Ateneo - UPO

Fundamentals of teaching intended for professional adults.
Principles of designing training courses
Principles of Health Information Systems

Duccio Demetrio, "L'eta adulta. Teorie dell'identità e pedagogie dello sviluppo“, Laterza
• AlbericiA. : L’educazione degli adulti, 2002 Carocci
• Malcom Knowles, Elwood F. Holton III , Richard A Swanson, “Quando l'adulto impara.
Andragogia e sviluppo della persona», Franco Angeli, Milano, 2008 (9ª edizione, nuova edizione)
• Malcom Knowles, La formazione degli adulti come autobiografia., Raffaello Cortina Editore,
Milano, 1996.
• Rollnick S. Il Colloquio motivazionale: aumentare la disponibilità al cambiamento. In Guelfi G.P. e
SpillerV. (Eds)
• ColosioO. , Il nuovo sistema di istruzione degli adulti, I quaderni della ricerca n.21, Loesher
Editore.
Emanuela M. Torre. Dalla progettazione alla valutazione. Modelli teorici per educatori e formatori. Nuova edizione 2023 Carocci ed – Tascabili Faber

At the end of the module students will be able to:
- know and apply the fundamental concepts relating to teaching in adulthood
- recognize the need for training
-Design educational and training interventions
- write a training objective
- plan health/therapeutic education courses
- know technologies suitable for the dissemination of educational projects
- connect the teaching methodologies suitable for achieving the objective
- evaluate learning in the short term and identify indicators of learning in the long term
- Analyze and interpret the data collected from the analysis of the training need and after the delivery of the course

frontal lesson with power point model presentation, small group exercise

Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via the Staff Sviluppo e Coordinamento Carriere e Servizi alle Studentesse e agli Studenti, consulting the University webpage: https://www.uniupo.it/en/services/services-students-physical-or-learning-disabilities Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The final learning test concerns the following teaching activities:
a) Training planning in the healthcare sector
b) Didactics and applied pedagogy
c) Experimental pedagogy
d) Health information systems
Students accesses the evaluation only if they have complied with the provisions of the teachers of the individual disciplines in the specific syllabuses: drafting of a project in the training field for Experimental Pedagogy, Didactics and Applied Pedagogy and training planning and processing of specific data in the training field for Information Systems healthcare.
The teachers will evaluate the mandate described above with:
0 points if not delivered or inadequate
1 point if sufficient
3 points if good
The scores obtained will be added to the evaluation obtained with the test described below.
The integrated evaluation of the Course includes a written exam composed as follows:
1 open question and 6 closed questions for each teaching credit awarded for a) b) c) and 36 closed questions for d).
The evaluation will take place on the moodle platform and will focus on the main contents provided during the Course.
Students will have 1 minute of time for each closed question and 5 for each open question.
Sufficiency is achieved by correctly answering 60% of the questions proposed by each discipline.

Know the essential elements that characterize adult learning
- know the main active teaching methodologies and alternatives to traditional frontal lessons
-understand and illustrate the use of teaching in health professions
- produce useful tools for adult teaching
- critically read a project in the training field
- apply the critical appraisal of literature in the field of social and pedagogical sciences in the pedagogical field
- Know e-learning and blended teaching methodologies
-Design educational and training interventions.
- Know how to analyze training needs and transform them into observable objectives to plan a training course

Below are the expected learning outcomes of this training module:
Knowledge and understanding
At the end of the course, students are able to:
- describe adult learning
- describe the different methods of identifying training needs
- write a training objective
- describe the different teaching methods and apply them to the context of healthcare professions
- Identify the key parts of the learning cycle
- process the data coming from the collection of training needs
- process the data collected after carrying out a training event
This knowledge is acquired during theoretical lessons and classroom exercises and is assessed with a written test.

Ability to apply knowledge and understanding
At the end of the course, students are able to:
- critically analyze the results obtained from the detection of training needs;
- identify a training area;
- organize a structured training intervention according to the mandate given to the students and stored on the Course DIR page.

These skills are acquired during lessons and classroom exercises and are assessed partly with the written test and partly with the internship project in the training area.

Judgment skills
At the end of the course, students are able to evaluate which organisational, training and healthcare variables can be identified to develop a training project.
They are also able to measure the impacts that the training event has produced on the organisation, training and assistance
This skill is acquired during lessons and classroom exercises.