Design and Management of Educational Processes
A.Y. 2024/2025
Learning objectives
- Know the theoretical and methodological elements of the design of the training intervention, including the different phases and problems
- Know the theoretical framework for setting up and evaluating the training intervention and acquire effective methodologies, operational tools and teaching strategies in order to plan training interventions according to the characteristics and needs of the group being trained
- Plan and implement interventions to implement and optimize human resources, and the performance of the members of the professional team; evaluate its functionality with respect to the characteristics and purposes of the healthcare facility in which it operates
- Evaluate the feasibility and effectiveness of training projects, based on objectives and expected results that are consistent with the features and functions of the service offered to users, and with the role of the structure within the health and production system
- Evaluate and enhance the roles of the different professional figures in the field of technical health sciences in multidisciplinary training projects aimed at participation and cooperation.
- Know the theoretical framework for setting up and evaluating the training intervention and acquire effective methodologies, operational tools and teaching strategies in order to plan training interventions according to the characteristics and needs of the group being trained
- Plan and implement interventions to implement and optimize human resources, and the performance of the members of the professional team; evaluate its functionality with respect to the characteristics and purposes of the healthcare facility in which it operates
- Evaluate the feasibility and effectiveness of training projects, based on objectives and expected results that are consistent with the features and functions of the service offered to users, and with the role of the structure within the health and production system
- Evaluate and enhance the roles of the different professional figures in the field of technical health sciences in multidisciplinary training projects aimed at participation and cooperation.
Expected learning outcomes
At the end of the course, the student will be able to:
KNOWLEDGE
- Explain the fundamental concepts of pedagogy
- Describe the adult learning theory and andragogy
- Discuss the importance of learning from experience, in adult education
- Explain the importance of learning in the field in healthcare contexts
- Discuss the process of needs analysis in continuing medical education and their different types: general needs and specific needs of a certain hospital/community service
- Describe the difference among explicit, implicit and latent educational needs of the professional and the instruments that are more suitable for the analysis of those different types of needs
- Indicate who can be involved in the analysis of educational needs in healthcare systems.
- Discuss the main characteristics of focus groups.
- Describe the different taxonomies of learning objectives, as proposed by J.J. Guilbert.
- Discuss why learning objectives were overcome by outcome-based education.
- Describe the main characteristics of competence.
- Plan an educational process: discuss the difference between course schedule, course plan, and CME training offer of a hospital/local authority.
- Explain how to plan a university course/module.
- Discuss different options in choosing training methods.
- Consider the problem of alignment between knowledge/skills to be developed and training methodologies.
- Illustrate the traditional training methods (lectures and seminars): discuss when to use them, explaining strengths and limits of those methods.
- Sort different types of lesson.
- Explain how to plan and manage an effective lesson.
- Examine some active training methods (case analysis, problem based learning, practical skills labs, role playing), illustrating how they should be managed.
- Give examples of tools aimed at facilitating learning in the field (portfolios, learning contracts).
- Explain the different meanings of "evaluation" in undergraduate, postgraduate and continuing education.
- Discuss the importance of formative evaluation and describe how feedback should be given.
- Explain the Kirkpatrick model, as a tool for planning an evaluation system
- Describe how to choose/construct the assessment tools when evaluating knowledge, practical skills, and communication skills.
- Discuss the complexity of evaluating long-term outcomes of an educational process.
- Discuss regulatory and organizational aspects of continuing medical education (CME) in Italy.
- Explain the main characteristics of Continuing Professional Development in the Italian CME system and accredited methodologies to develop it (audit, quality improvement groups, research, stages).
APPLIED KNOWLEDGE
- Prepare the questioning route for the management of a focus group on a given topic/problem
- Write the specific objectives of a course/educational path
- Plan a 4-hour lesson/module
- Write questions for a Multiple Choice Question test
- Critically analyze the program of a CME course
SOFT SKILLS
- Critically reflect on ethical issues in the training and evaluation of health professionals
- Communicate effectively in a group working in presence and remotely (e.g. through a discussion blog)
- Use the main databases available in the health field to continuously update knowledge in the field of healthcare professionals' training
KNOWLEDGE
- Explain the fundamental concepts of pedagogy
- Describe the adult learning theory and andragogy
- Discuss the importance of learning from experience, in adult education
- Explain the importance of learning in the field in healthcare contexts
- Discuss the process of needs analysis in continuing medical education and their different types: general needs and specific needs of a certain hospital/community service
- Describe the difference among explicit, implicit and latent educational needs of the professional and the instruments that are more suitable for the analysis of those different types of needs
- Indicate who can be involved in the analysis of educational needs in healthcare systems.
- Discuss the main characteristics of focus groups.
- Describe the different taxonomies of learning objectives, as proposed by J.J. Guilbert.
- Discuss why learning objectives were overcome by outcome-based education.
- Describe the main characteristics of competence.
- Plan an educational process: discuss the difference between course schedule, course plan, and CME training offer of a hospital/local authority.
- Explain how to plan a university course/module.
- Discuss different options in choosing training methods.
- Consider the problem of alignment between knowledge/skills to be developed and training methodologies.
- Illustrate the traditional training methods (lectures and seminars): discuss when to use them, explaining strengths and limits of those methods.
- Sort different types of lesson.
- Explain how to plan and manage an effective lesson.
- Examine some active training methods (case analysis, problem based learning, practical skills labs, role playing), illustrating how they should be managed.
- Give examples of tools aimed at facilitating learning in the field (portfolios, learning contracts).
- Explain the different meanings of "evaluation" in undergraduate, postgraduate and continuing education.
- Discuss the importance of formative evaluation and describe how feedback should be given.
- Explain the Kirkpatrick model, as a tool for planning an evaluation system
- Describe how to choose/construct the assessment tools when evaluating knowledge, practical skills, and communication skills.
- Discuss the complexity of evaluating long-term outcomes of an educational process.
- Discuss regulatory and organizational aspects of continuing medical education (CME) in Italy.
- Explain the main characteristics of Continuing Professional Development in the Italian CME system and accredited methodologies to develop it (audit, quality improvement groups, research, stages).
APPLIED KNOWLEDGE
- Prepare the questioning route for the management of a focus group on a given topic/problem
- Write the specific objectives of a course/educational path
- Plan a 4-hour lesson/module
- Write questions for a Multiple Choice Question test
- Critically analyze the program of a CME course
SOFT SKILLS
- Critically reflect on ethical issues in the training and evaluation of health professionals
- Communicate effectively in a group working in presence and remotely (e.g. through a discussion blog)
- Use the main databases available in the health field to continuously update knowledge in the field of healthcare professionals' training
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Course syllabus
Introduction to the course.
Adult learning, training and education
The "unscientific" theory of andragogy
The core terms in the pedagogical discourse (pedagogy, didactics, educational sciences)
Reflective practice activity: Reading and commenting on an episode of education
Training as experience
The importance of reflexivity in adult learning
Communities of practices: how do they work? Could they be supported?
Flipped classroom on different typologies of educational needs: general and specific (external or internal to the Hospital/Local Authority).
Different types of educational needs of healthcare professionals (perceived, taken for granted and latent)
Tools to gather the different types of educational needs.
Overview on questionnaire and interview. Differences between questionnaire and test
The focus group as a tool for analyzing educational needs.
Group work: construction of the grid for the management of a focus group on a topic chosen by the group
From training needs to learning objectives. Guilbert's objectives taxonomies.
First taxonomy: general intermediate and specific learning objectives.
Second taxonomy: knowledge, psychomotor skills and communication skills
Third taxonomy: different levels for the same area (e.g. knowledge area: remembering, integrating knowledge, finding new solutions/problem solving).
Strengths and limits of planning a course according to the learning objectives theory.
Other models for planning a course in undergraduate, graduate and continuing helathcare professionals education (according to the outcome-based theory or competence theory)
Group work: definition of the general functions of a specific healthcare professional profile; identification of some activities that correspond to a function of that professional profile; identification of the tasks that must be put in place to guarantee a certain activity).
Choosing the right methodologies when planning the training. The problem of coherence between learning objectives and methodologies.
Other elements to consider when choosing learning methodologies.
The choice of learning methodologies considering the "life" of the group of participants.
The learning methodologies according to Guilbert's III taxonomy of learning objectives.
Flipped classroom on the lesson: different typologies, strategies to plan and manage a lesson and communication skills required
How to make a lesson interactive.
Group work: how to plan a lesson
Methods to prepare/support students/professionals for learning in the field: skills lab/simulated activities; case analysis, clinical supervision
Instruments for supporting training in the field: Learning contracts, Portfolios, Cases and self-reported cases;
The complexity of the evaluation
What to evaluate? Programs, outcomes and results of training.
The assessment of learning as one of the components of the evaluation of a program results.
Tools for the objective assessment of knowledge: different types of tests.
Group work: writing a MCQ test
Evaluating clinical skills in simulated or real contexts
Methods for the assessment of clinical skills: written assessments, assessment in the field, clinical simulations (OSCE), portfolios.
The Italian system of CME
New frontiers of CME: continuing professional development and learning in the field
Adult learning, training and education
The "unscientific" theory of andragogy
The core terms in the pedagogical discourse (pedagogy, didactics, educational sciences)
Reflective practice activity: Reading and commenting on an episode of education
Training as experience
The importance of reflexivity in adult learning
Communities of practices: how do they work? Could they be supported?
Flipped classroom on different typologies of educational needs: general and specific (external or internal to the Hospital/Local Authority).
Different types of educational needs of healthcare professionals (perceived, taken for granted and latent)
Tools to gather the different types of educational needs.
Overview on questionnaire and interview. Differences between questionnaire and test
The focus group as a tool for analyzing educational needs.
Group work: construction of the grid for the management of a focus group on a topic chosen by the group
From training needs to learning objectives. Guilbert's objectives taxonomies.
First taxonomy: general intermediate and specific learning objectives.
Second taxonomy: knowledge, psychomotor skills and communication skills
Third taxonomy: different levels for the same area (e.g. knowledge area: remembering, integrating knowledge, finding new solutions/problem solving).
Strengths and limits of planning a course according to the learning objectives theory.
Other models for planning a course in undergraduate, graduate and continuing helathcare professionals education (according to the outcome-based theory or competence theory)
Group work: definition of the general functions of a specific healthcare professional profile; identification of some activities that correspond to a function of that professional profile; identification of the tasks that must be put in place to guarantee a certain activity).
Choosing the right methodologies when planning the training. The problem of coherence between learning objectives and methodologies.
Other elements to consider when choosing learning methodologies.
The choice of learning methodologies considering the "life" of the group of participants.
The learning methodologies according to Guilbert's III taxonomy of learning objectives.
Flipped classroom on the lesson: different typologies, strategies to plan and manage a lesson and communication skills required
How to make a lesson interactive.
Group work: how to plan a lesson
Methods to prepare/support students/professionals for learning in the field: skills lab/simulated activities; case analysis, clinical supervision
Instruments for supporting training in the field: Learning contracts, Portfolios, Cases and self-reported cases;
The complexity of the evaluation
What to evaluate? Programs, outcomes and results of training.
The assessment of learning as one of the components of the evaluation of a program results.
Tools for the objective assessment of knowledge: different types of tests.
Group work: writing a MCQ test
Evaluating clinical skills in simulated or real contexts
Methods for the assessment of clinical skills: written assessments, assessment in the field, clinical simulations (OSCE), portfolios.
The Italian system of CME
New frontiers of CME: continuing professional development and learning in the field
Prerequisites for admission
None
Teaching methods
The course is based on interactive classroom lectures, complemented by experiential activities, case/problem solving, and formative evaluation activities. The last part of the course includes a synchronous lecture in Teams (interview with an expert in CME).
Within the course's MyAriel site, students will find news, lecture abstracts, lecture slides, materials (grids, diagrams, etc.) that will be analyzed in the in-person or synchronous lectures, and scientific publications to explore some topics in depth.
Within the course's MyAriel site, students will find news, lecture abstracts, lecture slides, materials (grids, diagrams, etc.) that will be analyzed in the in-person or synchronous lectures, and scientific publications to explore some topics in depth.
Teaching Resources
- Zannini L. Fare formazione nei contesti di prevenzione e cura, Brescia-Lecce: Pensa Multimedia, 2015 (the following paragraphs are not compulsory: §3 in Chapter 1, §2 in Chapter IV, §6 and §8 in Chapter V).
- Guilbert JJ., Guida Pedagogica. Organizzazione Mondiale della Sanità, Ginevra, 2001. IV Italian Edition, G. Palasciano e A. Lotti (Eds), Bari. Edizioni dal Sud, 2002, Chapter. 1.
- Zannini L., L'educazione del paziente. Per una consapevolezza pedagogica dei professionisti della cura, Milano: Cortina, 2023, Chapter. 1.
Articles from international literature will also be provided. They will be uploaded to the course website (in MyAriel) during the semester.
- Guilbert JJ., Guida Pedagogica. Organizzazione Mondiale della Sanità, Ginevra, 2001. IV Italian Edition, G. Palasciano e A. Lotti (Eds), Bari. Edizioni dal Sud, 2002, Chapter. 1.
- Zannini L., L'educazione del paziente. Per una consapevolezza pedagogica dei professionisti della cura, Milano: Cortina, 2023, Chapter. 1.
Articles from international literature will also be provided. They will be uploaded to the course website (in MyAriel) during the semester.
Assessment methods and Criteria
The course includes formative evaluation (during the course, through Ariel and at the end of the course) and summative evaluation, based on a written test. The learning outcomes related to applied knowledge will be evaluated through formative evaluation, except for the project work.
Concerning summative evaluation, the exam is composed of two parts.
The exam will consist of: 1. a project work (homework) prepared by students (weight: 1CFU). Through project work the student will gain a mark between 0/30 and 30/30 cum laude. 2. a written test with 54 multiple choice questions (MCQ) and the analysis of a CME course, which will require the students to answer 3 MCQs and/or short open questions (weight: 5CFU). Through the MCQ test the students will get a mark from 0/30 to 27/30. From the CME case-based questions the students will get a mark from 0/30 to 6/30.
Both the grades will contribute to the final grade, calculated as a weighted average and with a vote expressed in 30/30. The results will be published in a confidential form on the course website in the Ariel platform.
The exam will be based on the Bibliography indicated and on the materials/topics discussed in class.
The written exams (tests) will take place in university classes during the three regular sessions (winter, summer and autumn). The dates of the exams will be communicated at least 60 days before. The results will be published in a confidential form on the Ariel website of the teacher. If exams cannot be performed in the university classes, they will take place on Teams as oral examinations.
Please note that, depending on the pandemic situation and the impossibility of carrying out teaching activities in the university classrooms, the exam may change. This will be promptly communicated. It is part of the learning contract that the exam will only assess the achievement of the learning outcomes indicated in this program, considering the training received (content, methods and timing) and the teaching resources available for the students.
Concerning summative evaluation, the exam is composed of two parts.
The exam will consist of: 1. a project work (homework) prepared by students (weight: 1CFU). Through project work the student will gain a mark between 0/30 and 30/30 cum laude. 2. a written test with 54 multiple choice questions (MCQ) and the analysis of a CME course, which will require the students to answer 3 MCQs and/or short open questions (weight: 5CFU). Through the MCQ test the students will get a mark from 0/30 to 27/30. From the CME case-based questions the students will get a mark from 0/30 to 6/30.
Both the grades will contribute to the final grade, calculated as a weighted average and with a vote expressed in 30/30. The results will be published in a confidential form on the course website in the Ariel platform.
The exam will be based on the Bibliography indicated and on the materials/topics discussed in class.
The written exams (tests) will take place in university classes during the three regular sessions (winter, summer and autumn). The dates of the exams will be communicated at least 60 days before. The results will be published in a confidential form on the Ariel website of the teacher. If exams cannot be performed in the university classes, they will take place on Teams as oral examinations.
Please note that, depending on the pandemic situation and the impossibility of carrying out teaching activities in the university classrooms, the exam may change. This will be promptly communicated. It is part of the learning contract that the exam will only assess the achievement of the learning outcomes indicated in this program, considering the training received (content, methods and timing) and the teaching resources available for the students.
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION - University credits: 6
Lessons: 48 hours
Professor:
Zannini Lucia
Educational website(s)
Professor(s)