Laboratories
A.Y. 2024/2025
Learning objectives
- Knowledge of the main interventions for the promotion of health in places of life and work and the ability to plan and organize these interventions;
- Knowledge of methods and development of skills for research design: methods for the systematic development of questionnaires and preparation of documents for the ethics committee.
- Knowledge of methods and development of skills for research design: methods for the systematic development of questionnaires and preparation of documents for the ethics committee.
Expected learning outcomes
The student at the end of the workshops will be able to:
· planning and organizing interventions for health promotion in places of life and work;
· communicate and discuss what has been planned with colleagues;
· prepare information materials to support preventive campaigns;
· design a questionnaire for scientific research
· develop and validate a questionnaire for scientific research
· prepare documents necessary for submitting a project to the Ethics Committee
· describe the data obtained from the application of a questionnaire (preparation of tables and graphs).
· planning and organizing interventions for health promotion in places of life and work;
· communicate and discuss what has been planned with colleagues;
· prepare information materials to support preventive campaigns;
· design a questionnaire for scientific research
· develop and validate a questionnaire for scientific research
· prepare documents necessary for submitting a project to the Ethics Committee
· describe the data obtained from the application of a questionnaire (preparation of tables and graphs).
Lesson period: year
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Course syllabus
Health promotion and its importance as a determinant of the health of the individual and the population
- The salutogenic approach
- The project: from the analysis of the need to the evaluation
- The illustration of some case studies and their discussion
- Guided exercise to design a health promotion program
- Preparation of a research project: phases and methods (eg bibliographic research, the questionnaire tool, project writing and ethics committee).
- Presentation of a case in the field of health promotion: smoking
- Systematic questionnaire design process (bibliographic research, focus group, item development)
- The validation of a questionnaire (validation with experts, validation indices and their meaning)
- The Ethics Committee: the necessary documents and their preparation
- The salutogenic approach
- The project: from the analysis of the need to the evaluation
- The illustration of some case studies and their discussion
- Guided exercise to design a health promotion program
- Preparation of a research project: phases and methods (eg bibliographic research, the questionnaire tool, project writing and ethics committee).
- Presentation of a case in the field of health promotion: smoking
- Systematic questionnaire design process (bibliographic research, focus group, item development)
- The validation of a questionnaire (validation with experts, validation indices and their meaning)
- The Ethics Committee: the necessary documents and their preparation
Prerequisites for admission
There are no admission prerequisites
Teaching methods
The courses will include frontal lessons of theoretical framework that will alternate with discussion of case studies and exercises led by teachers
Teaching Resources
- Material provided by the teacher (lesson slides, scientific papers)
- AMEE guide for developing questionnaires: Artino AR Jr, La Rochelle JS, Dezee KJ, Gehlbach H. Developing questionnaires for educational research: AMEE -Guide No. 87. Med Teach. 2014;36(6):463-474. doi:10.3109/0142159X.2014.889814
- Auxilia, Pontello 2012 a cura di Pellai "Educazione Sanitaria. Strategie educative e preventive per il paziente e la comunità"
- AMEE guide for developing questionnaires: Artino AR Jr, La Rochelle JS, Dezee KJ, Gehlbach H. Developing questionnaires for educational research: AMEE -Guide No. 87. Med Teach. 2014;36(6):463-474. doi:10.3109/0142159X.2014.889814
- Auxilia, Pontello 2012 a cura di Pellai "Educazione Sanitaria. Strategie educative e preventive per il paziente e la comunità"
Assessment methods and Criteria
The exam will consist of the elaboration of a health promotion program, the development of a questionnaire, the submission of the questionnaire to a real population sample, and the illustration to the teacher and to the classmate. The activities will be carried out in small groups.
Assessment criteria: participation in group work, achievement of the learning objectives, clarity of presentation, level of autonomy.
The vote is expressed as "approved" or "not approved".
Materials needed for the test: ppt presentation
Assessment criteria: participation in group work, achievement of the learning objectives, clarity of presentation, level of autonomy.
The vote is expressed as "approved" or "not approved".
Materials needed for the test: ppt presentation
MED/44 - OCCUPATIONAL MEDICINE - University credits: 1
MED/50 - APPLIED MEDICAL TECHNOLOGY AND METHODOLOGY - University credits: 1
MED/50 - APPLIED MEDICAL TECHNOLOGY AND METHODOLOGY - University credits: 1
Laboratories: 30 hours
Professor(s)