Educational Project Planning and Management

- 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, and enlighten the phenomenon of communities of practice
- 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 competency.
- 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).
- Discuss why, in the Sixties, medical humanities were introduced in healthcare professionals' education, focusing on aims and learning outcomes that adults can reach through this approach
- Give examples of "texts" that can be utilized when planning paths of medical humanities for healthcare professionals
- Experiment in first person reactions and reflections that art-based stimuli (narratives, painting, movies) can promote in students.
- Plan a course/ educational experience in undergraduate, post-graduate and continuing education based on the approach of medical humanities; point out educational needs, aims, methods/materials and evaluation of that course/educational experience.
- 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
- Plan a program in undergraduate or postgraduate or continuing education based on the medical humanities, pointing out learning needs, aims, methods/materials that will be utilized and how the program will be evaluated.
- 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

- Overview of the Graduate Courses of the Health Professions of the Rehabilitation Class
Legislation: institution and purpose of courses; Orders, Regulations and study plan; CFU; Memorandums of
understanding and conventions; Final exam rules; Stages of educational planning according to the UNIMI model and
teaching assignment plan
- Training offer sustainability
Definition; Possible indicators
- The Departmentalization process:
Role and functions of departments, the Main or Administrative Department and the Educational College in teaching
programming and study courses management
- Ava-Anvur Process
Accreditation of Courses: purpose, tools and methods; Inspiring principles of training in Rehabilitation and
Healthcare Professions; Community-oriented, learning-focused, skills-focused and valid assessment; Training actors
in the Health Professions
- Designing the training activities: tools and methods
Frontal lesson and examples of rehabilitation area contents; Learning about problems and examples of
rehabilitation area contents; clinical cases and examples of rehabilitation area contents; Tutorials
- The internship
Purpose, regulation, design, planning and evaluation; Tutorials
- The evaluation
Purpose, tools and methods; Tutorials