Dental Hygiene

Activity type

Scienze medico-chirurgiche

SSD

MED/18

Year

3rd year

Semester

1st semester

CFU

1

Hours distribution

10 classroom hours

Lecturers

ENRICO MARIA CALISESI

Activity type

Primo soccorso

SSD

MED/41

Year

3rd year

Semester

1st semester

CFU

1

Hours distribution

10 classroom hours

Lecturers

FRANCESCO MUSTO

Activity type

Primo soccorso

SSD

MED/09

Year

3rd year

Semester

1st semester

CFU

2

Hours distribution

20 classroom hours

Lecturers

PAOLO SCAPATO

Activity type

Primo soccorso, Scienze medico-chirurgiche

SSD

BIO/14, BIO/14

Year

3rd year

Semester

1st semester

CFU

2

Hours distribution

20 classroom hours

Lecturers

miriam fioravanti

At the end of the course the student must know:
the main first aid techniques and a good knowledge of the analgesic and of the pharmacological first aid procedures in dental patient
general information on the main surgical diseases, with greater interest in large acute syndromes.
The course will enable the student to recognize a disease of surgical interest, especially for the reflections that these conditions may have on his professional resume.
The student must know the mechanisms of action together with potentially adverse or toxic effects of drug groups commonly used in dental practice;
he must know the main internal medicine diseases, particularly those with the highest mortalily and morbidity and related to oral health, among all the type 2 diabetes and its complications.

At the end of the course the student must be able to recognize vital signs and practice first aid maneuvers in the workplace;dangers related to drugs administration; cute symptoms of cardiovascular disease and acute complications.

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In general, the student must demonstrate that he or she is able to acquire the theoretical and practical knowledge, skills and competences to:

Knowledge:
Understand the fundamental principles of biological, medical and social sciences;
Know human anatomy, physiology and pathology;
Know the drugs and their effects;
Know the principles and methodologies of assistance;
Know the ethical, legal and deontological aspects of the profession;
Know health systems and socio-health policies;
Know the principles of research.

Ability:
Apply theoretical knowledge to assistance;
Assess the patient's care needs;
Develop and implement care plans;
Carry out generalized, specialist and rehabilitative assistance interventions;
Promote health and health education;
Collaborate with other healthcare professionals;
Communicate effectively with patients, their families and other healthcare professionals;
Use information technologies applied to assistance;
Manage emergency-urgency situations;
Conduct research.

Skills:
Practice the profession independently and responsibly;
Take leadership in the team;
Promote the quality of care;
Contribute to the development of the profession;
Act with a spirit of collaboration and interdisciplinarity;
Assume an ethical and deontological attitude in the profession;
Promote the health and well-being of the individual and the community.
In addition to these general skills, the student can acquire specific skills in certain areas of assistance, such as the pediatric area, the emergency area and the research area.

The achievement of the learning outcomes of the Anesthesiology First Aid course is assessed through various methods, including:

Written tests;
Oral tests;
Practise;
Clinical internships;


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The prerequisites for first aid in anesthesiology vary depending on the level of training and the specific role you wish to fill. However, in general, you need to have a solid basic knowledge in:

Anatomy and Physiology: It is essential to understand the anatomy and physiology of the human body, with particular attention to the cardiovascular, respiratory and nervous systems. This allows us to understand the mechanisms underlying anesthetic complications and to intervene effectively in the event of an emergency.

Pharmacology: Knowledge of anesthetic drugs and their effects is essential for the safe management of patients undergoing anesthesia. This includes understanding the pharmacological properties, indications, contraindications, side effects and interactions of anesthetic drugs.

Pathophysiology: Understanding the pathophysiological processes that may occur during anesthesia is critical for the timely recognition and management of complications. This includes knowledge of the causes and mechanisms of shock, cardiac arrhythmias, airway obstruction and other anesthetic emergencies.
Monitoring techniques: The ability to monitor patient vital signs, such as heart rate, blood pressure, oxygen saturation and respiration, is essential for assessing their status and early identification of potential problems.

Cardiopulmonary resuscitation (CPR) techniques: Knowledge and mastery of CPR techniques, both for adults and children, are essential to be able to intervene in the event of cardiac arrest.

Communication Skills: The ability to communicate clearly, concisely, and effectively with patients, colleagues, and team members is critical to ensuring safety and collaboration during anesthesia procedures.

Organizational and time management skills: The ability to work in an organized, efficient and pressured manner is essential to manage anesthetic emergencies effectively.

Positive, Proactive Attitude: A positive, proactive, problem-solving attitude is critical to working in a fast-paced, dynamic anesthesiology environment.

In addition to these general prerequisites, some specific roles in anesthesiology may require additional training and certification. For example, anesthesiologists who wish to work with children must complete specific training in pediatric anesthesiology.

Here are some resources that may be useful to learn more about the prerequisites for first aid in anesthesiology:

Italian Society of Anesthesiology, Resuscitation, Intensive Care and Neonatology (SIAARTI): https://www.siaarti.it/
Italian Federation of Anesthesiology Society (FISIA): https://www.fisiait.com/en/index.html
European Society of Anaesthesiology (ESA): https://esaic.org/
American Society of Anesthesiologists (ASA): https://www.asahq.org/
It is important to remember that this is not an exhaustive list and that specific prerequisites may vary by country, region and institution.


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Teacher: Francesco Musto
E-mail: francesco.musto@uniroma1.it

• Emergency carriage
• BLSD-ILCOR/AHA/ERC
• Anesthesia
• General Anesthesia
• Loco-regional anesthesia
• Perioperative monitoring
• Multiparametric monitoring
• Anaphylactic Shock/Anaphylattoid Reason
(gestures of acute allergic reactions (allergic/similar
allergica) all administration of the mezzo of contrast
sirm-siaarti group of workers siaarti)
• Vascular Access (Midline/CVC/PICC/PORT-A-CATH)


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General Pharmacology

Principles of Pharmacokinetics (2 hours)

Principles of Pharmacodynamics (2 hours)

Special Pharmacology

Antibiotics

Drugs acting on the Central Nervous System (CNS)

General anesthetics

Local anesthetics

Drugs acting on the gastrointestinal system

Hypoglycemic drugs

Antiplatelet drugs

Anticoagulant drugs

Steroidal and non-steroidal anti-inflammatory drugs

Main classes of drugs among those studied that cause alterations of the oral mucosa and teeth

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Method of delivery: Frontal/traditional teaching
Frontal, or traditional, teaching is a teaching method in which the teacher has a central and active role in transmitting knowledge to students. In this mode, the teacher is the main protagonist of the lesson and the students take on a more passive role as listeners and note takers.

Characteristics of frontal teaching:

Frontal lesson: The teacher orally explains the contents of the discipline, using explanations, examples, demonstrations and other teaching tools.
Dialogue lesson: The teacher stimulates student participation through questions, discussions and comparison activities.
Classroom exercises: Students carry out exercises and activities under the guidance of the teacher.
Individual explanations: The teacher provides individual explanations to students who need them.
Advantages of frontal teaching:

It allows the teacher to convey information clearly and concisely.
It promotes immediate understanding of concepts.
It allows the teacher to control the pace of the lesson and adapt it to the needs of the students.
It lends itself well to teaching theoretical and complex contents.
Disadvantages of frontal teaching:

It can be passive and unengaging for students.
It does not always favor the development of soft skills, such as critical thinking and problem solving.
It can be difficult for students with different learning styles.
Example of carrying out a frontal lesson:

The teacher begins the lesson by introducing the topic and defining the objectives of the lesson.
The teacher explains the contents of the discipline, using explanations, examples, demonstrations and other teaching tools.
During the lesson, the teacher stimulates student participation through questions, discussions and comparison activities.
At the end of the lesson, the teacher summarizes the key concepts and provides students with in-depth material.
Face-to-face teaching can be an effective teaching method if used appropriately and combined with other teaching methods, such as laboratory teaching, distance learning and peer-to-peer learning.

It is important to underline that the role of the teacher is fundamental in frontal teaching. The teacher must be able to transmit knowledge in a clear, engaging and motivating way, and to create a positive and inclusive learning climate.


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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.


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To pass the exam you must achieve a grade of no less than 18/30 in each module. The student must demonstrate that he has acquired sufficient knowledge of the topics .
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 connect them in a logical and coherent way. The exam consists of an oral test and will be based on an overall evaluation, taking into account attendance at lectures (at least 66%), active participation, reasoning and self-study ability.


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Knowledge assessment methods

The methods of assessing knowledge used within a course or learning program can be different and varied, depending on the specific training objectives, the level of the students and the resources available. However, some common assessment modalities include:

Written tests:

Multiple choice test:
A common assessment method that involves presenting students with a series of questions with several answer options, including only one correct one.
Multiple choice tests can be used to assess knowledge of facts, concepts, and principles.
Open-ended test:
A mode of assessment that requires students to provide a more elaborate written response to a question or problem.
Open-ended tests can be used to evaluate analysis, synthesis and problem solving skills.
Themes:
A mode of assessment that requires students to write an essay or paper on a specific topic. Themes can be used to evaluate research, analysis, criticism and written communication skills.

Knowledge assessment methods

The methods of assessing knowledge used within a course or learning program can be different and varied, depending on the specific training objectives, the level of the students and the resources available. However, some common assessment modalities include:

Written tests:

Multiple Choice Test: A common assessment method that involves presenting students with a series of questions with several answer options, including only one correct one. Multiple choice tests can be used to assess knowledge of facts, concepts, and principles.
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Multiple choice test
Open-ended test:
A mode of assessment that requires students to provide a more elaborate written response to a question or problem.
Open-ended tests can be used to evaluate analysis, synthesis and problem solving skills.
Themes:
A mode of assessment that requires students to write an essay or paper on a specific topic.
Themes can be used to evaluate research, analysis, criticism and written communication skills.
Oral exams:
An assessment method that consists of having students undergo an individual interview with a teacher or a commission of experts.
Oral exams can be used to assess in-depth knowledge of a topic, ability to argue and mastery of oral communication.
Presentations:
A mode of assessment that requires students to present a topic or research project in front of an audience.
Presentations can be used to assess oral communication skills, mastery of content, and ability to answer questions.
Continuous evaluation:
Classroom activities:
An evaluation method that consists of evaluating the active participation of students during lessons, seminars and workshops.
Classroom activities may include group discussions, group work, simulations and role-playing.
Homeworks:
A method of assessment that consists of assigning students homework to do individually or in groups. Homework can be used to assess content understanding, self-learning ability, and time management.
Projects:
An assessment method that consists of assigning students research or work projects to carry out individually or in groups. Projects can be used to assess research, analysis, synthesis, problem solving and teamwork skills.

The choice of the most appropriate assessment methods depends on several factors, including:

The educational objectives of the course: The evaluation methods should be consistent with the educational objectives of the course and should evaluate whether the students have achieved the expected objectives.
The level of the students: The assessment methods should be suited to the level of knowledge and ability of the students.
Available resources: The choice of assessment methods must take into account the available resources, such as teachers' time and available technologies.
Students' preferences: It is important to involve students in the process of choosing assessment methods and take their preferences into account.
It is important to underline that evaluation should not be seen as an activity in itself, but as a continuous process of learning and improvement. Different assessment modalities can be used to provide students with useful feedback on their learning journey and to help them reach their full potential.


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.Examples of frequently asked questions and/or exercises for first aid in anesthesiology
Multiple choice questions:

Which of the following statements is true regarding cardiac arrest under anesthesia?
a) Occurs more frequently in pediatric patients.
b) It is often preceded by symptoms such as chest pain and dyspnea.
c) Early defibrillation is the most important first aid treatment.
d) Cardiopulmonary resuscitation (CPR) is only effective if started within the first 5 minutes.

Which of the following anesthetic complications is characterized by a decrease in cerebral perfusion?
a) Hypotension
b) Hypoglycemia
c) Arterial gas embolism
d) Bradycardia

Which of the following statements is true regarding airway obstruction during anesthesia?
a) It is more frequent in patients with obesity.
b) May be caused by vomiting, laryngospasm, or aspiration of food or liquid.
c) The Heimlich maneuver is the most effective first aid treatment.
d) Mask and bag ventilation is contraindicated in case of complete airway obstruction
Which of the following statements is true regarding allergy to anesthetics?
a) It is a rare and unpredictable adverse reaction.
b) Symptoms may include itching, hives, facial swelling and bronchospasm.
c) Adrenaline is the most important first aid treatment.
d) Patients with allergies to anesthetics should never be subjected to anesthesia again.

Which of the following statements is true regarding postoperative pain management?
a) Opioid drugs are the only class of analgesic drugs effective for postoperative pain.
b) Multimodal analgesic therapy, which combines drugs from different classes, is often more effective than opioid treatment alone.
c) Nonsteroidal anti-inflammatory drugs (NSAIDs) are not recommended for postoperative pain because they may increase the risk of bleeding.
d) Postoperative pain management is not a high priority because pain is a normal symptom after surgery.

Exercises:

Describe the steps of cardiopulmonary resuscitation (CPR) for an unconscious, pulseless adult.
Explain how to use a mask and bag for artificial ventilation in an unresponsive patient.
Identify the signs and symptoms of partial and complete airway obstruction.
Describe the steps of the Heimlich maneuver for a choking adult.
List the stages of an allergic reaction to anesthetics and discuss first aid treatment.
Explain the principles of multimodal analgesic therapy for postoperative pain.
These are just some examples of frequently asked questions and/or exercises for first aid in anesthesiology. The specific content of the questions and exercises may vary depending on your level of training and the specific role you wish to fill.

It is important to remember that first aid training in anesthesiology is an ongoing process that requires regular refresher training and practice.


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