Educational Project Planning and Management
A.Y. 2025/2026
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
Prerequisites for admission
None
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.
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.
Theories and science of education and social education
Course syllabus
- 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, 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
- 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 competency.
- 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).
- Discuss why, in the Sixties, 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
- Experiment in first person reactions and reflections that art-based stimuli (narratives, painting, movies) can promote in students.
- Plan a course/ educational experience in undergraduate, post-graduate and continuing education based on the approach of medical humanities; point out educational needs, aims, methods/materials and evaluation of that course/educational experience.
- 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
- Plan a program in undergraduate or postgraduate or continuing education based on the medical humanities, pointing out learning needs, aims, methods/materials that will be utilized and how the program will be evaluated.
- 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
- 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, 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
- 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 competency.
- 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).
- Discuss why, in the Sixties, 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
- Experiment in first person reactions and reflections that art-based stimuli (narratives, painting, movies) can promote in students.
- Plan a course/ educational experience in undergraduate, post-graduate and continuing education based on the approach of medical humanities; point out educational needs, aims, methods/materials and evaluation of that course/educational experience.
- 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
- Plan a program in undergraduate or postgraduate or continuing education based on the medical humanities, pointing out learning needs, aims, methods/materials that will be utilized and how the program will be evaluated.
- 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
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.
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 designed in presence through interactive classroom lessons and also includes practical exercises designed by the teacher.
The teaching activities are supported by the Ariel platform of the University of Milan: within the "Design and management of training systems" website, Prof. Bernardelli module, students will find: notices, lecture slides, exercise texts, scientific publications, paper materials (grids, diagrams, documents, etc.), which will be analyzed and discussed in the classroom.
Students are kindly requested to visit the website before each lesson and to download the teaching materials that will be discussed.
The teaching activities are supported by the Ariel platform of the University of Milan: within the "Design and management of training systems" website, Prof. Bernardelli module, students will find: notices, lecture slides, exercise texts, scientific publications, paper materials (grids, diagrams, documents, etc.), which will be analyzed and discussed in the classroom.
Students are kindly requested to visit the website before each lesson and to download the teaching materials that will be discussed.
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 a cura del Docente e disponibile sul sito ARIEL Docente
- Documenti utilizzati per le esercitazioni
- Dispense/appunti a cura del Docente
- Bibliografia
- Autori vari Linee guida per la formazione del fisioterapista. Masson, 2003
- Slides a cura del Docente e disponibile sul sito ARIEL Docente
- Documenti utilizzati per le esercitazioni
- Dispense/appunti a cura del Docente
- Bibliografia
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)