Educational Project Planning and Management
A.Y. 2021/2022
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
- 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
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
More specific information on the delivery modes of training activities for academic year 2021/22 will be provided over the coming months, based on the evolution of the public health situation.
Prerequisites for admission
No prior knowledge required
Assessment methods and Criteria
The course includes formative evaluation (during the course, through Ariel and at the end of it) and summative evaluation.
Learning outcomes related to applied knowledge will be evaluated through formative evaluation, excluding the medical humanities project work, which will receive a grade that will contribute (1 CFU) to the final grade.
Referring to summative evaluation, the exam is composed of three parts (2 parts of Pedagogy and 1 part for Rehabilitation Sciences).
The exam of the module of Pedagogy will be based on:
1. a project work on an educational path based on medical humanities (homework) (1CFU) Through the project work the student will get a mark from 0/30 to 30/30 cum laude.
2. a written test with 54 multiple choice questions (MCQ) and the analysis of a CME case, which will require the students to answer 3 MCQs and/or short open questions (5CFU). 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.
Both modules (pedagogy and rehabilitation sciences) contribute to the final mark, calculated as their weighted average, expressed on a scale of 30.
The results will be published confidentially on the course website on the Ariel platform.
The exam will be based on the References list and on the materials/topics discussed in live class
Learning outcomes related to applied knowledge will be evaluated through formative evaluation, excluding the medical humanities project work, which will receive a grade that will contribute (1 CFU) to the final grade.
Referring to summative evaluation, the exam is composed of three parts (2 parts of Pedagogy and 1 part for Rehabilitation Sciences).
The exam of the module of Pedagogy will be based on:
1. a project work on an educational path based on medical humanities (homework) (1CFU) Through the project work the student will get a mark from 0/30 to 30/30 cum laude.
2. a written test with 54 multiple choice questions (MCQ) and the analysis of a CME case, which will require the students to answer 3 MCQs and/or short open questions (5CFU). 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.
Both modules (pedagogy and rehabilitation sciences) contribute to the final mark, calculated as their weighted average, expressed on a scale of 30.
The results will be published confidentially on the course website on the Ariel platform.
The exam will be based on the References list and on the materials/topics discussed in live class
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
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 brief asynchronous lessons (video-recorded lessons) or lessons held in the classroom, organized to cover the theoretical aspects of the course. The educational activities scheduled in the timetable will be a moment of analysis and application of what is proposed in asynchronous/live lessons and will be carried out in classrooms. Furthermore, using the aforementioned platforms and /or Ariel small group activities, reflective writing activities, online case analysis (ECM course) will be held, under the guidance of the teacher.
The educational activities are indeed 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, various didactic materials (grids, diagrams, etc., which will be analyzed during the lessons), scientific publications to deepen some topics. Students will have to discuss, through blogs, a case related to an ECM course (1 credit). The modalities and timing of these activities will be illustrated during the lessons.
The educational activities are indeed 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, various didactic materials (grids, diagrams, etc., which will be analyzed during the lessons), scientific publications to deepen some topics. Students will have to discuss, through blogs, a case related to an ECM course (1 credit). The modalities and timing of these activities will be illustrated during the lessons.
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
- 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
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 is held through brief asynchronous lessons (video-recorded lessons) or lessons held in the classroom, organized to cover the theoretical aspects of the course. The educational activities scheduled in the timetable will be a moment of analysis and application of what is proposed in asynchronous/live lessons and will be carried out in classrooms. Furthermore, using the aforementioned platforms and /or Ariel small group activities, reflective writing activities, online case analysis (ECM course) will be held, under the guidance of the teacher.
The educational activities are indeed 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, various didactic materials (grids, diagrams, etc., which will be analyzed during the lessons), scientific publications to deepen some topics. Students will have to discuss, through blogs, a case related to an ECM course (1 credit). The modalities and timing of these activities will be illustrated during the lessons.
The educational activities are indeed 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, various didactic materials (grids, diagrams, etc., which will be analyzed during the lessons), scientific publications to deepen some topics. Students will have to discuss, through blogs, a case related to an ECM course (1 credit). The modalities and timing of these activities will be illustrated during the lessons.
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
- 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
Modules or teaching units
Neuropsychiatric and rehabilitation nursing sciences
MED/48 - NURSING IN NEUROPSYCHIATRY AND REHABILITATION - University credits: 2
Lessons: 16 hours
Professor:
Bernardelli Giuseppina
Theories and science of education and social education
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION - University credits: 6
Lessons: 48 hours
Professor:
Zannini Lucia
Professor(s)