- 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.
Expected learning outcomes
At the end of the course the student will be able to: · 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, in healthcare contexts, of learning in the field 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 · Consider 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 · Point out the people who can be involved in the analysis of educational needs in healthcare systems. · Discuss the main characteristics of focus groups and create a grid to support the discussion of a group on a certain focus · Describe the different taxonomies of learning objectives, as proposed by J.J. Guilbert · Discuss why learning objectives were overcome by outcome-based education · Discuss the difference between competence and competencies. Describe the main characteristics of competencies · Planning an educational process: discuss the difference between course schedule, course plan, and ECM program of a hospital/local authority · Discuss different options in choosing training methods. Consider the problem of consistency between knowledge/skills to be developed and training methodologies. · Traditional training methods (lectures and seminars): discuss when to use them, explaining strengths and limits of traditional methods. Sort different types of lesson. Point out how to plan and manage an effective lesson. · Examine different active training methods (case analysis, problem based learning, practical skills labs, role-playing), pointing out how they should be managed. · Plan a traineeship for undergraduate students, master students and continuing healthcare education programs · Give examples of tools aimed at facilitating learning in the field (portfolios, learning con-tracts). · Explain the different meanings of "evaluation" in undergraduate, postgraduate and contining 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 results of an educational process. Examine ethical aspects of evaluation. · Discuss regulatory and organizational aspects of continuing education (ECM) in Italy. · Explain the main characteristics of Continuing Professional Development in the Italian CME system and accredited methodologies to support it (audit, quality improvement groups, re-search, stages).
Lessons timetable and exams
(In case of multiple editions, please check the period, as it may vary) Lessons timetable