level change; notes on SCED); ethics and privacy.

• This course contributes to the following UN 2030 Agenda Sustainable Development Goals

• Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• Goal 5: Achieve gender equality and empower all women and girls.

RECOMMENDED READING/BIBLIOGRAPHY

• World Health Organization. International Classification of Functioning, Disability and Health (ICF). Geneva: WHO; 2001.

• World Health Organization. International Classification of Functioning, Disability and Health: Children & Youth Version (ICF-CY). Geneva: WHO; 2007.

• Page MJ, McKenzie JE, Bossuyt PM, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ. 2021;372:n71. doi:10.1136/bmj.n71.

• Hopewell S, et al. CONSORT 2025 statement: updated guideline for reporting randomised trials. The Lancet. 2025. (Vedi anche: consort-spirit.org; EQUATOR Network).

• Chan A-W, et al. SPIRIT 2025 statement: updated guideline for protocols of randomised trials. 2025. (Vedi EQUATOR Network).

• Hoffmann TC, Glasziou PP, Boutron I, et al. Better reporting of interventions: Template for Intervention Description and Replication (TIDieR) checklist and guide. BMJ. 2014;348:g1687. doi:10.1136/bmj.g1687.

• Mokkink LB, Elsman EBM, Terwee CB. COSMIN guideline for systematic reviews of patient-reported outcome measures version 2.0. Qual Life Res. 2024. doi:10.1007/s11136-024-03761-6.

• Mokkink LB, et al. COSMIN manual (version 2). 2024. Disponibile su cosmin.nl.

• Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349-357. doi:10.1093/intqhc/mzm042.

• Tate RL, Perdices M, Rosenkoetter U, et al. The Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. Arch Sci Psychol. 2016;4(1):57–76. doi:10.1037/arc0000027.

• EQUATOR Network. Reporting guidelines library (CONSORT, PRISMA, SPIRIT, TIDieR, ecc.).

TEACHERS AND EXAM BOARD

Exam Board

EDVIGE MARIA VENESELLI (President)

RICCARDA BARBIERI

LUCA DOGLIO

SOFIA FISCON

CLELIA SCARCELLA

MARTINA SCHIRRU

EUGENIA DUFOUR (President and Coordinator of Integrated Course)

LESSONS

LESSONS START

MARCH AND APRIL

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Oral examination. If the lecturer is absent during the oral examination, a written examination will be provided.

ASSESSMENT METHODS

The oral or written examination is evaluated through a general question, the ability to exhibit and communication skills, and with a more specific question the ability to reason and the ability to apply knowledge through the solution of a problem.

FURTHER INFORMATION

students receive during the first lesson the contact details of the teacher who can be contacted by phone or email