Attendance

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

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

ANGELETTI L.R., GAZZANIGA V., Storia, filosofia ed etica generale della medicina. Milano, Masson, 2014 MARINOZZI S. (a cura di), Medicina, eugenica e Shoah. Sapienza University Press, 2017

Frontal Lessons 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 School Discussing Flipped classroom

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 CCL. The certificate of mandatory attendance to the teaching course is required to the student to be admitted at the final test.

Oral and written exams 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

CONFORTI M., CORBELLINI G., GAZZANIGA V., Dalla cura alla scienza, Milano, 2012 CORBELLINI G. (a cura di), Dal Giuramento ippocratico alla bioetica, 2012 (e-book) COSMACINI G., L’arte lunga, Laterza, 1997 (da integrare con la parte di bioetica)

Frontal Lessons 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 School Discussing Flipped classroom