Dental Hygiene

Activity type

Scienze propedeutiche

SSD

M-DEA/01

Year

3rd year

Semester

2nd semester

CFU

1

Hours distribution

10 classroom hours

Lecturers

FABRIZIO RUFO

Activity type

Scienze propedeutiche

SSD

M-PSI/01

Year

3rd year

Semester

2nd semester

CFU

2

Hours distribution

20 classroom hours

Lecturers

MARIALUISA MARTELLI

Activity type

Attività formative affini o integrative

SSD

MED/45

Year

3rd year

Semester

2nd semester

CFU

1

Hours distribution

10 classroom hours

Lecturers

JACOPO LAURENZI

Activity type

Scienze umane e psicopedagogiche

SSD

MED/02

Year

3rd year

Semester

2nd semester

CFU

2

Hours distribution

20 classroom hours

Lecturers

SILVIA MARINOZZI

At the end of the course the student must know the fields of application of the general psychology in the organizational-management field; the ethical and deontological aspects of the profession; the foundations of the history of medicine; the epistemological status of the medicine and evolution of the concept of illness; the evolution of health and illness ideas.
At the end of the course the student must apply the acquired knowledge in order to put in place health information techniques and methodologies; evaluate the understanding of patient health information.

Module:
The course aims to offer students the resources to develop knowledge and skills useful for finding criteria to justify or critically evaluate the legitimacy of political and public decisions, institutions and practices concerning the most relevant moral issues raised in the bioethical field . The course also aims to identify the ethical issues raised by biomedicine, discussing them in connection with the public debate and enhancing the comparison between different voices.


Module:

At the end of this module the students have the competences required to understand the cognitive processes involved in human behaviour with particular emphasis on stressful situations.


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Goals

At the end of the course the student must be able to implement communication techniques and health information methodologies; evaluate patients' understanding of health information; Identify the effects of hospitalization and prevention strategies. recognize the main clinical pictures linked to hospitalization and healthcare problems; plan nursing care in typical clinical settings.


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_the lessons are designed to provide the needed notions to understand the evolution of the medical science. In particular, the program aim to shed light on the relationship between medicine and society in the history, by a comparison with the actual medicine and the modern concept of health and medical profession the health professions

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No special requirements are required


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Introductory course, no prerequisite is required.


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No specific prerequisites are required, other than those normally associated with having a good preparation in the scientific and literary subjects present in the programs.


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In order to understand the subject of the teaching and to achieve the learning objectives, at the beginning of the didactic activities the student must possess the knowledge of Deontology and History

Module:
The course aims to provide some basic elements in the field of bioethics, ethics of science and ethic's research. The course will consider specific problematic and significant issues for future professionals in the field of biological sciences.


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This module will cover some general aspects related to the psychological and cognitive approach to the study of human behaviour. Theories and methodological issues of perceptual and cognitive assessment will be presented. Human behaviour will be studied in reference to the organization of the main cognitive functions involved. An in depth analysis of how perceptions and emotions regulate the interaction with the environment will be provided.

Main contents:
- The science of psychology and its methods
- Perception: the mental representations of objects and events are constrained by the information processing characteristics.
- Space representation: personal and extrapersonal
- Emotions: perceived events influence the affective state and are modulated by emotions.

At the end of this module the students have the competences required to understand the cognitive processes involved in human behaviour with particular emphasis on stressful situations.



Module:
Relational nursing:
• Roles and responsibilities in communication.
• Health communication, communication methods and techniques.
• Empathic communication.

The concept of Health and Illness:
• Definition, evolution and history;
• Health models,
• Cure and take care of, “To care/to cure”, “Desease or/and Illness”,
• Protection and promotion of health and quality of life.

The role of healthcare professionals in the prevention and management of hospital infections:
• Definition of infection, etiology, epidemiological data and mode of transmission;
• Methods and techniques for preventing hospital infections;
• Concept of disinfection and sterilization, preparation and management of the sterile field;
• Hand hygiene techniques: social, surgical and antiseptic washing;
• Management of PPE

Primary vital signs:
• Definition, classification, detection and evaluation techniques.

The role of health professionals in emergency/urgency management:
• Definitions, equipment, management and control of the emergency trolley. Outlines of BLS-D and PBLS-D.


Module:
HISTORY OF MEDICINE
Evolutions and persistence in the Western medical thought.
Ontological notion of disease and the theurgic medicine in the Antiquity
The development of laic and rational medicine: Hippocrates by Cos
Medicus and chirurgus: the Roman medical specialties
The greek-roman tradition in the medieval culture: the hospitals in the Arab world; assistance and health-care in the Western world.
Universities and medical teaching: Vesalius and the development of the human anatomy in the XVI century
The “Science” revolution and the application of the experimental method of G. Galilei to the anatomo-physiology in the XVII century.
The influences of the Enlightenment thought on the development of the social role of medicine: hygiene and public health.
G.B. Morgagni and the development of the pathological anatomy; X. Bichat : histology and morbid anatomy; R. Virchow and the Cellular Pathology.
Hospitals and clinical medicine in the nineteenth century: T. Laennec and the exploration of the body; Experimental Medicine: C. Bernard and the new diagnostic reasoning, the concept of homeostasis; origins and development of the bacteriology and the microbiology: the antisepsis between Semmelweis and Lister; infectious diseases: L. Pasteur and the vaccination; the postulates of Henle and Koch;
Introduction to Bioethics: Historical Origins, principles and models of bioethics: the Nuremberg Code of 1947 to the "Belmont Report" of 1978, the Declaration of Helsinki and the informed consent; the Hippocratic Oath, professional deontological and medical ethics
Finally, the student must to know the history of the medical thought and be able to adopt the good medical practices

Module:
F. Rufo, Scienza e bene pubblico, Donzelli, Roma, 2023.


Module:
Articles uploaded on e-learning

Gerrig R.J., Zimbardo P.G., Anolli L.M., Psicologia generale, Pearson Italia, Milano-Torino, 2012.



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Teaching material provided by the teacher.


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The teacher advises to deepen the theoretical topics of the lessons from the beginning of the course. For further information, the books are:
ANGELETTI L.R., GAZZANIGA V., Storia, filosofia ed etica generale della medicina. Milano, Masson, 2014
MARINOZZI S. (ed.), Medicina, eugenica e Shoah. Sapienza University Press, 2017

Gerrig R.J., Zimbardo P.G., Anolli L.M., Psicologia generale, Pearson Italia, Milano-Torino, 2012.

Le competenze relazionali in ambito sanitario. Per una formazione all'agire riflessivo di A. Cunti, F. Lo Presti, F. Sabatano ed. Carocci

Module:
E. Lecaldano, Bioetica. Le scelte morali, Laterza, Roma-Bari, 2020
P. Donatelli, La vita umana in prima persona, Laterza, Roma-Bari, 2012.
G. Pellegrino, M. Di Paola, Nell’antropocene. Etica e politica alla fine di un mondo, DeriveApprodi, Roma, 2018.
S. Pollo, La morale della natura, Laterza, Roma-Bari, 2008.
F. Rufo (a cura di), La salute è un diritto, Ediesse, Roma, 2020
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


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Lessons with the use of power points and other audiovisual tools


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The teacher delivers lectures with traditional methods with audiovisual aids and scheduling of lessons as reported on GOMP Aure/Orari system, published on the website of the Dental School


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The teacher provides teaching with frontal and interactive lessons, with audiovisual aids and with lesson scheduling as reported in the GOMP Classroom/Timetable System and published on the CdS website. The slides shown during the lesson are available on the e-learning platform.



Module:
The teacher delivers lectures with traditional methods with audiovisual aids and scheduling of lessons as reported on GOMP Aure/Orari system, published on the website of the Dental School.
Discussing
Flipped classroom

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attendance of the course is not compulsory


Module:
Following paragraph 5 of the Educational Regulations of the Dental Hygiene Course, the student is required to attend the educational and professional training activities of the CLID. Attendance at frontal lessons for a number of hours equal to or greater than 67% of the hours assigned to the individual modules is required, in accordance with the relevant European legislation. Attendance is verified by teachers through signature/call sheets on updated lists provided by the Teaching Secretariat according to what is established by the CCLID, on indication of the Dean's Office. The certificate of attendance to the compulsory teaching activities of a teaching course is necessary for the student to take the relevant exam.



Module:
Following paragraph 5 of the Regulations of the Dental Hygiene School, the student is required to attend educational activities, formal, non-formal, vocational. The frequency is checked by the teachers through signature / updated lists provided by the Academic Office, as established by CCLID. The certificate of mandatory attendance to the teaching course is required to the student to be admitted at the final test.

In order to take the exam relating to a specific course, it is necessary to have documented presence in the classroom equal to at least 67% of the hours corresponding to the credits assigned to the course.


Module:
Following paragraph 5 of the Educational Regulations of the Dental Hygiene Course, the student is required to attend the educational and professional training activities of the CLID. Attendance at frontal lessons for a number of hours equal to or greater than 67% of the hours assigned to the individual modules is required, in accordance with the relevant European legislation. Attendance is verified by teachers through signature/call sheets on updated lists provided by the Teaching Secretariat according to what is established by the CCLID, on indication of the Dean's Office. The certificate of attendance to the compulsory teaching activities of a teaching course is necessary for the student to take the relevant exam

Module:
The exam includes a oral test


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To pass the exam you must obtain a grade of not less than 18/30 in each module. The student must demonstrate that he has acquired sufficient knowledge of the
topics covered during the course.
Written test with multiple choice and open questions and oral examination.


Module:
The student must demonstrate that he has acquired sufficient knowledge of the topics covered.
The assessment of learning will be carried out through a written test aimed at ascertaining the student's level of preparation, and will generally be based on the outcome of a written exam consisting of multiple choice and/or open-ended questions.
To pass the exam you must achieve a grade of no less than 18/30.


Module:
To pass the exam the student must obtain a grade upper than 18/30 in each module. The student must demonstrate that he has acquired sufficient knowledge of the subjects of the course, a basic knowledge of the topics of the lessons and be able to apply the ethical principles of the medical practices
To achieve a score of 30/30 cum laude, the student must demonstrate that he has acquired excellent knowledge of all the topics covered during the course, being able to link them in a logical and consistent way

Module:
Short thesis on a case of bioethics


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Multiple Choice Questions
1) Cannon-Bard's critique of James-Lange's theory (emotion as a consequence of physiological activation) states that
a) The body's reactions are different depending on emotions and emotional reactions to a stimulus are often faster than our physiological reactions;
b) Body reactions are not directly relevant in the generation of emotions;
c) Body reactions are similar for different emotions and emotional reactions to a stimulus are often faster than our physiological reactions;
d) The artificial induction of physiological changes (via adrenalin) produces a related emotional experience;
e) The body's reactions are similar for different emotions and emotional reactions to a stimulus are often slower than our physiological reactions.
OPEN QUESTIONS:
2) In the context of perception, define what is meant by perceptual constancy and give an example.


Module:

Multiple choice questions on the topics covered in class.


Module:
The Nuremberg Code: origins and perspectives

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N/D
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N/D
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N/D
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