Pedagogy and applied Psychology

A.Y. 2019/2020
5
Max ECTS
40
Overall hours
SSD
M-PED/01 M-PSI/08
Language
Italian
Learning objectives
The course has the following objectives:
- Understanding and re-elaborating the principles and techniques of the helping relationship and the conduction of groups;
- Deepening the knowledge of biopsychosocial and cultural influences on human behaviour as a basis for a better understanding of the self and group dynamics;
- Learning more about strategies to foster multi-professional and multicultural integration processes.
Point out the fundamental characteristics of the adult education processes, considering the needs and peculiarities of health organisations;
Discuss the characteristics of lifelong training in health settings, with a focus on field training and continuous professional development;
Point out how to manage an educational intervention, from the needs analysis phase to the evaluation of the results.
Expected learning outcomes
At the end of the course the student will be able to:
critically analyse models of individual behaviour and group dynamics, useful for the management of both patients in healthcare and the relationships in multidisciplinary teams
Explain theoretical frame, aims and approaches of narrative-based medicine, linking medical humanities to this approach
Discuss why 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
Explain why a "pedagogy of the body" is needed in the education of healthcare professionals, and give examples of activities that can enhance the experience of body-as-lived in students/professionals
Experiment in first person the reactions and the reflections that art (novels, paintings, movies) can promote in the student
Plan a program in undergraduate or postgraduate or continuing education based on the medical humanities, pointing out learning needs, methods/materials that will be utilized and how the program will be evaluated
Course syllabus and organization

Single session

Responsible
Prerequisites for admission
Basic information on communication, empathy, Burnout and group phases.
Assessment methods and Criteria
The exam will be based on a written test composed of multiple choice questions (MCQ) and open questions. To access the written exam, students will have to prepare a project work based on the planning of a training intervention based on medical humanities, relating to the laboratory part (pedagogy). The exam will be based on the References listed below and on the materials/topics discussed in the class.
Pedagogia generale e sociale
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
Teaching methods
The course is held through traditional lectures, small group activities, flipped classroom, reflective writing activities.
The educational activities are supported by the Ariel platform of the University of Milan (www.ariel.unimi.it). Within the "Design and management of learning programs" site, students will find: course news, abstracts of the lessons, slides, paper materials (grids, diagrams, etc., which will be analyzed during the lessons), scientific publications to deepen some topics.
Teaching Resources
Zannini L. Fare formazione nei contesti di prevenzione e cura, Brescia-Lecce: Pensa Multimedia, 2015.
Guilbert JJ., Guida Pedagogica. Organizzazione Mondiale della Sanità, Ginevra, 2001. IV Italian edition, G. Palasciano e A. Lotti, Editors, Bari. Edizioni dal Sud, 2002, cap. 1.
Zannini L. Medical humanities e medicina narrativa, Milano: Cortina, 2008 (selected pages).
Articles from international literature will also be available, which will be uploaded to the Ariel course website
Craig M, McKeown D. How to build effective teams in healthcare. Nursing times. 2015;111(14):16-8.
Craig M. Team building part 3 of 3: Providing support to teams in difficulty. Nursing Times. 2015;111(16):21-3.
Craig M. Team building: part 2 of 3: Boosting team engagement with storytelling methods. Nursing Times. 2015;111(15):20-2.
McTighe AJ, Donovan S. Group Dynamics in Healthcare Settings: A Strategic Framework for Cohesion. Science and Education. 2017;5(1):30-5.
Dijkstra MT, Beersma B, Evers A. Reducing conflict-related employee strain: The benefits of an internal locus of control and a problem-solving conflict management strategy. Work & Stress. 2011;25(2):167-84.
Pullen Jr RL. Leadership in nursing practice. Nursing made Incredibly Easy. 2016;14(3):26-31.
Council NM. The code: professional standards of practice and behaviour for nurses and midwives. London: NMC. 2015.
De Santi AM, Simeoni I. Comunicazione in medicina: collaborazione tra professionisti sanitari: SEEd; 2009.
Manges K, Scott‐Cawiezell J, Ward MM, editors. Maximizing team performance: the critical role of the nurse leader. Nursing forum; 2017: Wiley Online Library.
Psicologia clinica
Course syllabus
The following theoretical content was presented during the lectures:
How to build effective teams in healthcare
Boosting team engagement
Providing support to teams in difficulty
Group Dynamics in Healthcare Settings
Empathy in healthcare
Conflict and conflict management
Burnout
Leadership in nursing practice
Teaching methods
Traditional lecture with lecturer explanation, discussion in small groups, case discussions.
Teaching Resources
Zannini L. Fare formazione nei contesti di prevenzione e cura, Brescia-Lecce: Pensa Multimedia, 2015.
Guilbert JJ., Guida Pedagogica. Organizzazione Mondiale della Sanità, Ginevra, 2001. IV Italian edition, G. Palasciano e A. Lotti, Editors, Bari. Edizioni dal Sud, 2002, cap. 1.
Zannini L. Medical humanities e medicina narrativa, Milano: Cortina, 2008 (selected pages).
Articles from international literature will also be available, which will be uploaded to the Ariel course website
Craig M, McKeown D. How to build effective teams in healthcare. Nursing times. 2015;111(14):16-8.
Craig M. Team building part 3 of 3: Providing support to teams in difficulty. Nursing Times. 2015;111(16):21-3.
Craig M. Team building: part 2 of 3: Boosting team engagement with storytelling methods. Nursing Times. 2015;111(15):20-2.
McTighe AJ, Donovan S. Group Dynamics in Healthcare Settings: A Strategic Framework for Cohesion. Science and Education. 2017;5(1):30-5.
Dijkstra MT, Beersma B, Evers A. Reducing conflict-related employee strain: The benefits of an internal locus of control and a problem-solving conflict management strategy. Work & Stress. 2011;25(2):167-84.
Pullen Jr RL. Leadership in nursing practice. Nursing made Incredibly Easy. 2016;14(3):26-31.
Council NM. The code: professional standards of practice and behaviour for nurses and midwives. London: NMC. 2015.
De Santi AM, Simeoni I. Comunicazione in medicina: collaborazione tra professionisti sanitari: SEEd; 2009.
Manges K, Scott‐Cawiezell J, Ward MM, editors. Maximizing team performance: the critical role of the nurse leader. Nursing forum; 2017: Wiley Online Library.
Pedagogia generale e sociale
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION - University credits: 3
Lessons: 24 hours
Professor: Zannini Lucia
Psicologia clinica
M-PSI/08 - CLINICAL PSYCHOLOGY - University credits: 2
Lessons: 16 hours
Educational website(s)
Professor(s)
Reception:
By appointment via e-mail