Master's degree in Rehabilitation Science in Healthcare Professions

Didactics tutorial methodologies (2020/2021)

Course code
4S01864
Credits
8
Coordinator
Laura Furri

Teaching is organised as follows:
Unit Credits Academic sector Period Academic staff
MODELLI DI APPRENDIMENTO DALL'ESPERIENZA 2 M-PED/01-PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION LMSRPS - 2° ANNO 1° SEM. Maria Livia Alga
METODOLOGIE DIDATTICHE 2 MED/48-NURSING IN NEUROPSYCHIATRY AND REHABILITATION LMSRPS - 2° ANNO 1° SEM. Simone Battista
METODOLOGIE TUTORIALI E APPRENDIMENTO CLINICO 2 M-PED/04-EDUCATIONAL RESEARCH LMSRPS - 2° ANNO 1° SEM. Laura Cunico
PROGETTAZIONE DI PERCORSI FORMATIVI 2 MED/48-NURSING IN NEUROPSYCHIATRY AND REHABILITATION LMSRPS - 2° ANNO 1° SEM. Laura Furri

Learning outcomes

The course aims to provide students with skills for organizing training events at a distance and in person, not only for required and post-basic training but also for the continued training of professionals and develop skills to set up training events on the leading and most relevant health issues for the public, as well as the ability to identify the training needs of students and professionals and integrate these with public health needs. The course also aims to teach students how to manage distance learning (e-learning). DESIGN OF TRAINING ROUTES The course aims to introduce the student to the training design methodology in the health sector and the use of quality-quantitative tools for the detection of training needs. The educational goals are the following: - Discuss current changes in healthcare settings and relevant training logic. Describe and explain the spiral of training design. - Explain the limits and advantages of design models in the literature. - Recognize the tools for the detection of training needs (limits and advantages). - Build the interview questions needed for the analysis of training needs - Analyze and discuss the focus group methodology - Define and write training objectives according to knowledge, gestural and pre-national aims and pertinent criteria - Describe the quality-quantitative methods and tools of evaluation (limits and advantages) - Analyze and discuss a project and a training program. TUTORIAL METHODOLOGIES AND CLINICAL LEARNING The course aims to develop tutorial skills applied to basic and advanced training processes in the health professions, with particular emphasis on tuition methodologies in clinical contexts. METHODOLOGY AND DIDACTICS The course will focus on knowledge teaching strategies based on the fundamental thematic and procedural elements for modern education. The program will also include laboratory experience to construct concrete learning settings. At the end of the course, the student will understand the main types of didactic methods, will be able to choose, from among different methodologies, the most appropriate to address a learning experience according to the learning context and competences. LEARNING MODELS FROM EXPERIENCE Students should acquire skills related to the learning models regarding adulthood and the health sector as well as clinical and organizational progress in the health sector. The course aims to develop skills related to the construction of diagnostic-therapeutic pathways, in particular by making use of systematic reviews of the literature and guidelines, and using the progress of neuroscience and information technology in rehabilitation, with particular attention to the use of home automation.

Reference books
Author Title Publisher Year ISBN Note
Jeffries J.B. & Huggett K.N. An Introduction to Medical Teaching. (Edizione 1) Springer Netherlands 2010 978-90-481-3641-4 Chapter 11 - Assessing Student Performance.
Vaona A., Banzi R., Kwag K.H., Rigon G., Cereda D., Pecoraro V., Tramacere I., Moja L. E-learning for Health Professionals. 2018 Cochrane Database of Systematic Reviews. 1. Art. No.: CD011736. Da pagina 6 a 22.
Priniski S.J., Hecht C.A., Harackiewicz J.M. Making Learning Personally Meaningful: A New Framework for Relevance Research. 2018 In J Exp Educ. 86(1): 11–29.
Hay I. Notes of Guidance for Prospective Speakers. 1994 In J. Geogr. 18(1):57-65.
Holzl J. Twelve tips for effective PowerPoint presentations for the technologically challenged. 1997 In Med. Teach. 19(3):175-9.
Dolan E. & Collins J.P. We Must Teach More Effectively: Here are four ways to get started. 2015 In Mol. Biol. Cell. 26:2151-5.
Mortari Luigina Apprendere dall'esperienza Carocci 2003
Zannini L. La tutorship nella formazione degli adulti uno sguardo pedagogico Milano: Guerrini Scientifica 2009
Materiale didattico Appunti delle lezioni 2020
LUCIA ZANNINI FARE FORMAZIONE NEI CONTESTO DI PREVENZIONE E CURA. MODELLI, STRUMENTI, NARRAZIONI (Edizione 1) PENSA MULTIMEDIA EDITORE SRL 2015 978-88-6760-321-3
A cura del Docente Materiale didattico 2020




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