Design and Management of Educational Processes
A.Y. 2025/2026
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 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
Responsible
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
Assessment for the course consists of a single integrated exam divided into two parts: one for the Pedagogy module and one for the Rehabilitation Sciences module.
The exam for the Pedagogy module includes a written test featuring approximately 56 multiple-choice questions (MCQs) as well as a case study (ECM course) with three open questions and/or additional MCQs. To pass the exam, students must achieve a minimum score of 18 out of 30 on the written test (including both the MCQs and the case study). The final grade for the Pedagogy module will be the combined score from the written test and the ECM case, and it can range from 18/30 to 30/30 with honors.
Additionally, the Pedagogy course includes four group activities conducted via MyAriel. Students who complete all four activities and receive generally positive feedback will be awarded up to 2 extra points on their exam score, which will be added to the results of the written test. Specifically, students can earn 0.5 points for each exercise that receives very positive feedback, and 0.25 points for each exercise that receives fairly positive feedback. No points will be awarded for exercises that receive negative feedback.be awarded any points.
For the Rehabilitation Sciences module, the exam consists of three open-ended questions based othe expected learning outcomes of the module. Students are required to explain their answers in their own words, and clear expression of concepts relevant to each question will be taken into account for the final evaluation. The test duration is 45 minutes.
The exam will be based on the slides and teaching materials provided by the Teacher, as well as the recommended bibliography and topics discussed in class, which are available on the MyAriel website. Students can receive a grade ranging from 0/30 to 30/30 with honors.
The final grade for the integrated course will be calculated as a weighted average of the two modules, M-PED/01 (6 CFU) and MED/48 (2 CFU), with grades expressed on a scale from 18 to 30 cum laude. Results will be published confidentially on the MyAriel platform.
The exams will be conducted in person. Dates will be scheduled and communicated 60 days prior to the exams, and results will also be published confidentially on MyAriel. Students may withdraw from the test at any time and can arrange to view their test results by making an appointment via email with the Teacher. The dates will be scheduled and communicated 60 days before the exams, and the results will be published confidentially on MyAriel. The students can withdraw from the test at any time and can view the test by making an appointment via email with the Teacher.
No intermediate or pre-call tests are scheduled. Teaching materials, notes, smartphones, and smartwatches are not allowed during the test. The final results are published on MyAriel, and the grade is recorded online by the University's President of the Examination Commission.
The exam for the Pedagogy module includes a written test featuring approximately 56 multiple-choice questions (MCQs) as well as a case study (ECM course) with three open questions and/or additional MCQs. To pass the exam, students must achieve a minimum score of 18 out of 30 on the written test (including both the MCQs and the case study). The final grade for the Pedagogy module will be the combined score from the written test and the ECM case, and it can range from 18/30 to 30/30 with honors.
Additionally, the Pedagogy course includes four group activities conducted via MyAriel. Students who complete all four activities and receive generally positive feedback will be awarded up to 2 extra points on their exam score, which will be added to the results of the written test. Specifically, students can earn 0.5 points for each exercise that receives very positive feedback, and 0.25 points for each exercise that receives fairly positive feedback. No points will be awarded for exercises that receive negative feedback.be awarded any points.
For the Rehabilitation Sciences module, the exam consists of three open-ended questions based othe expected learning outcomes of the module. Students are required to explain their answers in their own words, and clear expression of concepts relevant to each question will be taken into account for the final evaluation. The test duration is 45 minutes.
The exam will be based on the slides and teaching materials provided by the Teacher, as well as the recommended bibliography and topics discussed in class, which are available on the MyAriel website. Students can receive a grade ranging from 0/30 to 30/30 with honors.
The final grade for the integrated course will be calculated as a weighted average of the two modules, M-PED/01 (6 CFU) and MED/48 (2 CFU), with grades expressed on a scale from 18 to 30 cum laude. Results will be published confidentially on the MyAriel platform.
The exams will be conducted in person. Dates will be scheduled and communicated 60 days prior to the exams, and results will also be published confidentially on MyAriel. Students may withdraw from the test at any time and can arrange to view their test results by making an appointment via email with the Teacher. The dates will be scheduled and communicated 60 days before the exams, and the results will be published confidentially on MyAriel. The students can withdraw from the test at any time and can view the test by making an appointment via email with the Teacher.
No intermediate or pre-call tests are scheduled. Teaching materials, notes, smartphones, and smartwatches are not allowed during the test. The final results are published on MyAriel, and the grade is recorded online by the University's President of the Examination Commission.
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION - University credits: 6
Lessons: 48 hours
Professor:
Zannini Lucia
Professor(s)