Psychology, Healt and Medicine
A.Y. 2026/2027
Learning objectives
The course aims to provide students with the necessary tools to consciously manage communicative-relational aspects in their future medical profession. For this purpose, the teaching is divided into two parts: in the first part, through frontal lessons and non-formal teaching, will be provided the fundamentals of psychology essential for an understanding of the mechanisms and processes underlying individual and social behavior; in the second part, through frontal lessons and professionalizing activities, knowledge, skills and competences essential for the relationship and communication between doctor and patient will be provided.
Expected learning outcomes
At the end of the course the student will acquire competences
- to correctly describe the structure and mechanisms characterizing human psychological processes;
- to appropriately deal with situations requiring effective strategies of decision-making and emotion regulation
- to identify the motivational dynamics underlying the actualization of effective behavioral change and adherence processes
- to correctly communicate with different partners across relational contexts
- to correctly describe the structure and mechanisms characterizing human psychological processes;
- to appropriately deal with situations requiring effective strategies of decision-making and emotion regulation
- to identify the motivational dynamics underlying the actualization of effective behavioral change and adherence processes
- to correctly communicate with different partners across relational contexts
Lesson period: year
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
Prerequisites for admission
No prior knowledge is required
Assessment methods and Criteria
General Psychology M-PSI/01: Written test (31 multiple-choice questions, 50 minutes; graded out of thirty, distinction (lode) = 31/30; passing the written test is mandatory to sit the oral exam); Clinical Psychology M-PSI/08: Structured oral exam, comprising two theoretical questions on the lecture content and one question based on a clinical role-play (application of a communication protocol, e.g. SPIKES, SEGUE, CANDOR). Competencies assessed: theoretical knowledge of doctor-patient communication models and protocols and the ability to apply them to a clinical case; the level of mastery is assessed according to Bloom's taxonomy. Graded out of thirty (distinction = 31); General Surgery MED/18: Oral exam (oral interview with two questions; graded out of thirty, distinction = 31); History of Medicine Med/02: Term paper (pass/fail assessment, no grade out of thirty).
Evaluation out of thirty with final grade corresponding to the weighted average of the grade in the individual modules of the course.
Evaluation out of thirty with final grade corresponding to the weighted average of the grade in the individual modules of the course.
Medical history
Course syllabus
Evolution of the doctor-patient relationship.
Evolution of palliative care.
Evolution of palliative care.
Teaching methods
lectures, and innovative teaching: a group activity consisting of a role play, acting out a doctor-patient scenario within a specific historical context, leading to a reflection on the evolution of the relationship and communication between a doctor and their patient. The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Kaba R., Sooriakumaran P. , The evolution of the doctor-patient relationship. Int J Surg.2007 Feb;5(1):57-65. Epub 2006 Mar 3.
Saunders C. M., The care of the terminal stages of cancer. Ann. R. Coll. Surg. Engl. 1967 Summer; 41 (suppl.): 162-169.
Saunders C., The evolution of palliative care. Patient Educ Couns. 2000 Aug; 41 (1):7-13.
Materials selected by lecturers.
Saunders C. M., The care of the terminal stages of cancer. Ann. R. Coll. Surg. Engl. 1967 Summer; 41 (suppl.): 162-169.
Saunders C., The evolution of palliative care. Patient Educ Couns. 2000 Aug; 41 (1):7-13.
Materials selected by lecturers.
General surgery
Course syllabus
The different models in the doctor/patient relationship. Empathy as a relational model
The emotions of the patient and the doctor as a resource in communication
The error in medicine
The conflict of interest
The doctor/patient relationship and informed consent
From freedom of treatment to guidelines: the choice of the doctor and the communication of the diagnostic-therapeutic process
Communication in the emergency/urgency setting
Communication within multidisciplinary teams
The emotions of the patient and the doctor as a resource in communication
The error in medicine
The conflict of interest
The doctor/patient relationship and informed consent
From freedom of treatment to guidelines: the choice of the doctor and the communication of the diagnostic-therapeutic process
Communication in the emergency/urgency setting
Communication within multidisciplinary teams
Teaching methods
lectures, analysis and discussion of clinical cases, and possible video presentation. The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Arendt H. (1964) La banalità del male Feltrinelli ed.
Boella L. (2006) Sentire l'altro. Conoscere e praticare l'empatia. Raffaello Cortina ed.
Primo soccorso psicologico: manuale per operatori sul campo; WHO 2011; Autori/Editori della versione originale:
Leslie Snider (War Trauma Foundation, WTF), Mark van Ommeren (World Health Organization,
WHO) and Alison Schafer (World Vision International, WVI).
Construction of Trust Relationship between Doctors and Patients: A Social Psychological Analysis; doi: 10.18063/esp.v6.i2.1395
Fondamenti di psicologia dell'emergenza. A cura di Fabio Sbattella e Marilena Tettamanzi, Franco Angeli editore
Boella L. (2006) Sentire l'altro. Conoscere e praticare l'empatia. Raffaello Cortina ed.
Primo soccorso psicologico: manuale per operatori sul campo; WHO 2011; Autori/Editori della versione originale:
Leslie Snider (War Trauma Foundation, WTF), Mark van Ommeren (World Health Organization,
WHO) and Alison Schafer (World Vision International, WVI).
Construction of Trust Relationship between Doctors and Patients: A Social Psychological Analysis; doi: 10.18063/esp.v6.i2.1395
Fondamenti di psicologia dell'emergenza. A cura di Fabio Sbattella e Marilena Tettamanzi, Franco Angeli editore
General psychology
Course syllabus
Perception
Learning
Memory
Thinking and reasoning
Language and communication
Emotions
Reasons
Attention and awareness
Development in the life cycle
Learning
Memory
Thinking and reasoning
Language and communication
Emotions
Reasons
Attention and awareness
Development in the life cycle
Teaching methods
lectures, non-formal teaching - seminars and presentations of topics relating to the course by groups of students and innovative, consisting of the reading of a scientific article: working in groups, students each develop a specific topic and present it in class with their own considerations and reflections (in person). The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Bassi M., Delle Fave A. (a cura di) (2019). Psicologia generale per le professioni medico-sanitarie. II edizione. Torino: UTET Università.
Scientific research articles on course topics.
Scientific research articles on course topics.
Clinical psychology
Course syllabus
Health and disease concept
Prevention and health management models
Perception of vulnerability and exposure to risk factors
Individual and social resources in disease management
Doctor-patient relational dynamics
Family and social context of the patient
Reference values and cultural environment to which the patient belongs
Chronic pathologies and physical/mental disabilities
Communication models in the healthcare sector: SPIKES protocol for communicating bad news
Discussion of cases and simulations of doctor-patient communication dynamics with reference to: preventive medicine; acute and chronic pathologies; disabling pathologies; communication of bad news
Prevention and health management models
Perception of vulnerability and exposure to risk factors
Individual and social resources in disease management
Doctor-patient relational dynamics
Family and social context of the patient
Reference values and cultural environment to which the patient belongs
Chronic pathologies and physical/mental disabilities
Communication models in the healthcare sector: SPIKES protocol for communicating bad news
Discussion of cases and simulations of doctor-patient communication dynamics with reference to: preventive medicine; acute and chronic pathologies; disabling pathologies; communication of bad news
Teaching methods
lectures, non-formal teaching, small group practice and innovative teaching, an asynchronous individual activity with teacher feedback: three short reflective essays on motivation and professional choice, difficult clinical situations and the communication skills required, and ethics and communication (with reference to the articles of the code of medical ethics and the Constitution). The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Delle Fave, A., Bassi, M. (2013). Psicologia e salute. Esperienze e risorse dei protagonisti della cura (2a ed.). Torino: UTET Università. Materiale selezionato dai singoli docenti
Modules or teaching units
Clinical psychology
M-PSI/08 - CLINICAL PSYCHOLOGY - University credits: 3
Non-formal teaching: 16 hours
Lessons: 16 hours
Lessons - Innovative Teaching : 8 hours
Lessons: 16 hours
Lessons - Innovative Teaching : 8 hours
Shifts:
General psychology
M-PSI/01 - GENERAL PSYCHOLOGY - University credits: 3
Non-formal teaching: 16 hours
Lessons: 18 hours
Lessons - Innovative Teaching : 6 hours
Lessons: 18 hours
Lessons - Innovative Teaching : 6 hours
Professors:
Durosini Ilaria, Marzorati Chiara
Shifts:
General surgery
MED/18 - GENERAL SURGERY - University credits: 1
Lessons: 8 hours
Lessons - Innovative Teaching : 4 hours
Lessons - Innovative Teaching : 4 hours
Professor:
Cimbanassi Stefania
Shifts:
Turno
Professor:
Cimbanassi Stefania
Medical history
MED/02 - MEDICAL HISTORY - University credits: 1
Lessons: 8 hours
Lessons - Innovative Teaching : 4 hours
Lessons - Innovative Teaching : 4 hours
Professors:
Passamonti Francesco, Porro Alessandro
Shifts:
Prerequisites for admission
No prior knowledge is required
Assessment methods and Criteria
General Psychology M-PSI/01: Written test (31 multiple-choice questions, 50 minutes; graded out of thirty, distinction (lode) = 31/30; passing the written test is mandatory to sit the oral exam); Clinical Psychology M-PSI/08: Structured oral exam, comprising two theoretical questions on the lecture content and one question based on a clinical role-play (application of a communication protocol, e.g. SPIKES, SEGUE, CANDOR). Competencies assessed: theoretical knowledge of doctor-patient communication models and protocols and the ability to apply them to a clinical case; the level of mastery is assessed according to Bloom's taxonomy. Graded out of thirty (distinction = 31); General Surgery MED/18: Oral exam (oral interview with two questions; graded out of thirty, distinction = 31); History of Medicine Med/02: Term paper (pass/fail assessment, no grade out of thirty).
Evaluation out of thirty with final grade corresponding to the weighted average of the grade in the individual modules of the course.
Evaluation out of thirty with final grade corresponding to the weighted average of the grade in the individual modules of the course.
Medical history
Course syllabus
Evolution of the doctor-patient relationship.
Evolution of palliative care.
Evolution of palliative care.
Teaching methods
lectures, and innovative teaching: a group activity consisting of a role play, acting out a doctor-patient scenario within a specific historical context, leading to a reflection on the evolution of the relationship and communication between a doctor and their patient. The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Kaba R., Sooriakumaran P. , The evolution of the doctor-patient relationship. Int J Surg.2007 Feb;5(1):57-65. Epub 2006 Mar 3.
Saunders C. M., The care of the terminal stages of cancer. Ann. R. Coll. Surg. Engl. 1967 Summer; 41 (suppl.): 162-169.
Saunders C., The evolution of palliative care. Patient Educ Couns. 2000 Aug; 41 (1):7-13.
Materials selected by lecturers.
Saunders C. M., The care of the terminal stages of cancer. Ann. R. Coll. Surg. Engl. 1967 Summer; 41 (suppl.): 162-169.
Saunders C., The evolution of palliative care. Patient Educ Couns. 2000 Aug; 41 (1):7-13.
Materials selected by lecturers.
General surgery
Course syllabus
The different models in the doctor/patient relationship. Empathy as a relational model
The emotions of the patient and the doctor as a resource in communication
The error in medicine
The conflict of interest
The doctor/patient relationship and informed consent
From freedom of treatment to guidelines: the choice of the doctor and the communication of the diagnostic-therapeutic process
Communication in the emergency/urgency setting
Communication within multidisciplinary teams
The emotions of the patient and the doctor as a resource in communication
The error in medicine
The conflict of interest
The doctor/patient relationship and informed consent
From freedom of treatment to guidelines: the choice of the doctor and the communication of the diagnostic-therapeutic process
Communication in the emergency/urgency setting
Communication within multidisciplinary teams
Teaching methods
lectures, analysis and discussion of clinical cases, and possible video presentation. The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Arendt H. (1964) La banalità del male Feltrinelli ed.
Boella L. (2006) Sentire l'altro. Conoscere e praticare l'empatia. Raffaello Cortina ed.
Primo soccorso psicologico: manuale per operatori sul campo; WHO 2011; Autori/Editori della versione originale:
Leslie Snider (War Trauma Foundation, WTF), Mark van Ommeren (World Health Organization,
WHO) and Alison Schafer (World Vision International, WVI).
Construction of Trust Relationship between Doctors and Patients: A Social Psychological Analysis; doi: 10.18063/esp.v6.i2.1395
Fondamenti di psicologia dell'emergenza. A cura di Fabio Sbattella e Marilena Tettamanzi, Franco Angeli editore
Boella L. (2006) Sentire l'altro. Conoscere e praticare l'empatia. Raffaello Cortina ed.
Primo soccorso psicologico: manuale per operatori sul campo; WHO 2011; Autori/Editori della versione originale:
Leslie Snider (War Trauma Foundation, WTF), Mark van Ommeren (World Health Organization,
WHO) and Alison Schafer (World Vision International, WVI).
Construction of Trust Relationship between Doctors and Patients: A Social Psychological Analysis; doi: 10.18063/esp.v6.i2.1395
Fondamenti di psicologia dell'emergenza. A cura di Fabio Sbattella e Marilena Tettamanzi, Franco Angeli editore
General psychology
Course syllabus
Perception
Learning
Memory
Thinking and reasoning
Language and communication
Emotions
Reasons
Attention and awareness
Development in the life cycle
Learning
Memory
Thinking and reasoning
Language and communication
Emotions
Reasons
Attention and awareness
Development in the life cycle
Teaching methods
lectures, non-formal teaching - seminars and presentations of topics relating to the course by groups of students and innovative, consisting of the reading of a scientific article: working in groups, students each develop a specific topic and present it in class with their own considerations and reflections (in person). The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Bassi M., Delle Fave A. (a cura di) (2019). Psicologia generale per le professioni medico-sanitarie. II edizione. Torino: UTET Università.
Scientific research articles on course topics.
Scientific research articles on course topics.
Clinical psychology
Course syllabus
Health and disease concept
Prevention and health management models
Perception of vulnerability and exposure to risk factors
Individual and social resources in disease management
Doctor-patient relational dynamics
Family and social context of the patient
Reference values and cultural environment to which the patient belongs
Chronic pathologies and physical/mental disabilities
Communication models in the healthcare sector: SPIKES protocol for communicating bad news
Discussion of cases and simulations of doctor-patient communication dynamics with reference to: preventive medicine; acute and chronic pathologies; disabling pathologies; communication of bad news
Prevention and health management models
Perception of vulnerability and exposure to risk factors
Individual and social resources in disease management
Doctor-patient relational dynamics
Family and social context of the patient
Reference values and cultural environment to which the patient belongs
Chronic pathologies and physical/mental disabilities
Communication models in the healthcare sector: SPIKES protocol for communicating bad news
Discussion of cases and simulations of doctor-patient communication dynamics with reference to: preventive medicine; acute and chronic pathologies; disabling pathologies; communication of bad news
Teaching methods
lectures, non-formal teaching, small group practice and innovative teaching, an asynchronous individual activity with teacher feedback: three short reflective essays on motivation and professional choice, difficult clinical situations and the communication skills required, and ethics and communication (with reference to the articles of the code of medical ethics and the Constitution). The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Delle Fave, A., Bassi, M. (2013). Psicologia e salute. Esperienze e risorse dei protagonisti della cura (2a ed.). Torino: UTET Università. Materiale selezionato dai singoli docenti
Modules or teaching units
Clinical psychology
M-PSI/08 - CLINICAL PSYCHOLOGY - University credits: 3
Non-formal teaching: 16 hours
Lessons: 16 hours
Lessons - Innovative Teaching : 8 hours
Lessons: 16 hours
Lessons - Innovative Teaching : 8 hours
Professor:
Callus Edward
Shifts:
Turno
Professor:
Callus Edward
General psychology
M-PSI/01 - GENERAL PSYCHOLOGY - University credits: 3
Non-formal teaching: 16 hours
Lessons: 18 hours
Lessons - Innovative Teaching : 6 hours
Lessons: 18 hours
Lessons - Innovative Teaching : 6 hours
Professor:
Poletti Barbara
Shifts:
Turno
Professor:
Poletti Barbara
General surgery
MED/18 - GENERAL SURGERY - University credits: 1
Lessons: 8 hours
Lessons - Innovative Teaching : 4 hours
Lessons - Innovative Teaching : 4 hours
Professor:
Asti Emanuele Luigi Giuseppe
Shifts:
Turno
Professor:
Asti Emanuele Luigi Giuseppe
Medical history
MED/02 - MEDICAL HISTORY - University credits: 1
Lessons: 8 hours
Lessons - Innovative Teaching : 4 hours
Lessons - Innovative Teaching : 4 hours
Professor:
Biehler Gomez Lucie Natividad Jeannine
Shifts:
Turno
Professor:
Biehler Gomez Lucie Natividad Jeannine
Prerequisites for admission
No prior knowledge is required
Assessment methods and Criteria
General Psychology M-PSI/01: Written test (31 multiple-choice questions, 50 minutes; graded out of thirty, distinction (lode) = 31/30; passing the written test is mandatory to sit the oral exam); Clinical Psychology M-PSI/08: Structured oral exam, comprising two theoretical questions on the lecture content and one question based on a clinical role-play (application of a communication protocol, e.g. SPIKES, SEGUE, CANDOR). Competencies assessed: theoretical knowledge of doctor-patient communication models and protocols and the ability to apply them to a clinical case; the level of mastery is assessed according to Bloom's taxonomy. Graded out of thirty (distinction = 31); General Surgery MED/18: Oral exam (oral interview with two questions; graded out of thirty, distinction = 31); History of Medicine Med/02: Term paper (pass/fail assessment, no grade out of thirty).
Evaluation out of thirty with final grade corresponding to the weighted average of the grade in the individual modules of the course.
Evaluation out of thirty with final grade corresponding to the weighted average of the grade in the individual modules of the course.
Medical history
Course syllabus
Evolution of the doctor-patient relationship.
Evolution of palliative care.
Evolution of palliative care.
Teaching methods
lectures, and innovative teaching: a group activity consisting of a role play, acting out a doctor-patient scenario within a specific historical context, leading to a reflection on the evolution of the relationship and communication between a doctor and their patient. The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Kaba R., Sooriakumaran P. , The evolution of the doctor-patient relationship. Int J Surg.2007 Feb;5(1):57-65. Epub 2006 Mar 3.
Saunders C. M., The care of the terminal stages of cancer. Ann. R. Coll. Surg. Engl. 1967 Summer; 41 (suppl.): 162-169.
Saunders C., The evolution of palliative care. Patient Educ Couns. 2000 Aug; 41 (1):7-13.
Materials selected by lecturers.
Saunders C. M., The care of the terminal stages of cancer. Ann. R. Coll. Surg. Engl. 1967 Summer; 41 (suppl.): 162-169.
Saunders C., The evolution of palliative care. Patient Educ Couns. 2000 Aug; 41 (1):7-13.
Materials selected by lecturers.
General surgery
Course syllabus
The different models in the doctor/patient relationship. Empathy as a relational model
The emotions of the patient and the doctor as a resource in communication
The error in medicine
The conflict of interest
The doctor/patient relationship and informed consent
From freedom of treatment to guidelines: the choice of the doctor and the communication of the diagnostic-therapeutic process
Communication in the emergency/urgency setting
Communication within multidisciplinary teams
The emotions of the patient and the doctor as a resource in communication
The error in medicine
The conflict of interest
The doctor/patient relationship and informed consent
From freedom of treatment to guidelines: the choice of the doctor and the communication of the diagnostic-therapeutic process
Communication in the emergency/urgency setting
Communication within multidisciplinary teams
Teaching methods
lectures, analysis and discussion of clinical cases, and possible video presentation. The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Arendt H. (1964) La banalità del male Feltrinelli ed.
Boella L. (2006) Sentire l'altro. Conoscere e praticare l'empatia. Raffaello Cortina ed.
Primo soccorso psicologico: manuale per operatori sul campo; WHO 2011; Autori/Editori della versione originale:
Leslie Snider (War Trauma Foundation, WTF), Mark van Ommeren (World Health Organization,
WHO) and Alison Schafer (World Vision International, WVI).
Construction of Trust Relationship between Doctors and Patients: A Social Psychological Analysis; doi: 10.18063/esp.v6.i2.1395
Fondamenti di psicologia dell'emergenza. A cura di Fabio Sbattella e Marilena Tettamanzi, Franco Angeli editore
Boella L. (2006) Sentire l'altro. Conoscere e praticare l'empatia. Raffaello Cortina ed.
Primo soccorso psicologico: manuale per operatori sul campo; WHO 2011; Autori/Editori della versione originale:
Leslie Snider (War Trauma Foundation, WTF), Mark van Ommeren (World Health Organization,
WHO) and Alison Schafer (World Vision International, WVI).
Construction of Trust Relationship between Doctors and Patients: A Social Psychological Analysis; doi: 10.18063/esp.v6.i2.1395
Fondamenti di psicologia dell'emergenza. A cura di Fabio Sbattella e Marilena Tettamanzi, Franco Angeli editore
General psychology
Course syllabus
Perception
Learning
Memory
Thinking and reasoning
Language and communication
Emotions
Reasons
Attention and awareness
Development in the life cycle
Learning
Memory
Thinking and reasoning
Language and communication
Emotions
Reasons
Attention and awareness
Development in the life cycle
Teaching methods
lectures, non-formal teaching - seminars and presentations of topics relating to the course by groups of students and innovative, consisting of the reading of a scientific article: working in groups, students each develop a specific topic and present it in class with their own considerations and reflections (in person). The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Bassi M., Delle Fave A. (a cura di) (2019). Psicologia generale per le professioni medico-sanitarie. II edizione. Torino: UTET Università.
Scientific research articles on course topics.
Scientific research articles on course topics.
Clinical psychology
Course syllabus
Health and disease concept
Prevention and health management models
Perception of vulnerability and exposure to risk factors
Individual and social resources in disease management
Doctor-patient relational dynamics
Family and social context of the patient
Reference values and cultural environment to which the patient belongs
Chronic pathologies and physical/mental disabilities
Communication models in the healthcare sector: SPIKES protocol for communicating bad news
Discussion of cases and simulations of doctor-patient communication dynamics with reference to: preventive medicine; acute and chronic pathologies; disabling pathologies; communication of bad news
Prevention and health management models
Perception of vulnerability and exposure to risk factors
Individual and social resources in disease management
Doctor-patient relational dynamics
Family and social context of the patient
Reference values and cultural environment to which the patient belongs
Chronic pathologies and physical/mental disabilities
Communication models in the healthcare sector: SPIKES protocol for communicating bad news
Discussion of cases and simulations of doctor-patient communication dynamics with reference to: preventive medicine; acute and chronic pathologies; disabling pathologies; communication of bad news
Teaching methods
lectures, non-formal teaching, small group practice and innovative teaching, an asynchronous individual activity with teacher feedback: three short reflective essays on motivation and professional choice, difficult clinical situations and the communication skills required, and ethics and communication (with reference to the articles of the code of medical ethics and the Constitution). The slides and any in-depth material are available to students on the Ariel platform.
Teaching Resources
Delle Fave, A., Bassi, M. (2013). Psicologia e salute. Esperienze e risorse dei protagonisti della cura (2a ed.). Torino: UTET Università. Materiale selezionato dai singoli docenti
Modules or teaching units
Clinical psychology
M-PSI/08 - CLINICAL PSYCHOLOGY - University credits: 3
Non-formal teaching: 16 hours
Lessons: 16 hours
Lessons - Innovative Teaching : 8 hours
Lessons: 16 hours
Lessons - Innovative Teaching : 8 hours
Professor:
Vegni Elena Anna Maria
Shifts:
Turno
Professor:
Vegni Elena Anna Maria
General psychology
M-PSI/01 - GENERAL PSYCHOLOGY - University credits: 3
Non-formal teaching: 16 hours
Lessons: 18 hours
Lessons - Innovative Teaching : 6 hours
Lessons: 18 hours
Lessons - Innovative Teaching : 6 hours
General surgery
MED/18 - GENERAL SURGERY - University credits: 1
Lessons: 8 hours
Lessons - Innovative Teaching : 4 hours
Lessons - Innovative Teaching : 4 hours
Professor:
Chiappa Antonio Costanzo
Shifts:
Turno
Professor:
Chiappa Antonio Costanzo
Medical history
MED/02 - MEDICAL HISTORY - University credits: 1
Lessons: 8 hours
Lessons - Innovative Teaching : 4 hours
Lessons - Innovative Teaching : 4 hours
Professor(s)
Reception:
By appointment via e-mail
Reception:
send me an email to meet me
Reception:
previo appuntamento e-mail
via della Commenda 19 - 2* p.