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.

1. Knowledge and understanding
At the end of the course, students will be required to acquire up-to-date theoretical knowledge in the field of training and education. Specifically, they will be able to: Identify the fundamental parts of a training project. Know the learning theories and effective teaching methods in adult education (andragogy). Learn the concepts of docimology for the construction and validation of objective tests of knowledge. Know the quantitative and qualitative methods for training needs analysis, as well as the foundational elements of a Community of Practice.

2. Applying knowledge and understanding
Students will develop practical skills to translate theoretical concepts into field interventions. At the end of the course, they will be able to: Build and design a targeted training project/intervention in the area of primary care and prevention, defining the most appropriate modalities, tools, and methods. Conduct a health needs analysis and a community diagnosis in the area of primary care, defining educational goals accordingly. Design modular training interventions and learning units. Use multimedia tools and web environments to support knowledge development and learning. Implement the assessment of learning, performance, and health outcomes resulting from the training intervention.
Demonstrate design skills within a research setting as well.

3. Making judgements
The course aims to develop critical thinking and the ability to make reasoned methodological choices. Students will be able to: Assess which organizational, educational, and healthcare problems can be identified to develop a training project. Critically motivate and argue their training design choices based on the principles of adult education. Critically gather and analyze information (e.g., reports, community statistics, health determinants) to formulate their own assessment and guide decisions and initiatives in the field of health promotion and prevention.

4. Communication skills
Although not explicitly stated in a dedicated section of the syllabus, communication skills are developed and assessed through teaching and examination methods: Ability to argue design choices and possible ways of development clearly, coherently, and with appropriate scientific language during critical classroom discussions and the oral examination. Understanding and application of the elements of effective communication in training within primary care.
Ability to work and plan in group settings (through group planning and flipped classroom dynamics).

5. Learning skills
Students will develop attitudes toward self-directed learning and continuous professional development, which are essential for a Master’s degree profile in Nursing and Midwifery Sciences: Ability to integrate lecture hours with independent study of reading materials and up-to-date scientific production provided during the course. Development of collaborative and reflective learning skills through participation in Communities of Practice and dedicated web environments.

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.

Students with disabilities, Specific Learning Disabilities (SLD/DSA), or Special Educational Needs (SEN/BES) may request specific dedicated services and tools by contacting the Student Careers and Services Development and Coordination Staff, and by consulting the dedicated page on the University website: https://uniupo.it/it/servizi/servizi-studenti-disabili-e-dsa

Once students with disabilities, SLD, or SEN have contacted the University Staff, they may reach out to the course instructor regarding the adaptation of examination methods and educational aspects.

The examination will consist of an oral test in which the ability to apply the knowledge acquired through the analysis of a report will be evaluated, and design choices and possible ways of development will be argued. Students must demonstrate knowledge of the elements required to formulate an educational project. They must also demonstrate design skills in a research setting. The final evaluation, resulting from the average of the marks achieved in the 3 disciplines that make up the course, will be expressed in thirtieths. Honors (cum laude) may be awarded, upon unanimous opinion of the Examination Committee, to those who have achieved a final grade of 30/30. To achieve a score of 30/30 cum laude, the student must therefore demonstrate excellent knowledge of all topics covered during 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 intended learning objectives of this training module are listed below:
Knowledge and understanding At the end of the course, students will be able to: Identify the fundamental parts of a training project.
Applying knowledge and understanding At the end of the course, students will be able to: Build a training project in the area of primary care and prevention.
Making judgements At the end of the course, students will be able to assess which organizational, educational, and healthcare problems can be identified to develop a training project.