Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Study Plan
The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
1° Year
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2° Year activated in the A.Y. 2020/2021
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Legend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
Didactics tutorial methodologies (2020/2021)
The teaching is organized as follows:
METODOLOGIE TUTORIALI E APPRENDIMENTO CLINICO
Credits
2
Period
LMSRPS - 2° ANNO 1° SEM.
Academic staff
Laura Cunico
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.
Bibliography
| Author | Title | Publishing house | Year | ISBN | Notes |
|---|---|---|---|---|---|
| Mortari L. | Apprendere dalla esperienza | Carocci ed.,Roma | 2003 | ||
| M. Sclavi | Arte di ascoltare e mondi possibili | Mondadori | 2003 | ||
| M. Castiglioli | Educazione degli adulti tra crisi e ricerca di senso | Unicopli | 2011 | ||
| P. Jedlowski | Il sapere dell'esperienza | Carocci | 2008 | ||
| R. Cima et alii | Storie maestre: comporre un archivio per prendersi cura di chi cura | Metis- rivista | 2016 | ||
| 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 | 2021 | |||
| 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 |
