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:

Management and organization of diagnostic services

• Analysis of organizational models in complex healthcare structures
• Reading and interpreting organizational charts and operational flows
• Participation in organizational meetings, audits, or accreditation processes

Education and Tutoring

• Observation and participation in designing training pathways for students, new hires, or healthcare staff
• Support in developing educational tools
• Introduction to assessing professional skills

Research

• Introduction to research methodology applied to professional contexts
• 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 assessment of acquired skills involves submitting a project work related to the internship activity, accompanied by a brief abstract and an oral presentation to be delivered during the exam session. The Exam Committee, composed of the internship tutors, the Director of Professional Activities, and the Director of Didactic Activities, will evaluate the written work (minimum 30 pages), which must be submitted at least 10 days before the exam session. During the exam, the candidate will present their work using a slide presentation lasting up to 10 minutes, followed by questions from the Committee for clarifications or further discussion.

Students with certification of Specific Learning Disorders (DSA), disabilities, or other specific educational needs are encouraged to contact the faculty to agree on personalized assessment methods, respecting the course’s educational objectives.

The project work, while required to be complete and aligned with the internship objectives, can later be expanded or deepened and may serve as the basis for the master's thesis.

ASSESSMENT METHODS

The evaluation of the project work and oral presentation aims to verify the student’s ability to competently apply the knowledge acquired in management, training, and research contexts typical of health professions within the diagnostic-technical class (such as audiometrist, biomedical laboratory technician, medical radiology technician, neurophysiopathology technician).

The assessment of skill acquisition involves a shared evaluation grid, agreed upon with students before the internship begins, and is divided into two phases. The first phase concerns the preliminary evaluation of the written work, considering understanding and correct application of planning tools, coherence and originality of the proposed project, as well as the completeness and quality of the documentation. The second phase focuses on evaluating the oral presentation, examining clarity, synthesis ability, communication effectiveness, relevance, and coherence with the educational objectives, as well as the candidate’s ability to respond argumentatively to questions from the Committee.

If the student does not demonstrate the expected skills, the exam will be considered not passed.

Students with certification of Specific Learning Disorders (DSA), disabilities, or other specific educational needs are encouraged to contact the faculty to agree on personalized assessment methods, respecting the course’s educational objectives.