Ateneo - UPO

The student should be able to acquire up-to-date theoretical knowledge and skills in the area of training and teaching, with the aim of designing, implementing and evaluating training interventions pertaining to the area of primary care and prevention.

Gamberoni L., Marmo G., Apprendimento clinico, riflessività e tutorato. Napoli: EdiSES, 2009.
Castagna M. Progettare la formazione .Milano: Franco Angeli; 2012.
JJ Guilbert. Guida pedagogica. III ed. Milano: Armando editore; 1981.
Knowles M. Quando l’adulto impara. Milano: Franco Angeli, 2000.
Knowles M., Holton E.F.III, Swanson R.A. Nuova edizione (2016). Quando l'adulto impara. Andragogia e sviluppo della persona. Franco Angeli Editore, Milano
E. Wenger. Comunità di pratica. Milano: Raffaello Cortina Editore, 2006.
Elena Cristofori, Alessandro Delli Poggi, Paolino Serreri, (a cura di). Il laboratorio professionale nella formazione. Teorie e metodi. 2017
Additional reading material will be provided during the lectures regarding available up-to-date scientific production.

At the end of the course, learners will be able to make a community diagnosis and health needs analysis of the community; define educational goals based on identified training needs; motivate choices based on the principles of adult education; design training interventions by defining the most appropriate modalities, tools and methods; use multimedia tools and web environments for knowledge development; describe the foundational elements of a Community of Practice; and plan and implement the evaluation of a training intervention.

Learners should have prior knowledge of the main pedagogical and andragogical models and teaching methods. Learners should already be able to read statistics inherent in community analysis.

Group and individual planning, PBL, frontal lecture, and flipped classroom with critical classroom discussion.

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The examination will consist of a written test and an oral test. The written test will consist of the analysis of health determinants of a community and the formulation of an educational and research project. The written test will consist of multiple-choice and open-ended short answer questions (totaling 24 marks). The student will be allowed to take the oral examination only if he/she has achieved an overall score of 60 percent of the total expected score. The duration of the written test will be 50 minutes. In the oral examination, the ability to apply the knowledge acquired through the analysis of a target case will be evaluated, and design choices and possible ways of development, including in terms of research, will be argued. The student will have to demonstrate knowledge of the elements of family and community care systems analysis through which to build a prevention project. He/she will also have to demonstrate design skills in a research setting. Failure to pass the oral examination will result in retaking the entire examination (written and oral). The final teaching evaluation will be expressed in thirtieths. Honors may be awarded, upon unanimous opinion of the Examination Committee, to those who have achieved a final grade of 30/30. Thus, to achieve a score of 30/30 cum laude, the student must demonstrate excellent knowledge of all topics covered in the course.

Priority health issues, public health interventions, and educational goals in primary care.
Quantitative and qualitative methods in training needs analysis.
Learning theories and effective teaching methods in adult education.
Design of modular training interventions and learning units.
Training of trainers.
Elements of effective communication in training in primary care.
Concepts of docimology: constructing and validating objective evidence of knowledge.
Assessment of learning, performance and health outcomes.
Web environments to support learning.
Communities of Practice.

The student, at the end of the course will have acquired the necessary skills to gather information to formulate his or her own assessment and make initiatives and decisions in the areas of preventive medicine and public health, the work environment, health promotion and education in relation to changing lifestyles and frailty, the sociological dimensions of communication processes; and to formulate an educational program for the community at which he or she practices that is of interest to users and professionals.