Educational project planning and management

A.Y. 2020/2021
Overall hours
M-PED/01 MED/48
Learning objectives
The course is aimed at providing students with the essential concepts and skills required for the design, implementation and evaluation of educational interventions in healthcare contexts.
Expected learning outcomes
At the end of the course, the student will be able to:
- assess educational needs, identify effective operational tools and educational strategies in order to design training interventions according to the characteristics and needs of the trainees
Course syllabus and organization

Single session

Most lessons will take place synchronously through the Teams platforms. If possible, some lessons will be organized in presence, following the indications provided by the University as concerns safety and social distancing, with simultaneous activation of the remote mode via Teams. All lessons will be recorded and made available to students on the Ariel platform, together with additional learning materials.
The course program and materials will not change.
During the emergency phase exams will be performed orally through Teams. Whenever possible, written exams will be organized in presence, following the indications concerning safety and social distancing. The possibility to perform the exam orally in remote mode will be anyway guaranteed for students living in other regions or countries, as well as for students with serious pathologies.
Prerequisites for admission
No prior knowledge required
Assessment methods and Criteria
The exam includes two tests (Pedagogy and Rehabilitation Sciences).
The Pedagogy test will comprise a written test with 54 multiple choice questions (MCQ) and the analysis of a CME course, which will require the students to answer 3 MCQs and/or short open questions. Through the MCQ test the students will get a mark from 0/30 to 27/30. From the CME case based questions the students will get a mark from 0/30 to 6/30. The final test grade (sum of MCQ test mark + case-based test mark) will range from 18/30 to 30/30 cum laude. Obtaining at least 18/30 in the test is compulsory to pass the exam. The Rehabilitation Science test consists of open-ended questions. Both modules contribute to the final mark, calculated as their weighted average, expressed on a scale of 30.
The final result will be published on the course website on the Ariel platform.
Theories and science of education and social education
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 includes traditional lectures, small group activities, flipped classroom, reflective writing activities, online case analysis (ECM course) under the guidance of the teacher.
The educational activities are supported by the Ariel platform of the University of Milan ( 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 edi-zione italiana a cura di G. Palasciano e A. Lotti, Bari. Edizioni dal Sud, 2002, cap. 1.
- Articles from international literature will also be available, which will be uploaded to the Ariel course website
Neuropsychiatric and rehabilitation nursing sciences
Course syllabus
- Overview of the Graduate Courses of the Health Professions of the Rehabilitation Class
Legislation: institution and purpose of courses; Orders, Regulations and study plan; CFU; Memorandums of
understanding and conventions; Final exam rules; Stages of educational planning according to the UNIMI model and
teaching assignment plan
- Training offer sustainability
Definition; Possible indicators
- The Departmentalization process:
Role and functions of departments, the Main or Administrative Department and the Educational College in teaching
programming and study courses management
- Ava-Anvur Process
Accreditation of Courses: purpose, tools and methods; Inspiring principles of training in Rehabilitation and
Healthcare Professions; Community-oriented, learning-focused, skills-focused and valid assessment; Training actors
in the Health Professions
- Designing the training activities: tools and methods
Frontal lesson and examples of rehabilitation area contents; Learning about problems and examples of
rehabilitation area contents; clinical cases and examples of rehabilitation area contents; Tutorials
- The internship
Purpose, regulation, design, planning and evaluation; Tutorials
- The evaluation
Purpose, tools and methods; Tutorials
Teaching methods
The course includes lessons and exercises to be performed individually, in pairs or in small groups. On the ARIEL website "Design and management of training systems", in prof. Bernardelli module students will find communications and announcements, lesson slides, scientific publications, other materials (grids, diagrams, documents, etc.), which will be analysed and discussed in the classroom. Students are invited to visit the site before each lesson and to download the learning materials that will be used in it.
Teaching Resources
- Pietro Gallo (a cura di) Insegnare nei Corsi di Laurea in Medicina e Odontoiatria. Collana di Pedagogia Medica SIPeM, 2010
- Autori vari Linee guida per la formazione del fisioterapista. Masson, 2003
- Slides and materials provided by the Lecturer and available on the ARIEL Teacher website
- Documents used for tutorials
Neuropsychiatric and rehabilitation nursing sciences
Lessons: 16 hours
Theories and science of education and social education
Lessons: 48 hours
Professor: Zannini Lucia