AIMS AND CONTENT

LEARNING OUTCOMES

Know how to formulate an individual professional training plan. Know how to plan and manage training courses in the professional field

AIMS AND LEARNING OUTCOMES

At the end of the teaching unit, the student will be able to:

• Describe the organization of training within the healthcare company system;
• Recall the historical and legislative development of Continuing Medical Education (CME);
• Outline the characteristics of regional and national Providers, as well as the minimum and standard accreditation requirements;
• Distinguish between the various types of CME activities and identify the most appropriate for a specific educational pathway;
• Recognize the criteria for assigning CME credits and apply them to a specific training program;
• Demonstrate awareness of aspects related to adult learning within the healthcare context;
• Design and present a training program in the healthcare sector, taking into account all necessary aspects for its implementation;
• Illustrate how to design a training course based on training needs analysis, CME accreditation, instructional planning, and evaluation components.

TEACHING METHODS

The teaching unit includes interactive lectures delivered by the instructor to present the organizational and specific aspects of training in healthcare. During the sessions, synchronous interaction tools will be used to promote student engagement, reflection, and information sharing. In the second part of the course, students will be provided with a case study to analyze in groups and, under guidance, build a training project that meets the explicit and implicit needs of a specific client.

At the end of the course, students will co-develop the assessment rubric that will be used during the final exam. This process will allow for deeper understanding of assessment methods for a training program and help students achieve the expected learning outcomes.

Students with certified Specific Learning Disorders (SLD), disabilities, or other educational needs are encouraged to contact the instructor and the disability coordinator of the School/Department at the beginning of the course to agree on appropriate teaching methods that take into account individual learning styles, in accordance with the course objectives.

SYLLABUS/CONTENT

• Organization of training within the healthcare company system
• Historical and legislative development of Continuing Medical Education
• Regional and national CME Providers – Minimum and standard accreditation requirements
• Types of CME activities
• Criteria for assigning CME credits to activities
• Adult learning and learning styles
• Design of a training intervention in the healthcare sector: needs analysis, design (macro and micro), delivery, and evaluation of learning outcomes."

RECOMMENDED READING/BIBLIOGRAPHY

Teaching materials provided by the instructor

Official documents from the National Agency for Regional Health Services

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

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

First semester, 2026

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

Assessment of learning outcomes will be based on the development of a project that addresses the explicit and implicit needs of a specific client in the healthcare field. Students may choose between two case studies proposed by the instructor. The project should focus on training needs analysis, CME accreditation, macro and micro-level instructional design, and evaluation aspects.

The final project must be submitted to the instructor at least one week before the exam date and will be presented and discussed during the exam using a slide presentation.

Students with certified Specific Learning Disorders (SLD), disabilities, or other educational needs are invited to contact the instructor to agree on individual assessment methods that align with the course objectives.

ASSESSMENT METHODS

The project evaluation aims to assess the student's ability to distinguish between different types of CME activities, identify the most suitable for a specific training pathway, and accurately assign CME credits. Additionally, the ability to structure and present a healthcare training program will be evaluated, considering all necessary aspects for its implementation: training needs analysis, CME accreditation, instructional design, and outcome evaluation.

The assessment process will use a competency rubric co-developed with the students. Evaluation will focus on the quality, coherence, and clarity of the project and its presentation, with particular attention to how well the project addresses the explicit and implicit needs of the client outlined in the selected case study.

Passing the exam requires meeting the minimum standards defined in the rubric.

FURTHER INFORMATION

Ask the professor for other information not included in the teaching schedule