Interdisciplinary Sciences
A.Y. 2024/2025
Learning objectives
The purpose of the course is:
to know the principles and fields of application of musictherapy
to know the pedagogy of singing, acting and the main stage activities
to know the principles of motor learning and their applications
to know the principles of forensic medicine with particular reference to informed consent, professional secrecy, the report
to know the main stages in the history of medicine
To know the principles of medical statistics, the Gaussian distribution and the application of statistical tests
to know the principles and fields of application of musictherapy
to know the pedagogy of singing, acting and the main stage activities
to know the principles of motor learning and their applications
to know the principles of forensic medicine with particular reference to informed consent, professional secrecy, the report
to know the main stages in the history of medicine
To know the principles of medical statistics, the Gaussian distribution and the application of statistical tests
Expected learning outcomes
At the end of the course the student must have acquired notions of musictherapy, artistic phoniatrics, history of medicine, forensic medicine and medical statistics, useful for the future speech therapy clinical practice.
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
Prerequisites for admission
With reference to the Didactic Regulations (art.20), To access the third year, it is essential to have achieved at least nine exams of which:
- biological, physiological and morphological sciences
- linguistic, philosophical and socio-pedagogical sciences
- applied speech therapy sciences: preparatory
- Otolaryngological, neurological and rehabilitation sciences, Applied speech and language sciences II
- Neuropsychiatric, pedagogical and psychological sciences
The student must also have passed the 2nd year annual traineeship exam.
- biological, physiological and morphological sciences
- linguistic, philosophical and socio-pedagogical sciences
- applied speech therapy sciences: preparatory
- Otolaryngological, neurological and rehabilitation sciences, Applied speech and language sciences II
- Neuropsychiatric, pedagogical and psychological sciences
The student must also have passed the 2nd year annual traineeship exam.
Assessment methods and Criteria
The learning assessment will take place through a computer classroom test with multiple choice questions. The test is delivered by the MOODLE platform which extracts randomly the questions. For each candidate are provided 32 questions from a pool of available questions. 4 questions are extracted for each module with the exception of the statistics module for which 8 questions are extracted (statistics in fact involves 2 CFU while the other modules 1 CFU each). The duration of the scheduled test is 90 minutes.
To answer the questions, it will be important the ability to list and organize the acquired knowledge as well as their application for the resolution of short questions of data analysis.
The assessment of the course will be expressed by a mark in thirtieths and it will be the result obtained by the sum of the correct answers to the questions extracted. In case of scores above 30, honors will be attributed. No intermediate tests are foreseen. The results of the test will be communicated within two days to each student who, in the event of a positive result with a mark of more than 18/30, will then be able to accept or reject the mark through SIFA.
To answer the questions, it will be important the ability to list and organize the acquired knowledge as well as their application for the resolution of short questions of data analysis.
The assessment of the course will be expressed by a mark in thirtieths and it will be the result obtained by the sum of the correct answers to the questions extracted. In case of scores above 30, honors will be attributed. No intermediate tests are foreseen. The results of the test will be communicated within two days to each student who, in the event of a positive result with a mark of more than 18/30, will then be able to accept or reject the mark through SIFA.
Artistic phoniatry
Course syllabus
Artistic Phoniatry I
o Professional voice
o Characters of the spoken artistic professional voice
o The work of the actor
o Basic athletics of the vocal artistic professional: respiratory, laryngeal, vocal tract aspects
o Postural attitude and body alignment in the use of the artistic voice
o Risks and pathologies of the professional voice
o The speech therapy of the professional spoken artistic voice
Module: Artistic Phoniatry II
- Principles of anatomical physiology of the respiratory system and posturology applied to the singing voice
- Principles of laryngeal anatomophysiology applied to the singing voice
- Principles of anatomophysiology of the resonance and articulatory apparatus applied to the singing voice
- The voice sung in childhood and adolescence
- Principles of pathophysiology of the singing voice
- Speech therapy approach to the vocal professional: evaluation, therapy, qualification and rehabilitation principles
o Professional voice
o Characters of the spoken artistic professional voice
o The work of the actor
o Basic athletics of the vocal artistic professional: respiratory, laryngeal, vocal tract aspects
o Postural attitude and body alignment in the use of the artistic voice
o Risks and pathologies of the professional voice
o The speech therapy of the professional spoken artistic voice
Module: Artistic Phoniatry II
- Principles of anatomical physiology of the respiratory system and posturology applied to the singing voice
- Principles of laryngeal anatomophysiology applied to the singing voice
- Principles of anatomophysiology of the resonance and articulatory apparatus applied to the singing voice
- The voice sung in childhood and adolescence
- Principles of pathophysiology of the singing voice
- Speech therapy approach to the vocal professional: evaluation, therapy, qualification and rehabilitation principles
Teaching methods
Lectures
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
Teaching Resources
Materiale fornito dal docente in aula
Music therapy
Course syllabus
- Introduction to music therapy and psychological and neuroscientific bases of the discipline
- Musical and muiscotherapeutic approaches in the clinical setting
- Intervention techniques with music in the rehabilitation field with particular reference to Neurologic Music Therapy and related techniques aimed at the rehabilitation of language disorders: Melodic Intonation Therapy (MIT), Musical Speech Stimulation (MUTISM), Rhythmic Speech Cueing (RSC), Oral Motor and Respiratory Exercises (OMREX), Vocal Intonation Therapy (VIT), Therapeutic Singing (TS), Developmental Speech and Language Training Through Music (DSLM).
- Scientific literature relating to the use of music in speech and communication disorders (aphasia, fluency disorders, sensory injury disorders, specific learning disorders, etc.)
- Research perspectives
- Musical and muiscotherapeutic approaches in the clinical setting
- Intervention techniques with music in the rehabilitation field with particular reference to Neurologic Music Therapy and related techniques aimed at the rehabilitation of language disorders: Melodic Intonation Therapy (MIT), Musical Speech Stimulation (MUTISM), Rhythmic Speech Cueing (RSC), Oral Motor and Respiratory Exercises (OMREX), Vocal Intonation Therapy (VIT), Therapeutic Singing (TS), Developmental Speech and Language Training Through Music (DSLM).
- Scientific literature relating to the use of music in speech and communication disorders (aphasia, fluency disorders, sensory injury disorders, specific learning disorders, etc.)
- Research perspectives
Teaching methods
Lectures
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
Teaching Resources
Blythe LaGasse A. Developmental speech and language training through music (DSLM), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 196-216.
Gross W, Linden U, Ostermann T. Effects of music therapy in the treatment of children with delayed speech development - results of a pilot study. BMC Complement Altern Med. 2010;10:39.
Kraus N, Slater J. Music and language: relations and disconnections. Handb Clin Neurol. 2015;129:207-22.
Leonardi S, Cacciola A, De Luca R, Aragona B, Andronaco V, Milardi D, Bramanti P, Calabrò RS. The role of music therapy in rehabilitation: improving aphasia and beyond. Int J Neurosci. 2018;128(1):90-99.
Johnson SB. Therapeutic Singing (TS), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 185-195.
Mainka S, Mallien G. Rhythmic Speech Cueing (RSC), in Handbook of Neurologic Music Therapy (by Thaut
MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 150-160.
Mertel K. Oral Motor and Respiratory Exercises (OMREX), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 161-178
Mertel K. Auditory Perception Training (APT), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 227-256.
Patel AD. Language, music, syntax and the brain. Nat Neurosci. 2003;6(7):674-81.
Raglio A, Oasi O. Music and Health: what interventions for what results? Frontiers in Psychology. 2015;6:230.
Schön D, Tillmann B. Short- and long-term rhythmic interventions: perspectives for language rehabilitation. Ann N Y Acad Sci. 2015;1337:32-9.
Thaut MH, McIntosh C, Hoemberg V. Neurologic Music Therapy: from social science to neuroscience, in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp.1-6.
Thaut MH, Thaut CP, McIntosh K. Melodic Intonation Therapy (MIT), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 140-145.
Thaut CP. Musical Speech Stimulation (MUTISM), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 146-149.
Thaut CP. Vocal Intonation Therapy (VIT), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 179-184.
Tomaino CM. Effective music therapy techniques in the treatment of nonfluent aphasia. Ann N Y Acad Sci. 2012;1252:312-7.
Torppa R, Huotilainen M. Why and how music can be used to rehabilitate and develop speech and language skills in hearing-impaired children. Hear Res. 2019;380:108-122
Gross W, Linden U, Ostermann T. Effects of music therapy in the treatment of children with delayed speech development - results of a pilot study. BMC Complement Altern Med. 2010;10:39.
Kraus N, Slater J. Music and language: relations and disconnections. Handb Clin Neurol. 2015;129:207-22.
Leonardi S, Cacciola A, De Luca R, Aragona B, Andronaco V, Milardi D, Bramanti P, Calabrò RS. The role of music therapy in rehabilitation: improving aphasia and beyond. Int J Neurosci. 2018;128(1):90-99.
Johnson SB. Therapeutic Singing (TS), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 185-195.
Mainka S, Mallien G. Rhythmic Speech Cueing (RSC), in Handbook of Neurologic Music Therapy (by Thaut
MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 150-160.
Mertel K. Oral Motor and Respiratory Exercises (OMREX), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 161-178
Mertel K. Auditory Perception Training (APT), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 227-256.
Patel AD. Language, music, syntax and the brain. Nat Neurosci. 2003;6(7):674-81.
Raglio A, Oasi O. Music and Health: what interventions for what results? Frontiers in Psychology. 2015;6:230.
Schön D, Tillmann B. Short- and long-term rhythmic interventions: perspectives for language rehabilitation. Ann N Y Acad Sci. 2015;1337:32-9.
Thaut MH, McIntosh C, Hoemberg V. Neurologic Music Therapy: from social science to neuroscience, in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp.1-6.
Thaut MH, Thaut CP, McIntosh K. Melodic Intonation Therapy (MIT), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 140-145.
Thaut CP. Musical Speech Stimulation (MUTISM), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 146-149.
Thaut CP. Vocal Intonation Therapy (VIT), in Handbook of Neurologic Music Therapy (by Thaut MH & Hoemberg V), Oxford University Press, Oxford, 2014, pp. 179-184.
Tomaino CM. Effective music therapy techniques in the treatment of nonfluent aphasia. Ann N Y Acad Sci. 2012;1252:312-7.
Torppa R, Huotilainen M. Why and how music can be used to rehabilitate and develop speech and language skills in hearing-impaired children. Hear Res. 2019;380:108-122
Medical statistics
Course syllabus
The logic of statistical inference
o The sample distribution of the mean.
o The central limit theorem.
o Applications and exercises.
o Intervals of confidence and frequentist interpretation.
o Student t distribution
o Applications and exercises.
o Inference for continuous variables
o The hypothesis test for the mean
o The types of errors
o The power of a statistical test
o The size of the sample
o Applications and exercises
o Parametric and nonparametric tests for the comparison between two averages or paired samples (11.1, 13.2) or independent samples (11.2, 13.3)
o Advantages and disadvantages of nonparametric methods
o Study of proportions
o Sample distribution of a proportion
o Confidence intervals
o Hypothesis testing for a proportion
o Sample size
o Comparison of proportions: chi-square test, Fisher test, McNemar test.
o Applications and exercises
o Correlation and Regression
o Scatter diagram
o Correlation of Pearson and Spearman
o Correlation and agreement
o Simple Linear Regression
o Multiple Linear Regression (Confounding)
o Logistic Regression
o The sample distribution of the mean.
o The central limit theorem.
o Applications and exercises.
o Intervals of confidence and frequentist interpretation.
o Student t distribution
o Applications and exercises.
o Inference for continuous variables
o The hypothesis test for the mean
o The types of errors
o The power of a statistical test
o The size of the sample
o Applications and exercises
o Parametric and nonparametric tests for the comparison between two averages or paired samples (11.1, 13.2) or independent samples (11.2, 13.3)
o Advantages and disadvantages of nonparametric methods
o Study of proportions
o Sample distribution of a proportion
o Confidence intervals
o Hypothesis testing for a proportion
o Sample size
o Comparison of proportions: chi-square test, Fisher test, McNemar test.
o Applications and exercises
o Correlation and Regression
o Scatter diagram
o Correlation of Pearson and Spearman
o Correlation and agreement
o Simple Linear Regression
o Multiple Linear Regression (Confounding)
o Logistic Regression
Teaching methods
Lectures
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
Teaching Resources
Pagano, M., Gauvreau K. (2003). Biostatistica. Idelson-Gnocchi.
Medical history
Course syllabus
Lesson 1: Medicine has a history: origins and meaning of Medicine and of the History of Medicine; The sources for study and research in the historical-medical field
Lesson 2: Medicine in ancient Greece and Rome. Medieval Medicine; Knowing the body: Renaissance and animated anatomy. Iatrofisica and Iatrochimica. Microscopic anatomy.
Lesson 3: Enlightenment and public health: occupational diseases, hygiene and preventive medicine, vaccine prophylaxis, orthopedics, humanitarian treatment of the mentally ill
Lesson 4: The birth of the Clinic and its tools: semiotics, diagnostics and therapy; Surgery problems and their resolution: analgesia, anesthesia, asepsis and antisepsis. Cell theory and microbiology
Lesson 5: The 20th century: new concepts, tools and therapies; Evolution and transformation of hospital locations. Ideas for a history of the healthcare profession.
Lesson 2: Medicine in ancient Greece and Rome. Medieval Medicine; Knowing the body: Renaissance and animated anatomy. Iatrofisica and Iatrochimica. Microscopic anatomy.
Lesson 3: Enlightenment and public health: occupational diseases, hygiene and preventive medicine, vaccine prophylaxis, orthopedics, humanitarian treatment of the mentally ill
Lesson 4: The birth of the Clinic and its tools: semiotics, diagnostics and therapy; Surgery problems and their resolution: analgesia, anesthesia, asepsis and antisepsis. Cell theory and microbiology
Lesson 5: The 20th century: new concepts, tools and therapies; Evolution and transformation of hospital locations. Ideas for a history of the healthcare profession.
Teaching methods
Lectures
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
Teaching Resources
PORRO Alessandro, FRANCHINI Antonia Francesca, CRISTINI Carlo, GALIMBERTI Paolo Maria, LORUSSO Lorenzo, FALCONI Bruno, Lezioni di storia della medicina. Gli strumenti 3, Rudiano, GAM, 2013. ISBN 9788898288113
PORRO Alessandro, CRISTINI Carlo, FALCONI Bruno, FRANCHINI Antonia Francesca, GALIMBERTI Paolo Maria, LORUSSO Lorenzo, Lezioni di storia della medicina 2, Rudiano, GAM, 2011. ISBN 9788889044841
PORRO Alessandro, FALCONI Bruno, FRANCHINI Antonia Francesca, Lezioni di storia della medicina 1, Rudiano, GAM editrice, 2009. ISBN 9788889044513
PORRO Alessandro, Storia della medicina 1 (fino al XIX secolo). In appendice: Storia dell'odontoiatria, Rudiano, GAM editrice, 2009. ISBN 9788889044506
PORRO Alessandro, CRISTINI Carlo, FALCONI Bruno, FRANCHINI Antonia Francesca, GALIMBERTI Paolo Maria, LORUSSO Lorenzo, Lezioni di storia della medicina 2, Rudiano, GAM, 2011. ISBN 9788889044841
PORRO Alessandro, FALCONI Bruno, FRANCHINI Antonia Francesca, Lezioni di storia della medicina 1, Rudiano, GAM editrice, 2009. ISBN 9788889044513
PORRO Alessandro, Storia della medicina 1 (fino al XIX secolo). In appendice: Storia dell'odontoiatria, Rudiano, GAM editrice, 2009. ISBN 9788889044506
Forensic medicine
Course syllabus
- Consent
- Concept of "state of necessity" vs crimes of private violence or injury
- interdiction, incapacitation, support administration;
- Negligence, imprudence, inexperience and compensation for damage;
- Law 124/2017 (Provisions on the safety of care and the assisted person, as well as on the professional liability of health professionals)
- Professional secrecy: processability, discriminating factors and heterologous risk;
- The self-injurious risk;
- The link in forensic medicine.
- Forensic Psychopathology
- Criminology of family violence
The theoretical aspects are completed with the presentation of cases (judgments regarding liability, clinical cases, expert reports)
- Concept of "state of necessity" vs crimes of private violence or injury
- interdiction, incapacitation, support administration;
- Negligence, imprudence, inexperience and compensation for damage;
- Law 124/2017 (Provisions on the safety of care and the assisted person, as well as on the professional liability of health professionals)
- Professional secrecy: processability, discriminating factors and heterologous risk;
- The self-injurious risk;
- The link in forensic medicine.
- Forensic Psychopathology
- Criminology of family violence
The theoretical aspects are completed with the presentation of cases (judgments regarding liability, clinical cases, expert reports)
Teaching methods
Lectures
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
For the statistics module, exercises are planned to develop the ability to apply the concepts of data analysis presented during the lessons.
Teaching Resources
La preparazione si basa sulle slide fornite dal docente.
Per chi volesse approfondire, si segnalano:
- Genovese U., Martini F. (a cura), La nuova responsabilità professionale in Sanità, Maggioli Editore, 2017;
- Birkhoff J.M., Nozioni di Medicina Legale, Franco Angeli, 2011.
Per chi volesse approfondire, si segnalano:
- Genovese U., Martini F. (a cura), La nuova responsabilità professionale in Sanità, Maggioli Editore, 2017;
- Birkhoff J.M., Nozioni di Medicina Legale, Franco Angeli, 2011.
Methods and teaching of motor activities
Course syllabus
Physical activity: importance in speech therapy
- Motor learning - Rehabilitation and dysphagia
- Rehabilitation and speech therapy
- Physical activity, exercise, training: terminology and definitions
- aerobic activity
- resistance
- Flexibility and balance
- Diversity between physical activity and exercise
- Physical training
- Physical activity: pathophysiological aspects
- outline of physiology / pathophysiology of cardiopulmonary, metabolic and motor control during exercise
- Physiological mechanisms responsible for the beneficial effects of physical training
- Concept of cardiovascular and metabolic risk
- Physical activity as therapy
- The benefits of physical activity
- The risks of physical activity
- chronic pathologies with particular reference to:
- cardiovascular diseases (coronary artery disease, high blood pressure, heart failure, etc.)
- metabolic pathologies (diabetes, metabolic syndrome)
- neoplastic pathologies - osteomuscular pathologies
- aging
- pediatric age
- Prescription of physical activity
- role of the various professional figures in the prescription of physical activity
- mode
- aerobic exercise
- resistance exercise
- intensity
- frequency
- duration
- progression
- Motor learning - Rehabilitation and dysphagia
- Rehabilitation and speech therapy
- Physical activity, exercise, training: terminology and definitions
- aerobic activity
- resistance
- Flexibility and balance
- Diversity between physical activity and exercise
- Physical training
- Physical activity: pathophysiological aspects
- outline of physiology / pathophysiology of cardiopulmonary, metabolic and motor control during exercise
- Physiological mechanisms responsible for the beneficial effects of physical training
- Concept of cardiovascular and metabolic risk
- Physical activity as therapy
- The benefits of physical activity
- The risks of physical activity
- chronic pathologies with particular reference to:
- cardiovascular diseases (coronary artery disease, high blood pressure, heart failure, etc.)
- metabolic pathologies (diabetes, metabolic syndrome)
- neoplastic pathologies - osteomuscular pathologies
- aging
- pediatric age
- Prescription of physical activity
- role of the various professional figures in the prescription of physical activity
- mode
- aerobic exercise
- resistance exercise
- intensity
- frequency
- duration
- progression
Teaching methods
Lectures
Teaching Resources
La preparazione si basa sulle slide fornite dal docente. Per approfondimenti:
-letteratura scientifica indicata durante le lezioni
ACSM's Guidelines for exercise testing and prescription. 11 Edition Lippincott Williams &Williams Ed
-letteratura scientifica indicata durante le lezioni
ACSM's Guidelines for exercise testing and prescription. 11 Edition Lippincott Williams &Williams Ed
Artistic phoniatry
L-ART/05 - PERFORMING ARTS - University credits: 2
Lessons: 20 hours
Professor:
Paolillo Nico Paolo
Shifts:
Turno
Professor:
Paolillo Nico Paolo
Forensic medicine
MED/43 - FORENSIC MEDICINE - University credits: 1
Lessons: 10 hours
Professor:
Casali Michelangelo Bruno
Shifts:
Turno
Professor:
Casali Michelangelo Bruno
Medical history
MED/02 - MEDICAL HISTORY - University credits: 1
Lessons: 10 hours
Professor:
Porro Alessandro
Shifts:
Turno
Professor:
Porro Alessandro
Medical statistics
MED/01 - MEDICAL STATISTICS - University credits: 2
Lessons: 20 hours
Professor:
Orenti Annalisa
Shifts:
Turno
Professor:
Orenti Annalisa
Methods and teaching of motor activities
M-EDF/01 - PHYSICAL TRAINING SCIENCES AND METHODOLOGY - University credits: 1
Lessons: 10 hours
Professor:
Lucini Daniela
Shifts:
Turno
Professor:
Lucini Daniela
Music therapy
L-ART/05 - PERFORMING ARTS - University credits: 1
Lessons: 10 hours
Professor(s)
Reception:
On appointment (send an email)
Exercise Medicine Units, IRCCS Istituto Auxologico Italiano, via Pier Lombardo 22
Reception:
previo appuntamento e-mail
via della Commenda 19 - 2* p.