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.

Academic calendar

The academic calendar shows the deadlines and scheduled events that are relevant to students, teaching and technical-administrative staff of the University. Public holidays and University closures are also indicated. The academic year normally begins on 1 October each year and ends on 30 September of the following year.

Academic calendar

Course calendar

The Academic Calendar sets out the degree programme lecture and exam timetables, as well as the relevant university closure dates..

For the year 2018/2019 No calendar yet available

Exam calendar

Exam dates and rounds are managed by the relevant Medicine Teaching and Student Services Unit.
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Exam calendar

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Academic staff

B C D F G L M N P R S T Z

Bodini Alessandro

alessandro.bodini@univr.it +39 045 812 7124

Bravi Elena

elena.bravi@apss.tn.it

Buffelli Mario Rosario

mario.buffelli@univr.it +39 0458027268

Dal Prà Ilaria Pierpaola

ilaria.dalpra@univr.it +39 045 802 7161

Darra Francesca

francesca.darra@univr.it +39 045 812 7869

Ferrari Marcello

marcello.ferrari@univr.it +39 045 8124262

Fiorio Mirta

mirta.fiorio@univr.it +39 0458425133

Fratta Pasini Anna Maria

annamaria.frattapasini@univr.it +39 045 8124749

Fumagalli Guido Francesco

guido.fumagalli@univr.it 045 802 7605 (dipartimento)

Gotte Giovanni

giovanni.gotte@univr.it 0458027694

Grisenti Rolly

grisenti@science.unitn.it

Locatelli Francesca

francesca.locatelli@univr.it 045 8027655

Mantovani William

william.mantovani@univr.it

Mortari Luigina

luigina.mortari@univr.it 045 802 8652

Narduzzi Pamela

pamela.narduzzi@apss.tn.it

Pertile Riccardo

riccardo.pertile@apss.tn.it 0461 904694

Sala Francesco

francesco.sala@univr.it +39 045 812 2695 (segreteria)

Savazzi Silvia

silvia.savazzi@univr.it +39 0458027691

Sbarbati Andrea

andrea.sbarbati@univr.it +39 045 802 7266

Scapini Patrizia

patrizia.scapini@univr.it 0458027556

Signoretto Caterina

caterina.signoretto@univr.it 045 802 7195

Tamburin Stefano

stefano.tamburin@univr.it +39 0458124285 (segreteria)

Tassinari Giancarlo

giancarlo.tassinari@univr.it +39 0458027153

Trabetti Elisabetta

elisabetta.trabetti@univr.it 045/8027209

Zanoni Roberta

roberta.zanoni@univr.it

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 enrolment year.

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.




SPlacements in companies, public or private institutions and professional associations

Teaching code

4S007312

Credits

2

Language

Italian

Scientific Disciplinary Sector (SSD)

M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION

Period

FISIO ROV 1^ ANNO - 2^ SEMESTRE dal Feb 4, 2019 al Apr 30, 2019.

To show the organization of the course that includes this module, follow this link:  Course organization

Learning outcomes

GENERAL EDUCATIVE AIM
The course is aimed at presenting and making health-care practitioners learn the necessary knowledge and competences to be aware of what is a research and to be able to project and conduct a qualitative research.

SPECIFIC EDUCATIONAL AIMS
Knowledge and comprehension skills
At the end of the course the students should be able to:
• Know the essence of the epistemology of the qualitative research in health-care contexts;
• Know the specificity of the qualitative research in its paradigmatic, epistemological, philosophical and methodological aspects.
Knowledge and applied comprehension skills
At the end of the course the students should be able to:
• Project experiences of qualitative research contextualized in health care contexts;
Independent judgement (Autonomous assessments)
At the end of the course the students should have learned:
• The capacity to analyze qualitative research experiences in health care contexts, to identify its constitutive elements, strong points and criticalities in an improving perspective;
• The awareness of the ethical valence of a research action, i.e. assuming the responsibility of their epistemic choices.
Communicative skills
At the end of the course the students should be able to:
• Use a correct and specific language to describe an qualitative research;
• Communicate to the colleagues a specific choice for an qualitative research project and dialogue constructively about it;
• Communicate in social and public contexts the importance and quality of his/her own choices related to the approach of qualitative research;
• Document and present his/her inquiries, both in scientific and non-scientific contexts.

Learning skills
At the end of the course the students should be able to:
• Analyze the different modalities of qualitative research in order to come across the requirements of the different contexts;
• Collect the required sources to develop efficient qualitative research projects.

Program

PROGRAM
The course intends to argue that a practitioner, who doesn't live his/her own profession as a mere executive or technician role, should characterize his/her actions with the capacity to deeply read reality in order to propose changes. In other words the course will present the idea that research is a fundamental dimension for health care professions, since it is considered to be a style and a method able to offer a profound vision of the context and of the real needs of the people living and acting in it (patients, health care practitioners, relatives), and also of the entire environment or institution.
Different approaches to qualitative research will be presented, together with their related epistemological frameworks, philosophies, methods and instruments. In particular we will study in depth the approach characterized by the capacity:
• to enter people’s experience (phenomenological approach),
• to read the meanings that everybody elaborates personally (hermeneutical approach),
• to be within the web of real relationships and settings (ecological and naturalistic approach),
• to transform and improve the system in which he/she works (transformative research).

The course, alternating frontal lectures and laboratorial exercises, will deal with these arguments:
• theories of research in health care;
• qualitative methods;
• ecological paradigm, naturalistic epistemology and phenomenological-hermeneutical method;
• practices of research: instruments for data collection, interpretation, sharing and transformation.


PRE-REQUISITES
Students will be requested to have the following pre-requisite:
• a basical knowledge of paradigms and methods of the research in health care contexts.


DIDACTIC METHODS
During the course the students will be involved in laboratorial activities, so that they will be allowed to practice planning qualitative research experiences. This will allow them to face, in a direct or simulated way, all the epistemological, planning and ethical aspects of the qualitative research.
Also case studies (taken from the professional context) will be presented to students. Moreover, students will be required to work in team in order to simulate the planning of a qualitative research.

Reference texts
Author Title Publishing house Year ISBN Notes
Luigina Mortari e Luisa Saiani Gesti e Pensieri di Cura McGraw-Hill 2013
Luigina Mortari e Lucia Zannini La ricerca qualitativa in ambito sanitario Carrocci editore 2017

Examination Methods

EVALUATION AND ASSESSMENT
Written exam, with open questions. The discussion will test the personal study of the textbook and the student’s comprehension of the topics. Moreover the student will be asked to elaborate a personal research hypothesis, as a demonstration of his/her own personal reflection and project ability.
Students should prove that they:
• Have understood the relevant elements characterizing the qualitative research;
• Are able to present the specificity of qualitative research, with precision and clarity;
• Are able to critically analyze case studies and experiences.
Tests will be evaluated taking into consideration the correctness of contents, the capacity to communicate in an efficient way and the quality of written composition. Every question will be scored with points, whose total sum will compose the grade expressed in thirtieths.

TEXTBOOK:
The Italian textbook is also published in an English version:
* Mortari, L., & Saiani, L. (Eds). Gestures and thoughts of caring. New York-Boston: McGraw-Hill Education, 2014, pp. 200.
* Mortari L., e Zannin, L. (2018), La ricerca qualitativa in ambito sanitario. Roma: Carocci.

Futher references:
• Mortari, L. (2007). The ethic of delicacy in phenomenological research. International Journal of Qualitative Studies on Health and Well-Being, 2007, 3(1), pp. 3-17.
• Mortari, L., & Silva, R. (2018). Words Faithful to the Phenomenon: A Discursive Analysis Method to Investigate Decision-Making Processes in the Intensive Care Unit. International Journal of Qualitative Methods, 17(1),

Bibliography

Career prospects


Module/Programme news

News for students

There you will find information, resources and services useful during your time at the University (Student’s exam record, your study plan on ESSE3, Distance Learning courses, university email account, office forms, administrative procedures, etc.). You can log into MyUnivr with your GIA login details.

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Doc_Univr_pdf Guida per la stesura della tesi 87 KB, 02/11/21 

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