Health Professions of Prevention Sciences

Activity type

Scienze umane e psicopedagogiche

SSD

MED/02

Year

1st year

Semester

1st semester

CFU

1

Hours distribution

10 classroom hours

Lecturers

VALENTINA SILVESTRI

Activity type

Scienze biologiche medico e chirurgiche

SSD

MED/04

Year

1st year

Semester

1st semester

CFU

1

Hours distribution

10 classroom hours

Lecturers

VALENTINA SILVESTRI

Activity type

Dimensioni antropologiche, pedagogiche e psicologiche, Attività formative affini o integrative

SSD

M-PSI/04, M-PSI/04

Year

1st year

Semester

1st semester

CFU

2

Hours distribution

20 classroom hours

Lecturers

BARBARA CALABRESE

Activity type

Scienze umane e psicopedagogiche

SSD

M-PED/03

Year

1st year

Semester

1st semester

CFU

2

Hours distribution

20 classroom hours

Lecturers

ANNA SALERNI

Activity type

Dimensioni antropologiche, pedagogiche e psicologiche

SSD

SPS/08

Year

1st year

Semester

1st semester

CFU

2

Hours distribution

20 classroom hours

Lecturers

LORENZA PARISI

Activity type

Scienze umane e psicopedagogiche

SSD

M-FIL/02

Year

1st year

Semester

1st semester

CFU

2

Hours distribution

20 classroom hours

Lecturers

ANTONELLA FICORILLI

Module: History of medicine
To know and to discuss the evolution of the concepts of illness, disease and health - To know and to discuss the principal scientific revolutions in Medicine, compared with present medicine.


Module: General pathology
Students will be able to discuss the main pathogenetic mechanisms of diseases, in relation to environmental factors.


Module: Logic and philosophy of science
N/D
Module: Teaching and special education
The course aims to present the main issues related to General Didactics with particular reference to their application to different educational contexts. The course aims to introduce the general themes and problems of the subject from its epistemological status, examining the relationship of didactics with other educational sciences.
Beginning with a brief historical introduction of the discipline and the meaning it has assumed over time, it will reflect on the relationship between theory and practice in education and specifically on teaching, developing a scientific and critical attitude. In particular, during the course, will be presented approaches and methodologies to help plan, design, and implement effective educational interventions.
Upon completing the module, students will have acquired knowledge related to the main issues of general education from its epistemological status and relationship to the educational sciences. They will also have acquired knowledge related to theories and models of learning-teaching. Specifically, male and female students will know the principles of communication and planning and the various forms of academic documentation needed to implement educational interventions. (Knowledge and understanding - knowledge and understanding)
Attending the course will enable students to devise, design, and evaluate educational interventions for different target audiences. They will also be able to apply the knowledge acquired and concretize their understanding in the construction and organization of educational documentation capable of accounting for the activities carried out and interpreting the strategies implemented. (Ability to apply knowledge and understanding - applying knowledge and understanding)

The autonomy of judgment achieved at the end of the course by the students will result in the propensity to collect, interpret and reflect on problems and data related to the field of study of didactics, demonstrating a scientific attitude and critical and self-critical capacity. Specifically, at the end of the course, they will be able to take a critical attitude toward the educational and didactic choices made and the teaching means chosen (Autonomy of judgment - making judgements)
Study, reflection, presentation, and design activities will support students in acquiring the specialized technical language of teaching. By the end of the course, students will have honed the ability to express themselves clearly with the target audience in mind. They will have improved their ability to express themselves in written form and draft documentation (Communication skills - communication skills).
The various activities proposed in the course of teaching aim to foster and improve learning skills, which concern not only autonomous reading of texts and documents proper to the discipline but also knowing how to interpret and reflect on issues, problems, and data related to the field of study of didactics with a scientific attitude and critical and self-critical ability (Learning skills -learning skills)



Module: Sociology of cultural and communicative processes
Conoscere gli effetti sociali dei media in particolare modo nell’ambito della comunicazione della scienza e della salute. Conoscere le pratiche comunicative legate alla comunicazione della salute in Italia.
Saper valutare bisogni informativi, aspettative e motivazioni messi in campo dagli utenti dei media digitali in relazione alla comunicazione della salute in contesti di emergenza e non.


Module: Developmental psychology and educational psychology
The course aims to respond to the growing and widespread demand for training in bioethics issues. Students will address ethical-epistemological implications of a range of issues concerning different areas of biological research. The course will be conducted using interactive teaching methods aimed at consolidating and verifying in itinere understanding and mastery of the topics.

Module: History of medicine
Students must have passed the preparatory exams.


Module: General pathology
Students must have passed basic exams and possess knowledge of cellular and molecular biology.


Module: Logic and philosophy of science
N/D
Module: Teaching and special education
Essential skills and research skills
Knowledge of multimedia tools



Module: Sociology of cultural and communicative processes
None


Module: Developmental psychology and educational psychology
No special requirements.

Module: History of medicine
History and evolution of the concept of health and disease. Main scientific revolutions in medicine.
Diseases in the past: paleopathology.
Origins of medicine. From theurgical medicine to the Hippocratic revolution; concept of empirical medicine, origins of the relationship between medicine, society and institutions. Galeno and medicine in ancient Rome. Medieval medicine and the Medical School of Salerno.
Experience and experiment in medicine: from empiricism to the measurement of phenomena in medicine. The physiological revolution and Harvey. From didactic dissection to the anatomical revolution of Vesalio. Giovan Battista Morgagni and the origins of pathological anatomy. Cell theory and cellular pathology: Rudolph Virchow.
Experimental medicine and bacteriology: Claude Bernard, Louis Pasteur and Robert Koch.
Origins of molecular medicine: the discovery of DNA structure; diagnostic and therapeutic techniques in medicine, predictive medicine, ethical implications.



Module: General pathology
Concepts of health and disease; homeostasis. Pathogenesis.Cellular response to damage. Morphology of cell damage and adaptation. Inflammatory process.
Epidemiology of cancer. Cancer genetic susceptibility.
Molecular genetics of cancer. The neoplastic cell: morphology and characteristics. Benign and malignant tumors. Oncogenes and tumor suppressors. Definition and classification of neoplasms. Concepts of mutation, promotion and progression. Invasion and Metastasis.



Module: Logic and philosophy of science
N/D
Module: Teaching and special education
The course aims to introduce the general themes and problems of the subject from its epistemological status, examining in particular, the relationship of didactics to other educational sciences.
Beginning with a brief historical introduction of the discipline of the meaning and significance attributed to it, the main problems of educational research in its various contexts and the relationship between theory and practice will be examined.
In addition to topics such as planning, educational communication, and evaluation of educational activities, the course will reflect on active didactics by examining its techniques aimed at animating and facilitating learning, also increasing motivation to learn, both in young people and in adults who find themselves in educational contexts and situations of possible distress.
Specifically, the topics covered are as follows and at times indicated:
The fundamentals of the discipline (2 hours)
The main theories of learning and the centrality of experience (3 hours).
The techniques and approaches of traditional teaching and the strategies and techniques of active teaching (4 hours).
The nature of the trainer's role: the skills of the trainer (2 hours)
Communicating in different contexts and with different audiences (5 hours)
Designing and evaluating teaching interventions (2 hours)
Documenting teaching (2 hours)



Module: Sociology of cultural and communicative processes
28 ottobre: 16 – 19: introduzione al corso

7 novembre: 14- 16: comunicazione della salute: definizione, modelli e pratiche comunicative + (cap. 2) quando la salute incontra i media

11 novembre: 16 -19: campagne istituzionali sui temi salute

15 novembre: 14-17 presentazione del project work, introduzione alla ricerca qualitativa sociale sui temi di salute

25 novembre: project work: codebook e tagging

9 dicembre: 16-19 project work: tagging + scrittura report

28 gennaio: presentazione dei lavori di gruppo



Module: Developmental psychology and educational psychology
Module LOGIC AND PHILOSOPHY OF SCIENCE (CFU 2) a.y. 2024/2025

Programme
Students will be invited to confront the moral dilemmas associated with the new acquisitions of scientific research and the implications of this transformation for the relationship between science and society. The confrontation will also take place through the examination of imaginary situations or real cases. The course programme will focus on the following topics: Bioethics and scientific research - The principles of bioethics - The Nuremberg Code, informed consent, and the right to health between science, autonomy and equity - Ethical and social implications of biotechnology - Environmental ethics - The relationship between science and society: the question of active involvement of citizenship in science.

Module: History of medicine
Support material provided by the teacher.


Module: General pathology
Support material provided by the teacher.


Module: Logic and philosophy of science
N/D
Module: Teaching and special education
Lucisano P., Salerni A., Sposetti P. (a cura di), Didattica e conoscenza, Carocci, Roma, 2013
Zagrebelsky G., La lezione, Torino, Einaudi, 2023.
Students who cannot take the course must agree to study an additional text.



Module: Sociology of cultural and communicative processes
Testo d'esame: 

Alessandro Lovari, Social media e comunicazione della salute, primi 3 capitoli, Guerini, 2018 (fino a p.142)

Peoject work: 'Adolescenti e salute’ (Progetto di Ateneo, Sapienza): Comprendere atteggiamenti, motivazioni e usi tra gli adolescenti italiani dei social media in merito a temi di salute (e alle questioni vaccinali).

Fasi: 
Presentazione del progetto e introduzione alla ricerca qualitativa sociale sui temi di salute.
Lavoro in aula sulle interviste (analisi e interpretazione dei dati)
Scrittura di un report di ricerca



Module: Developmental psychology and educational psychology
Specific bibliographical indications will be provided at the beginning of the course.

Module: History of medicine
N/D
Module: General pathology
N/D
Module: Logic and philosophy of science
N/D
Module: Teaching and special education
Additional texts and further reading will be suggested about the different topics covered during the course, also based on specific interests on the part of the students.


Module: Sociology of cultural and communicative processes
N/D
Module: Developmental psychology and educational psychology
F. Rufo, Scienza e bene pubblico. Cittadinanza, conoscenza, democrazia, Donzelli, Roma, 2023; A. Ficorilli, Nuovi territori per l’etica nella ricerca scientifica, Mimesis, Milano-Udine, 2021; M. Balistreri, G. Capranico, M. Galletti, S. Zullo, Biotecnologie e modificazioni genetiche, Il Mulino, Bologna, 2020; G. Corbellini, C. Lalli, Bioetica per perplessi, Mondadori, Milano, 2016;Philip Kitcher, La scienza in una società democratica, Ariele, Milano, 2014; David B. Resnik, The Ethics of Science: An Introduction, London and New York: Routledge, 1998

Module: History of medicine
Interactive face to face lectures supported by power point presentations.


Module: General pathology
Interactive face to face lectures supported by power point presentations.


Module: Logic and philosophy of science
N/D
Module: Teaching and special education
Given the expected results, the course includes various teaching methods such as lectures, tutorials, laboratory, and group activities.


Module: Sociology of cultural and communicative processes
N/D
Module: Developmental psychology and educational psychology
The course will be organised on the basis of lectures, in which the topics on the syllabus will be analysed and the active participation of students through questions and requests for clarification will be encouraged.

Module: History of medicine
Compulsory attendance lectures.


Module: General pathology
Compulsory attendance lectures.



Module: Logic and philosophy of science
N/D
Module: Teaching and special education
Mandatory


Module: Sociology of cultural and communicative processes
Mandatory


Module: Developmental psychology and educational psychology
Attendance is mandatory

Module: History of medicine
The evaluation will be carried out on the basis of multiple-choice tests.



Module: General pathology
Multiple choice test


Module: Logic and philosophy of science
N/D
Module: Teaching and special education
The training activity concludes with an individual oral examination with a grade in thirtieths. A grade of not less than 18/30 must be achieved to pass the exam.
For attending students, the mode of evaluation includes attendance, active participation, reasoning skills, and presentation of activities. In operational terms, this means:
(a) assessment of the involvement in classroom activities (short presentations);
(b) oral interview related to the topics covered in class and found in the study texts.
For students who could not attend the course, the oral examination consists of an in-depth interview on the topics covered in the study texts.
To achieve a score of 30/30 cum laude, it is necessary to demonstrate excellent knowledge of all the topics covered in the course, i.e., to connect them logically and coherently and to express independent judgment.
Non-attending students should contact the lecturer to arrange the study of supplementary texts.



Module: Sociology of cultural and communicative processes
N/D
Module: Developmental psychology and educational psychology
The examination includes an oral interview that will focus on topics from the syllabus

Module: History of medicine
For Rudolph Virchow a disease is:
a) external to the individual
b) associated to the absence of an essential factor in the diet
c) associated with an alteration of the cell

The second scientific revolution in medicine represents:
a) the start of molecular medicine
b) the transition from a theurgic-templar medicine to a rational medicine
c) the passage from a qualitative medicine to a quantitative medicine


Module: General pathology
1. The cause of a disease is defined
A) Pathogenesis
B) Aetiology
C) Epidemiology


Module: Logic and philosophy of science
N/D
Module: Teaching and special education
What are the main teaching models for learning from experience?
How to structure a lesson?



Module: Sociology of cultural and communicative processes
N/D
Module: Developmental psychology and educational psychology
N/D

Module: History of medicine
N/D
Module: General pathology
N/D
Module: Logic and philosophy of science
N/D
Module: Teaching and special education
N/D
Module: Sociology of cultural and communicative processes
N/D
Module: Developmental psychology and educational psychology
N/D