Medicine and Surgery HT

Educational objectives

The expected learning outcomes for the course in Medical Physics are a set of specific skills that students should acquire by the end of the course. These outcomes reflect the knowledge, abilities, and competencies that students should demonstrate in the discipline of Medical Physics.
1. Knowledge of the fundamentals of Physics: Students will be able to demonstrate a deep understanding of the fundamental principles of physics, such as mechanics, electromagnetism, optics, and thermodynamics, and apply them to the understanding of physical phenomena in the medical context.
2. Critical analysis and problem-solving: Students will develop the ability to critically analyze situations and problems related to Medical Physics, identify appropriate solutions, and apply problem-solving methods.
3. Communication and presentation: Students will acquire effective communication skills and be able to present the concepts of Medical Physics clearly and coherently, both in written and oral form, using appropriate technical language.
These expected learning outcomes provide an overview of the key skills that students should acquire in the course of Medical Physics, enabling them to successfully apply physics in medical contexts and contribute to the field of health and well-being.

Educational objectives

The Biology course aims to provide students with a solid and integrated foundation in the fundamentals of biology, an essential foundation for understanding the physiological and pathological processes addressed in subsequent courses in the biomedical area.

Educational objectives

Check the Syllabus MInisteriale as published on GU, D.M. 418/2025 and possible further modifications (https://www.mur.gov.it/it/atti-e-normativa/decreto-ministeriale-n-418-de...).

Educational objectives

General objective
To know the relationship between structure and function of the tissues and during the human organogenesis

Specific objectives
To know the morphologic and functional organization of the histological structures of the human body and of the embryo.
To know the mechanisms regulating embryo development, the homeostasis and tissue regeneration
To be able to analyze, interpret and describe a histological preparation.
To be aware of the methodological and experimental pathways underlying the contents of the discipline and to know how to apply them prospectively to biomedical and physio-pathological topics

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

The course has the general goal of providing both theoretical and practical tools that enable students to acquire the fundamental skills needed to understand the basic communicative dynamics of human interaction, as well as those that more specifically characterize certain aspects of the medical profession.
By the end of the course, students will have acquired knowledge concerning:
- the basic principles of communication and the main obstacles to effective communication (miscommunication);
- the fundamental principles underlying interpersonal persuasion;
- nonverbal communication in its various components, including cross-cultural differences;
- elements of interpersonal conflict resolution and integrative negotiation;
-communication of bad news in medical contexts.
Students will also acquire basic tools for information literacy and learn key concepts of methods for informational and documentary research in electronic and digital environments, including:
-defining information competence;
-verifying its areas of development and application;
- understanding its strategic use in university education;
-learning some techniques for expert online bibliographic research;
-highlighting key aspects of scientific communication.

Educational objectives

The course has the general goal of providing both theoretical and practical tools that enable students to acquire the fundamental skills needed to understand the basic communicative dynamics of human interaction, as well as those that more specifically characterize certain aspects of the medical profession.
By the end of the course, students will have acquired knowledge concerning:
- the basic principles of communication and the main obstacles to effective communication (miscommunication);
- the fundamental principles underlying interpersonal persuasion;
- nonverbal communication in its various components, including cross-cultural differences;
- elements of interpersonal conflict resolution and integrative negotiation;
-communication of bad news in medical contexts.
Students will also acquire basic tools for information literacy and learn key concepts of methods for informational and documentary research in electronic and digital environments, including:
-defining information competence;
-verifying its areas of development and application;
- understanding its strategic use in university education;
-learning some techniques for expert online bibliographic research;
-highlighting key aspects of scientific communication.

Educational objectives

The course has the general goal of providing both theoretical and practical tools that enable students to acquire the fundamental skills needed to understand the basic communicative dynamics of human interaction, as well as those that more specifically characterize certain aspects of the medical profession.
By the end of the course, students will have acquired knowledge concerning:
- the basic principles of communication and the main obstacles to effective communication (miscommunication);
- the fundamental principles underlying interpersonal persuasion;
- nonverbal communication in its various components, including cross-cultural differences;
- elements of interpersonal conflict resolution and integrative negotiation;
-communication of bad news in medical contexts.
Students will also acquire basic tools for information literacy and learn key concepts of methods for informational and documentary research in electronic and digital environments, including:
-defining information competence;
-verifying its areas of development and application;
- understanding its strategic use in university education;
-learning some techniques for expert online bibliographic research;
-highlighting key aspects of scientific communication.

Educational objectives

The course has the general goal of providing both theoretical and practical tools that enable students to acquire the fundamental skills needed to understand the basic communicative dynamics of human interaction, as well as those that more specifically characterize certain aspects of the medical profession.
By the end of the course, students will have acquired knowledge concerning:
- the basic principles of communication and the main obstacles to effective communication (miscommunication);
- the fundamental principles underlying interpersonal persuasion;
- nonverbal communication in its various components, including cross-cultural differences;
- elements of interpersonal conflict resolution and integrative negotiation;
-communication of bad news in medical contexts.
Students will also acquire basic tools for information literacy and learn key concepts of methods for informational and documentary research in electronic and digital environments, including:
-defining information competence;
-verifying its areas of development and application;
- understanding its strategic use in university education;
-learning some techniques for expert online bibliographic research;
-highlighting key aspects of scientific communication.

Educational objectives

The course has the general goal of providing both theoretical and practical tools that enable students to acquire the fundamental skills needed to understand the basic communicative dynamics of human interaction, as well as those that more specifically characterize certain aspects of the medical profession.
By the end of the course, students will have acquired knowledge concerning:
- the basic principles of communication and the main obstacles to effective communication (miscommunication);
- the fundamental principles underlying interpersonal persuasion;
- nonverbal communication in its various components, including cross-cultural differences;
- elements of interpersonal conflict resolution and integrative negotiation;
-communication of bad news in medical contexts.
Students will also acquire basic tools for information literacy and learn key concepts of methods for informational and documentary research in electronic and digital environments, including:
-defining information competence;
-verifying its areas of development and application;
- understanding its strategic use in university education;
-learning some techniques for expert online bibliographic research;
-highlighting key aspects of scientific communication.

Educational objectives

The course has the general goal of providing both theoretical and practical tools that enable students to acquire the fundamental skills needed to understand the basic communicative dynamics of human interaction, as well as those that more specifically characterize certain aspects of the medical profession.
By the end of the course, students will have acquired knowledge concerning:
- the basic principles of communication and the main obstacles to effective communication (miscommunication);
- the fundamental principles underlying interpersonal persuasion;
- nonverbal communication in its various components, including cross-cultural differences;
- elements of interpersonal conflict resolution and integrative negotiation;
-communication of bad news in medical contexts.
Students will also acquire basic tools for information literacy and learn key concepts of methods for informational and documentary research in electronic and digital environments, including:
-defining information competence;
-verifying its areas of development and application;
- understanding its strategic use in university education;
-learning some techniques for expert online bibliographic research;
-highlighting key aspects of scientific communication.

Educational objectives

The course has the general goal of providing both theoretical and practical tools that enable students to acquire the fundamental skills needed to understand the basic communicative dynamics of human interaction, as well as those that more specifically characterize certain aspects of the medical profession.
By the end of the course, students will have acquired knowledge concerning:
- the basic principles of communication and the main obstacles to effective communication (miscommunication);
- the fundamental principles underlying interpersonal persuasion;
- nonverbal communication in its various components, including cross-cultural differences;
- elements of interpersonal conflict resolution and integrative negotiation;
-communication of bad news in medical contexts.
Students will also acquire basic tools for information literacy and learn key concepts of methods for informational and documentary research in electronic and digital environments, including:
-defining information competence;
-verifying its areas of development and application;
- understanding its strategic use in university education;
-learning some techniques for expert online bibliographic research;
-highlighting key aspects of scientific communication.

Educational objectives

In the HT Medicine and Surgery Degree Programme, the 8 ECTS credits allocated to elective activities must be selected among the optional courses offered by the programme. Students are required to include the course “Basic Methodology and Mathematical Analysis”, classified among related and integrative activities, in their study plan. Additional courses within the optional group may also be chosen as elective activities, even for a number of ECTS credits exceeding those required, provided they are consistent with the educational pathway.

Educational objectives

Understanding the biochemical bases of biological processes at the cellular and organismal level

Educational objectives

Understanding the biochemical bases of biological processes at the cellular and organismal level

Educational objectives

Understanding the biochemical bases of biological processes at the cellular and organismal level

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

The Human Physiology course is organized into two coordinated, complementary modules. **Physiology I (Fisio 1)**, delivered in the first term, builds the foundations of cellular, neuromuscular, cardiovascular, and respiratory physiology, with emphasis on homeostasis, excitability, contraction, hemodynamics, and ventilation. **Physiology II (Fisio 2)**, delivered in the second term, extends these bases to central sensory and motor systems, the autonomic nervous system, long‑term regulation (renal, acid–base balance, endocrine, digestive) **and the physiology of glial cells**, with attention to inter‑system integration and applied quantitative reasoning.

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# Detailed Intended Learning Outcomes – Physiology I

By the end of Fisio 1, students will be able to explain the cell as the functional unit, the internal environment and homeostasis, describing control systems with feedback and body fluid compartments; interpret membrane structure and function and transport mechanisms, applying Fick’s law and distinguishing diffusion, osmosis, primary and secondary active transport, endo-/exocytosis, and transepithelial transport; classify ion channels and link electrochemical forces to the basis of the membrane potential.

In cellular neurophysiology, students will calculate and interpret equilibrium potentials (Nernst equation) and resting potential (Goldman–Hodgkin–Katz equation); describe local potentials and the action potential with saltatory conduction and the role of myelin; explain chemical synaptic transmission, neurotransmitters, and ionotropic/metabotropic receptors; and analyze synaptic integration (temporal/spatial summation, pre- and postsynaptic inhibition), also recognizing neuro‑effector junctions of the autonomic nervous system and cholinergic/adrenergic receptors.

Students will outline the anatomo‑functional organization of the central and peripheral nervous systems (including sympathetic and parasympathetic divisions), describing spinal cord and somatic reflex arcs, cerebellum, basal ganglia, brainstem, and cortical motor, projection, and association areas; they will explain sensory receptors and somatosensory pathways to thalamus and primary somatosensory cortex, distinguish somatic, visceral, and deep pain, and discuss the gate control theory.

For the muscular system, students will distinguish muscle cell types and, for skeletal muscle, describe sarcomere structure, molecular basis of contraction, neuromuscular junction and excitation–contraction coupling, linking fiber type (slow oxidative, fast glycolytic, fast oxidative) to performance and fatigability; they will define motor unit, force, simple twitch, and tetanus. For smooth muscle, they will explain structure, mechanisms of contraction/relaxation, and main activation modalities, relating them to visceral function.

In cardiovascular physiology, students will describe the architecture of the circulatory system and properties of cardiac muscle; explain generation/propagation of excitation in the conduction system; contrast nodal and working‑myocardium action potentials and interpret the significance of the refractory period. They will represent the cardiac cycle and the ventricular pressure–volume relationship; explain determinants of cardiac output and its intrinsic (Frank–Starling) and extrinsic regulation; and interpret the core concepts of the electrocardiogram. In hemodynamics, they will link vessel structure to function, profile systemic pressure distribution, apply the relations among flow, resistance, and pressure, and explain venous return and arterial pressure regulation via neural reflexes, cardiovascular centers, and the renin–angiotensin–aldosterone system.

For the respiratory system, students will describe functional anatomy and mechanics of ventilation, alveolar/pleural/transpulmonary pressures and compliance; interpret lung volumes and capacities, alveolar ventilation and dead space; explain gas exchange by diffusion, the hemoglobin oxygen‑dissociation curve and its modulators, and O₂/CO₂ transport in blood. They will analyze neural control of breathing (bulbopontine centers and chemoreceptors), ventilatory responses to hypoxia and hypercapnia, and the principles of respiratory acid–base regulation, linking mechanical or V/Q alterations to changes in gas exchange and arterial gases.

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# Detailed Intended Learning Outcomes – Physiology II

By the end of Fisio 2, students will describe the organization of the **autonomic nervous system** (sympathetic, parasympathetic, and enteric) with neurotransmitters and receptors, explaining autonomic synaptic transmission and pre-/post‑ganglionic modulation; compare ANS effects on target organs (cardiovascular, respiratory, gastrointestinal, urinary, ocular, glandular) and predict integrated responses to acute stress, orthostasis, exercise, and hypovolemia based on baro-/chemoreflexes and indices of autonomic tone.

Within the **somatosensory system**, students will classify receptors by modality, adaptation, and receptive fields; explain transduction and coding of stimulus intensity, duration, and location; describe dorsal column–medial lemniscal and anterolateral pathways with somatotopy and thalamo‑cortical integration; interpret dermatomal maps and correlate lesion sites with expected sensory deficits, discussing descending pain modulation and hyperalgesia.

For **vision**, students will explain ocular optics, accommodation, and refractive errors; describe phototransduction in rods and cones and retinal circuitry; map visual pathways and visual fields predicting scotomas from lesions at different levels; and analyze light–dark adaptation, spectral and contrast sensitivity, and the basics of visual evoked potentials.

For **hearing**, students will explain the mechanics of the middle ear and cochlea (traveling wave, tonotopic map); describe hair‑cell transduction and synapse with the cochlear nerve; map central auditory pathways and acoustic reflexes; and interpret basic audiograms and sound localization principles.

In **motor pathways**, students will describe the motor unit, neuromuscular junction, and mechanical properties of muscle; explain spinal circuits and reflexes (stretch, withdrawal, role of the Golgi tendon organ); map corticospinal and extrapyramidal tracts distinguishing upper vs lower motor neuron signs; and discuss the contribution of cerebellum and basal ganglia to movement control and coordination, analyzing elementary EMG patterns.

In the **renal system**, students will describe renal hemodynamics and glomerular filtration, calculating GFR and filtration fraction from provided data; explain segmental reabsorption and secretion of key solutes and water; apply the countercurrent model to predict urinary concentration/dilution; analyze volume and pressure regulation (RAAS, sympathetic system, natriuretic peptides); and conceptually interpret clearances and fractional excretions.

In **acid–base balance**, students will explain buffer systems and the Henderson–Hasselbalch equation; interpret basic arterial blood gases, distinguishing respiratory vs metabolic disorders and their expected compensations using quantitative rules; describe renal handling of HCO₃⁻ and H⁺ (reabsorption, secretion, generation of NH₄⁺ and titratable acidity); and analyze systemic effects of acidosis/alkalosis on neuromuscular excitability, potassium balance, and ventilation.

In **endocrinology**, students will classify hormones by chemical nature and receptor mechanism; explain the hypothalamic–pituitary axes and short/long feedback; describe thyroid, adrenocortical, gonadal, and pancreatic (insulin/glucagon) physiology; interpret basal and dynamic hormone profiles to distinguish primary vs secondary disorders; and discuss circadian rhythms in the regulation of metabolism, growth, stress, and reproduction.

For the **digestive system**, students will describe gastrointestinal motility (slow waves, peristalsis, migrating motor complex) and sphincter function; explain salivary, gastric, pancreatic, and biliary secretions and their neuro‑hormonal control; outline digestion and absorption of macronutrients, water, and electrolytes along the tract; analyze intestinal fluid–electrolyte balances and predict the effects of diarrhea and vomiting on volume and pH, correlating simple functional tests with underlying mechanisms.

## Physiology of Glial Cells . Students will describe the composition, distribution, and functions of the main glial populations of the central nervous system: **astrocytes**, **microglia**, **oligodendrocytes**, and **ependymal cells**. For **astrocytes**, they will explain ion homeostasis (K⁺ buffering), neurotransmitter uptake and recycling (glutamate/GABA), neuron‑coupled energy metabolism (astrocyte–neuron lactate shuttle), participation in the tripartite synapse and in **neurovascular coupling** (regulation of cerebral blood flow), as well as contributions to the blood–brain barrier and the glia limitans. For **microglia**, they will describe immune surveillance, synaptic pruning, pro‑ and anti‑inflammatory responses, and the impact on plasticity and pain, distinguishing acute vs chronic activation states. For **oligodendrocytes**, they will explain myelination, nodes of Ranvier and saltatory conduction, factors modulating conduction velocity and myelin plasticity, linking myelin to circuit synchrony and axonal metabolic efficiency. For **ependymal cells**, they will describe the organization of the ciliated ventricular epithelium, roles in cerebrospinal fluid dynamics and the **glymphatic** system, and supportive functions in neurogenic niches. These aspects will be integrated with functional examples (e.g., the BOLD response as an expression of neurovascular coupling, glial modulation of pain, effects of demyelination on conduction and reflexes), keeping the focus on physiological mechanisms that are preparatory to clinical understanding.

Educational objectives

The Human Physiology course is organized into two coordinated, complementary modules. **Physiology I (Fisio 1)**, delivered in the first term, builds the foundations of cellular, neuromuscular, cardiovascular, and respiratory physiology, with emphasis on homeostasis, excitability, contraction, hemodynamics, and ventilation. **Physiology II (Fisio 2)**, delivered in the second term, extends these bases to central sensory and motor systems, the autonomic nervous system, long‑term regulation (renal, acid–base balance, endocrine, digestive) **and the physiology of glial cells**, with attention to inter‑system integration and applied quantitative reasoning.

---

# Detailed Intended Learning Outcomes – Physiology I

By the end of Fisio 1, students will be able to explain the cell as the functional unit, the internal environment and homeostasis, describing control systems with feedback and body fluid compartments; interpret membrane structure and function and transport mechanisms, applying Fick’s law and distinguishing diffusion, osmosis, primary and secondary active transport, endo-/exocytosis, and transepithelial transport; classify ion channels and link electrochemical forces to the basis of the membrane potential.

In cellular neurophysiology, students will calculate and interpret equilibrium potentials (Nernst equation) and resting potential (Goldman–Hodgkin–Katz equation); describe local potentials and the action potential with saltatory conduction and the role of myelin; explain chemical synaptic transmission, neurotransmitters, and ionotropic/metabotropic receptors; and analyze synaptic integration (temporal/spatial summation, pre- and postsynaptic inhibition), also recognizing neuro‑effector junctions of the autonomic nervous system and cholinergic/adrenergic receptors.

Students will outline the anatomo‑functional organization of the central and peripheral nervous systems (including sympathetic and parasympathetic divisions), describing spinal cord and somatic reflex arcs, cerebellum, basal ganglia, brainstem, and cortical motor, projection, and association areas; they will explain sensory receptors and somatosensory pathways to thalamus and primary somatosensory cortex, distinguish somatic, visceral, and deep pain, and discuss the gate control theory.

For the muscular system, students will distinguish muscle cell types and, for skeletal muscle, describe sarcomere structure, molecular basis of contraction, neuromuscular junction and excitation–contraction coupling, linking fiber type (slow oxidative, fast glycolytic, fast oxidative) to performance and fatigability; they will define motor unit, force, simple twitch, and tetanus. For smooth muscle, they will explain structure, mechanisms of contraction/relaxation, and main activation modalities, relating them to visceral function.

In cardiovascular physiology, students will describe the architecture of the circulatory system and properties of cardiac muscle; explain generation/propagation of excitation in the conduction system; contrast nodal and working‑myocardium action potentials and interpret the significance of the refractory period. They will represent the cardiac cycle and the ventricular pressure–volume relationship; explain determinants of cardiac output and its intrinsic (Frank–Starling) and extrinsic regulation; and interpret the core concepts of the electrocardiogram. In hemodynamics, they will link vessel structure to function, profile systemic pressure distribution, apply the relations among flow, resistance, and pressure, and explain venous return and arterial pressure regulation via neural reflexes, cardiovascular centers, and the renin–angiotensin–aldosterone system.

For the respiratory system, students will describe functional anatomy and mechanics of ventilation, alveolar/pleural/transpulmonary pressures and compliance; interpret lung volumes and capacities, alveolar ventilation and dead space; explain gas exchange by diffusion, the hemoglobin oxygen‑dissociation curve and its modulators, and O₂/CO₂ transport in blood. They will analyze neural control of breathing (bulbopontine centers and chemoreceptors), ventilatory responses to hypoxia and hypercapnia, and the principles of respiratory acid–base regulation, linking mechanical or V/Q alterations to changes in gas exchange and arterial gases.

---

# Detailed Intended Learning Outcomes – Physiology II

By the end of Fisio 2, students will describe the organization of the **autonomic nervous system** (sympathetic, parasympathetic, and enteric) with neurotransmitters and receptors, explaining autonomic synaptic transmission and pre-/post‑ganglionic modulation; compare ANS effects on target organs (cardiovascular, respiratory, gastrointestinal, urinary, ocular, glandular) and predict integrated responses to acute stress, orthostasis, exercise, and hypovolemia based on baro-/chemoreflexes and indices of autonomic tone.

Within the **somatosensory system**, students will classify receptors by modality, adaptation, and receptive fields; explain transduction and coding of stimulus intensity, duration, and location; describe dorsal column–medial lemniscal and anterolateral pathways with somatotopy and thalamo‑cortical integration; interpret dermatomal maps and correlate lesion sites with expected sensory deficits, discussing descending pain modulation and hyperalgesia.

For **vision**, students will explain ocular optics, accommodation, and refractive errors; describe phototransduction in rods and cones and retinal circuitry; map visual pathways and visual fields predicting scotomas from lesions at different levels; and analyze light–dark adaptation, spectral and contrast sensitivity, and the basics of visual evoked potentials.

For **hearing**, students will explain the mechanics of the middle ear and cochlea (traveling wave, tonotopic map); describe hair‑cell transduction and synapse with the cochlear nerve; map central auditory pathways and acoustic reflexes; and interpret basic audiograms and sound localization principles.

In **motor pathways**, students will describe the motor unit, neuromuscular junction, and mechanical properties of muscle; explain spinal circuits and reflexes (stretch, withdrawal, role of the Golgi tendon organ); map corticospinal and extrapyramidal tracts distinguishing upper vs lower motor neuron signs; and discuss the contribution of cerebellum and basal ganglia to movement control and coordination, analyzing elementary EMG patterns.

In the **renal system**, students will describe renal hemodynamics and glomerular filtration, calculating GFR and filtration fraction from provided data; explain segmental reabsorption and secretion of key solutes and water; apply the countercurrent model to predict urinary concentration/dilution; analyze volume and pressure regulation (RAAS, sympathetic system, natriuretic peptides); and conceptually interpret clearances and fractional excretions.

In **acid–base balance**, students will explain buffer systems and the Henderson–Hasselbalch equation; interpret basic arterial blood gases, distinguishing respiratory vs metabolic disorders and their expected compensations using quantitative rules; describe renal handling of HCO₃⁻ and H⁺ (reabsorption, secretion, generation of NH₄⁺ and titratable acidity); and analyze systemic effects of acidosis/alkalosis on neuromuscular excitability, potassium balance, and ventilation.

In **endocrinology**, students will classify hormones by chemical nature and receptor mechanism; explain the hypothalamic–pituitary axes and short/long feedback; describe thyroid, adrenocortical, gonadal, and pancreatic (insulin/glucagon) physiology; interpret basal and dynamic hormone profiles to distinguish primary vs secondary disorders; and discuss circadian rhythms in the regulation of metabolism, growth, stress, and reproduction.

For the **digestive system**, students will describe gastrointestinal motility (slow waves, peristalsis, migrating motor complex) and sphincter function; explain salivary, gastric, pancreatic, and biliary secretions and their neuro‑hormonal control; outline digestion and absorption of macronutrients, water, and electrolytes along the tract; analyze intestinal fluid–electrolyte balances and predict the effects of diarrhea and vomiting on volume and pH, correlating simple functional tests with underlying mechanisms.

## Physiology of Glial Cells . Students will describe the composition, distribution, and functions of the main glial populations of the central nervous system: **astrocytes**, **microglia**, **oligodendrocytes**, and **ependymal cells**. For **astrocytes**, they will explain ion homeostasis (K⁺ buffering), neurotransmitter uptake and recycling (glutamate/GABA), neuron‑coupled energy metabolism (astrocyte–neuron lactate shuttle), participation in the tripartite synapse and in **neurovascular coupling** (regulation of cerebral blood flow), as well as contributions to the blood–brain barrier and the glia limitans. For **microglia**, they will describe immune surveillance, synaptic pruning, pro‑ and anti‑inflammatory responses, and the impact on plasticity and pain, distinguishing acute vs chronic activation states. For **oligodendrocytes**, they will explain myelination, nodes of Ranvier and saltatory conduction, factors modulating conduction velocity and myelin plasticity, linking myelin to circuit synchrony and axonal metabolic efficiency. For **ependymal cells**, they will describe the organization of the ciliated ventricular epithelium, roles in cerebrospinal fluid dynamics and the **glymphatic** system, and supportive functions in neurogenic niches. These aspects will be integrated with functional examples (e.g., the BOLD response as an expression of neurovascular coupling, glial modulation of pain, effects of demyelination on conduction and reflexes), keeping the focus on physiological mechanisms that are preparatory to clinical understanding.

Educational objectives

The Human Physiology course is organized into two coordinated, complementary modules. **Physiology I (Fisio 1)**, delivered in the first term, builds the foundations of cellular, neuromuscular, cardiovascular, and respiratory physiology, with emphasis on homeostasis, excitability, contraction, hemodynamics, and ventilation. **Physiology II (Fisio 2)**, delivered in the second term, extends these bases to central sensory and motor systems, the autonomic nervous system, long‑term regulation (renal, acid–base balance, endocrine, digestive) **and the physiology of glial cells**, with attention to inter‑system integration and applied quantitative reasoning.

---

# Detailed Intended Learning Outcomes – Physiology I

By the end of Fisio 1, students will be able to explain the cell as the functional unit, the internal environment and homeostasis, describing control systems with feedback and body fluid compartments; interpret membrane structure and function and transport mechanisms, applying Fick’s law and distinguishing diffusion, osmosis, primary and secondary active transport, endo-/exocytosis, and transepithelial transport; classify ion channels and link electrochemical forces to the basis of the membrane potential.

In cellular neurophysiology, students will calculate and interpret equilibrium potentials (Nernst equation) and resting potential (Goldman–Hodgkin–Katz equation); describe local potentials and the action potential with saltatory conduction and the role of myelin; explain chemical synaptic transmission, neurotransmitters, and ionotropic/metabotropic receptors; and analyze synaptic integration (temporal/spatial summation, pre- and postsynaptic inhibition), also recognizing neuro‑effector junctions of the autonomic nervous system and cholinergic/adrenergic receptors.

Students will outline the anatomo‑functional organization of the central and peripheral nervous systems (including sympathetic and parasympathetic divisions), describing spinal cord and somatic reflex arcs, cerebellum, basal ganglia, brainstem, and cortical motor, projection, and association areas; they will explain sensory receptors and somatosensory pathways to thalamus and primary somatosensory cortex, distinguish somatic, visceral, and deep pain, and discuss the gate control theory.

For the muscular system, students will distinguish muscle cell types and, for skeletal muscle, describe sarcomere structure, molecular basis of contraction, neuromuscular junction and excitation–contraction coupling, linking fiber type (slow oxidative, fast glycolytic, fast oxidative) to performance and fatigability; they will define motor unit, force, simple twitch, and tetanus. For smooth muscle, they will explain structure, mechanisms of contraction/relaxation, and main activation modalities, relating them to visceral function.

In cardiovascular physiology, students will describe the architecture of the circulatory system and properties of cardiac muscle; explain generation/propagation of excitation in the conduction system; contrast nodal and working‑myocardium action potentials and interpret the significance of the refractory period. They will represent the cardiac cycle and the ventricular pressure–volume relationship; explain determinants of cardiac output and its intrinsic (Frank–Starling) and extrinsic regulation; and interpret the core concepts of the electrocardiogram. In hemodynamics, they will link vessel structure to function, profile systemic pressure distribution, apply the relations among flow, resistance, and pressure, and explain venous return and arterial pressure regulation via neural reflexes, cardiovascular centers, and the renin–angiotensin–aldosterone system.

For the respiratory system, students will describe functional anatomy and mechanics of ventilation, alveolar/pleural/transpulmonary pressures and compliance; interpret lung volumes and capacities, alveolar ventilation and dead space; explain gas exchange by diffusion, the hemoglobin oxygen‑dissociation curve and its modulators, and O₂/CO₂ transport in blood. They will analyze neural control of breathing (bulbopontine centers and chemoreceptors), ventilatory responses to hypoxia and hypercapnia, and the principles of respiratory acid–base regulation, linking mechanical or V/Q alterations to changes in gas exchange and arterial gases.

---

# Detailed Intended Learning Outcomes – Physiology II

By the end of Fisio 2, students will describe the organization of the **autonomic nervous system** (sympathetic, parasympathetic, and enteric) with neurotransmitters and receptors, explaining autonomic synaptic transmission and pre-/post‑ganglionic modulation; compare ANS effects on target organs (cardiovascular, respiratory, gastrointestinal, urinary, ocular, glandular) and predict integrated responses to acute stress, orthostasis, exercise, and hypovolemia based on baro-/chemoreflexes and indices of autonomic tone.

Within the **somatosensory system**, students will classify receptors by modality, adaptation, and receptive fields; explain transduction and coding of stimulus intensity, duration, and location; describe dorsal column–medial lemniscal and anterolateral pathways with somatotopy and thalamo‑cortical integration; interpret dermatomal maps and correlate lesion sites with expected sensory deficits, discussing descending pain modulation and hyperalgesia.

For **vision**, students will explain ocular optics, accommodation, and refractive errors; describe phototransduction in rods and cones and retinal circuitry; map visual pathways and visual fields predicting scotomas from lesions at different levels; and analyze light–dark adaptation, spectral and contrast sensitivity, and the basics of visual evoked potentials.

For **hearing**, students will explain the mechanics of the middle ear and cochlea (traveling wave, tonotopic map); describe hair‑cell transduction and synapse with the cochlear nerve; map central auditory pathways and acoustic reflexes; and interpret basic audiograms and sound localization principles.

In **motor pathways**, students will describe the motor unit, neuromuscular junction, and mechanical properties of muscle; explain spinal circuits and reflexes (stretch, withdrawal, role of the Golgi tendon organ); map corticospinal and extrapyramidal tracts distinguishing upper vs lower motor neuron signs; and discuss the contribution of cerebellum and basal ganglia to movement control and coordination, analyzing elementary EMG patterns.

In the **renal system**, students will describe renal hemodynamics and glomerular filtration, calculating GFR and filtration fraction from provided data; explain segmental reabsorption and secretion of key solutes and water; apply the countercurrent model to predict urinary concentration/dilution; analyze volume and pressure regulation (RAAS, sympathetic system, natriuretic peptides); and conceptually interpret clearances and fractional excretions.

In **acid–base balance**, students will explain buffer systems and the Henderson–Hasselbalch equation; interpret basic arterial blood gases, distinguishing respiratory vs metabolic disorders and their expected compensations using quantitative rules; describe renal handling of HCO₃⁻ and H⁺ (reabsorption, secretion, generation of NH₄⁺ and titratable acidity); and analyze systemic effects of acidosis/alkalosis on neuromuscular excitability, potassium balance, and ventilation.

In **endocrinology**, students will classify hormones by chemical nature and receptor mechanism; explain the hypothalamic–pituitary axes and short/long feedback; describe thyroid, adrenocortical, gonadal, and pancreatic (insulin/glucagon) physiology; interpret basal and dynamic hormone profiles to distinguish primary vs secondary disorders; and discuss circadian rhythms in the regulation of metabolism, growth, stress, and reproduction.

For the **digestive system**, students will describe gastrointestinal motility (slow waves, peristalsis, migrating motor complex) and sphincter function; explain salivary, gastric, pancreatic, and biliary secretions and their neuro‑hormonal control; outline digestion and absorption of macronutrients, water, and electrolytes along the tract; analyze intestinal fluid–electrolyte balances and predict the effects of diarrhea and vomiting on volume and pH, correlating simple functional tests with underlying mechanisms.

## Physiology of Glial Cells . Students will describe the composition, distribution, and functions of the main glial populations of the central nervous system: **astrocytes**, **microglia**, **oligodendrocytes**, and **ependymal cells**. For **astrocytes**, they will explain ion homeostasis (K⁺ buffering), neurotransmitter uptake and recycling (glutamate/GABA), neuron‑coupled energy metabolism (astrocyte–neuron lactate shuttle), participation in the tripartite synapse and in **neurovascular coupling** (regulation of cerebral blood flow), as well as contributions to the blood–brain barrier and the glia limitans. For **microglia**, they will describe immune surveillance, synaptic pruning, pro‑ and anti‑inflammatory responses, and the impact on plasticity and pain, distinguishing acute vs chronic activation states. For **oligodendrocytes**, they will explain myelination, nodes of Ranvier and saltatory conduction, factors modulating conduction velocity and myelin plasticity, linking myelin to circuit synchrony and axonal metabolic efficiency. For **ependymal cells**, they will describe the organization of the ciliated ventricular epithelium, roles in cerebrospinal fluid dynamics and the **glymphatic** system, and supportive functions in neurogenic niches. These aspects will be integrated with functional examples (e.g., the BOLD response as an expression of neurovascular coupling, glial modulation of pain, effects of demyelination on conduction and reflexes), keeping the focus on physiological mechanisms that are preparatory to clinical understanding.

Educational objectives

The Human Physiology course is organized into two coordinated, complementary modules. **Physiology I (Fisio 1)**, delivered in the first term, builds the foundations of cellular, neuromuscular, cardiovascular, and respiratory physiology, with emphasis on homeostasis, excitability, contraction, hemodynamics, and ventilation. **Physiology II (Fisio 2)**, delivered in the second term, extends these bases to central sensory and motor systems, the autonomic nervous system, long‑term regulation (renal, acid–base balance, endocrine, digestive) **and the physiology of glial cells**, with attention to inter‑system integration and applied quantitative reasoning.

---

# Detailed Intended Learning Outcomes – Physiology I

By the end of Fisio 1, students will be able to explain the cell as the functional unit, the internal environment and homeostasis, describing control systems with feedback and body fluid compartments; interpret membrane structure and function and transport mechanisms, applying Fick’s law and distinguishing diffusion, osmosis, primary and secondary active transport, endo-/exocytosis, and transepithelial transport; classify ion channels and link electrochemical forces to the basis of the membrane potential.

In cellular neurophysiology, students will calculate and interpret equilibrium potentials (Nernst equation) and resting potential (Goldman–Hodgkin–Katz equation); describe local potentials and the action potential with saltatory conduction and the role of myelin; explain chemical synaptic transmission, neurotransmitters, and ionotropic/metabotropic receptors; and analyze synaptic integration (temporal/spatial summation, pre- and postsynaptic inhibition), also recognizing neuro‑effector junctions of the autonomic nervous system and cholinergic/adrenergic receptors.

Students will outline the anatomo‑functional organization of the central and peripheral nervous systems (including sympathetic and parasympathetic divisions), describing spinal cord and somatic reflex arcs, cerebellum, basal ganglia, brainstem, and cortical motor, projection, and association areas; they will explain sensory receptors and somatosensory pathways to thalamus and primary somatosensory cortex, distinguish somatic, visceral, and deep pain, and discuss the gate control theory.

For the muscular system, students will distinguish muscle cell types and, for skeletal muscle, describe sarcomere structure, molecular basis of contraction, neuromuscular junction and excitation–contraction coupling, linking fiber type (slow oxidative, fast glycolytic, fast oxidative) to performance and fatigability; they will define motor unit, force, simple twitch, and tetanus. For smooth muscle, they will explain structure, mechanisms of contraction/relaxation, and main activation modalities, relating them to visceral function.

In cardiovascular physiology, students will describe the architecture of the circulatory system and properties of cardiac muscle; explain generation/propagation of excitation in the conduction system; contrast nodal and working‑myocardium action potentials and interpret the significance of the refractory period. They will represent the cardiac cycle and the ventricular pressure–volume relationship; explain determinants of cardiac output and its intrinsic (Frank–Starling) and extrinsic regulation; and interpret the core concepts of the electrocardiogram. In hemodynamics, they will link vessel structure to function, profile systemic pressure distribution, apply the relations among flow, resistance, and pressure, and explain venous return and arterial pressure regulation via neural reflexes, cardiovascular centers, and the renin–angiotensin–aldosterone system.

For the respiratory system, students will describe functional anatomy and mechanics of ventilation, alveolar/pleural/transpulmonary pressures and compliance; interpret lung volumes and capacities, alveolar ventilation and dead space; explain gas exchange by diffusion, the hemoglobin oxygen‑dissociation curve and its modulators, and O₂/CO₂ transport in blood. They will analyze neural control of breathing (bulbopontine centers and chemoreceptors), ventilatory responses to hypoxia and hypercapnia, and the principles of respiratory acid–base regulation, linking mechanical or V/Q alterations to changes in gas exchange and arterial gases.

---

# Detailed Intended Learning Outcomes – Physiology II

By the end of Fisio 2, students will describe the organization of the **autonomic nervous system** (sympathetic, parasympathetic, and enteric) with neurotransmitters and receptors, explaining autonomic synaptic transmission and pre-/post‑ganglionic modulation; compare ANS effects on target organs (cardiovascular, respiratory, gastrointestinal, urinary, ocular, glandular) and predict integrated responses to acute stress, orthostasis, exercise, and hypovolemia based on baro-/chemoreflexes and indices of autonomic tone.

Within the **somatosensory system**, students will classify receptors by modality, adaptation, and receptive fields; explain transduction and coding of stimulus intensity, duration, and location; describe dorsal column–medial lemniscal and anterolateral pathways with somatotopy and thalamo‑cortical integration; interpret dermatomal maps and correlate lesion sites with expected sensory deficits, discussing descending pain modulation and hyperalgesia.

For **vision**, students will explain ocular optics, accommodation, and refractive errors; describe phototransduction in rods and cones and retinal circuitry; map visual pathways and visual fields predicting scotomas from lesions at different levels; and analyze light–dark adaptation, spectral and contrast sensitivity, and the basics of visual evoked potentials.

For **hearing**, students will explain the mechanics of the middle ear and cochlea (traveling wave, tonotopic map); describe hair‑cell transduction and synapse with the cochlear nerve; map central auditory pathways and acoustic reflexes; and interpret basic audiograms and sound localization principles.

In **motor pathways**, students will describe the motor unit, neuromuscular junction, and mechanical properties of muscle; explain spinal circuits and reflexes (stretch, withdrawal, role of the Golgi tendon organ); map corticospinal and extrapyramidal tracts distinguishing upper vs lower motor neuron signs; and discuss the contribution of cerebellum and basal ganglia to movement control and coordination, analyzing elementary EMG patterns.

In the **renal system**, students will describe renal hemodynamics and glomerular filtration, calculating GFR and filtration fraction from provided data; explain segmental reabsorption and secretion of key solutes and water; apply the countercurrent model to predict urinary concentration/dilution; analyze volume and pressure regulation (RAAS, sympathetic system, natriuretic peptides); and conceptually interpret clearances and fractional excretions.

In **acid–base balance**, students will explain buffer systems and the Henderson–Hasselbalch equation; interpret basic arterial blood gases, distinguishing respiratory vs metabolic disorders and their expected compensations using quantitative rules; describe renal handling of HCO₃⁻ and H⁺ (reabsorption, secretion, generation of NH₄⁺ and titratable acidity); and analyze systemic effects of acidosis/alkalosis on neuromuscular excitability, potassium balance, and ventilation.

In **endocrinology**, students will classify hormones by chemical nature and receptor mechanism; explain the hypothalamic–pituitary axes and short/long feedback; describe thyroid, adrenocortical, gonadal, and pancreatic (insulin/glucagon) physiology; interpret basal and dynamic hormone profiles to distinguish primary vs secondary disorders; and discuss circadian rhythms in the regulation of metabolism, growth, stress, and reproduction.

For the **digestive system**, students will describe gastrointestinal motility (slow waves, peristalsis, migrating motor complex) and sphincter function; explain salivary, gastric, pancreatic, and biliary secretions and their neuro‑hormonal control; outline digestion and absorption of macronutrients, water, and electrolytes along the tract; analyze intestinal fluid–electrolyte balances and predict the effects of diarrhea and vomiting on volume and pH, correlating simple functional tests with underlying mechanisms.

## Physiology of Glial Cells . Students will describe the composition, distribution, and functions of the main glial populations of the central nervous system: **astrocytes**, **microglia**, **oligodendrocytes**, and **ependymal cells**. For **astrocytes**, they will explain ion homeostasis (K⁺ buffering), neurotransmitter uptake and recycling (glutamate/GABA), neuron‑coupled energy metabolism (astrocyte–neuron lactate shuttle), participation in the tripartite synapse and in **neurovascular coupling** (regulation of cerebral blood flow), as well as contributions to the blood–brain barrier and the glia limitans. For **microglia**, they will describe immune surveillance, synaptic pruning, pro‑ and anti‑inflammatory responses, and the impact on plasticity and pain, distinguishing acute vs chronic activation states. For **oligodendrocytes**, they will explain myelination, nodes of Ranvier and saltatory conduction, factors modulating conduction velocity and myelin plasticity, linking myelin to circuit synchrony and axonal metabolic efficiency. For **ependymal cells**, they will describe the organization of the ciliated ventricular epithelium, roles in cerebrospinal fluid dynamics and the **glymphatic** system, and supportive functions in neurogenic niches. These aspects will be integrated with functional examples (e.g., the BOLD response as an expression of neurovascular coupling, glial modulation of pain, effects of demyelination on conduction and reflexes), keeping the focus on physiological mechanisms that are preparatory to clinical understanding.

Educational objectives

OBJECTIVES:
Knowledge and Understanding
Upon completion of the course, students will have acquired knowledge and understanding of:
• Concepts of health and disease, the main etiological agents active in the human body responsible for
diseases and their pathogenic mechanisms, and knowledge of the fundamental principles of the immune
response.
• The morphological, structural, and genetic characteristics of microorganisms (bacteria, viruses, fungi, and
parasites), the pathogenicity factors of microorganisms and the possible interactions between
microorganisms and their hosts, the general principles of disinfection and sterilization, the mechanisms of
action of the main antibacterial and antiviral drugs, and prevention tools such as vaccines; and the
mechanisms of antimicrobial resistance.

Ability to Apply Knowledge and Understanding
The knowledge acquired will enable students to approach the various areas of their future professional
activity independently. They will apply their acquired knowledge of microbiology to collaborate with
colleagues to resolve diagnostic and therapeutic questions and problems. Students will also be able to
apply the knowledge they have acquired to independently explore specific aspects they encounter in their
professional practice.
Critical and Judgmental Skills
The course will enable students to: i) be able to evaluate the topics covered;
ii) understand and explain the mechanisms that trigger disease;
iii) make independent judgments in assessing human pathologies.
Communication Skills
By the end of the course, students will have acquired the scientific terminology that will enable them to
appropriately communicate information, ideas, problems, and solutions with colleagues and others (e.g.,
patients).

Educational objectives

OBJECTIVES:
Knowledge and Understanding
Upon completion of the course, students will have acquired knowledge and understanding of:
• Concepts of health and disease, the main etiological agents active in the human body responsible for
diseases and their pathogenic mechanisms, and knowledge of the fundamental principles of the immune
response.
• The morphological, structural, and genetic characteristics of microorganisms (bacteria, viruses, fungi, and
parasites), the pathogenicity factors of microorganisms and the possible interactions between
microorganisms and their hosts, the general principles of disinfection and sterilization, the mechanisms of
action of the main antibacterial and antiviral drugs, and prevention tools such as vaccines; and the
mechanisms of antimicrobial resistance.

Ability to Apply Knowledge and Understanding
The knowledge acquired will enable students to approach the various areas of their future professional
activity independently. They will apply their acquired knowledge of microbiology to collaborate with
colleagues to resolve diagnostic and therapeutic questions and problems. Students will also be able to
apply the knowledge they have acquired to independently explore specific aspects they encounter in their
professional practice.
Critical and Judgmental Skills
The course will enable students to: i) be able to evaluate the topics covered;
ii) understand and explain the mechanisms that trigger disease;
iii) make independent judgments in assessing human pathologies.
Communication Skills
By the end of the course, students will have acquired the scientific terminology that will enable them to
appropriately communicate information, ideas, problems, and solutions with colleagues and others (e.g.,
patients).

Educational objectives

OBJECTIVES:
Knowledge and Understanding
Upon completion of the course, students will have acquired knowledge and understanding of:
• Concepts of health and disease, the main etiological agents active in the human body responsible for
diseases and their pathogenic mechanisms, and knowledge of the fundamental principles of the immune
response.
• The morphological, structural, and genetic characteristics of microorganisms (bacteria, viruses, fungi, and
parasites), the pathogenicity factors of microorganisms and the possible interactions between
microorganisms and their hosts, the general principles of disinfection and sterilization, the mechanisms of
action of the main antibacterial and antiviral drugs, and prevention tools such as vaccines; and the
mechanisms of antimicrobial resistance.

Ability to Apply Knowledge and Understanding
The knowledge acquired will enable students to approach the various areas of their future professional
activity independently. They will apply their acquired knowledge of microbiology to collaborate with
colleagues to resolve diagnostic and therapeutic questions and problems. Students will also be able to
apply the knowledge they have acquired to independently explore specific aspects they encounter in their
professional practice.
Critical and Judgmental Skills
The course will enable students to: i) be able to evaluate the topics covered;
ii) understand and explain the mechanisms that trigger disease;
iii) make independent judgments in assessing human pathologies.
Communication Skills
By the end of the course, students will have acquired the scientific terminology that will enable them to
appropriately communicate information, ideas, problems, and solutions with colleagues and others (e.g.,
patients).

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

At the end of the course, the student should know and understand:
• The morphology and structural organization of the systems and organs of the human body, at both macroscopic and microscopic levels;
• The spatial relationships between the various organs of the human body;
• The anatomical terminology useful for the morphological description of anatomical structures.
- Applying knowledge and understanding
At the end of the course, the student should have acquired the following skills:
• A methodological study criterion useful in describing the architecture and spatial relationships among the various structures of the human body;
• The ability to connect the macroscopic and microscopic organization of systems and organs with the corresponding functions.
- Making informed judgments and choices
At the end of the course, the student should have acquired the following skills:
• The ability to reflect autonomously and critically on the structural organization (macroscopic and microscopic) of the systems of the human body;
• The ability to understand the relationship between morphology and function of organs, even intuiting the pathophysiological potential of the structures under examination.
- Communicating knowledge and understanding
At the end of the course, the student should be able of:
• Exposing in a thorough, precise and comprehensive manner the knowledge acquired through appropriate use of the specific language of the discipline.
- Capacities to continue learning
Upon completion of the course, the student should:
• Demonstrate the ability to reach conclusions independently, providing examples and making parallels based on what has been learned from the syllabus;
• Acquire a method of study that allows the ability to independently update on the contents of human anatomy, also using supplementary sources not necessarily provided by the teacher.

Educational objectives

The Human Physiology course is organized into two coordinated, complementary modules. **Physiology I (Fisio 1)**, delivered in the first term, builds the foundations of cellular, neuromuscular, cardiovascular, and respiratory physiology, with emphasis on homeostasis, excitability, contraction, hemodynamics, and ventilation. **Physiology II (Fisio 2)**, delivered in the second term, extends these bases to central sensory and motor systems, the autonomic nervous system, long‑term regulation (renal, acid–base balance, endocrine, digestive) **and the physiology of glial cells**, with attention to inter‑system integration and applied quantitative reasoning.

---

# Detailed Intended Learning Outcomes – Physiology I

By the end of Fisio 1, students will be able to explain the cell as the functional unit, the internal environment and homeostasis, describing control systems with feedback and body fluid compartments; interpret membrane structure and function and transport mechanisms, applying Fick’s law and distinguishing diffusion, osmosis, primary and secondary active transport, endo-/exocytosis, and transepithelial transport; classify ion channels and link electrochemical forces to the basis of the membrane potential.

In cellular neurophysiology, students will calculate and interpret equilibrium potentials (Nernst equation) and resting potential (Goldman–Hodgkin–Katz equation); describe local potentials and the action potential with saltatory conduction and the role of myelin; explain chemical synaptic transmission, neurotransmitters, and ionotropic/metabotropic receptors; and analyze synaptic integration (temporal/spatial summation, pre- and postsynaptic inhibition), also recognizing neuro‑effector junctions of the autonomic nervous system and cholinergic/adrenergic receptors.

Students will outline the anatomo‑functional organization of the central and peripheral nervous systems (including sympathetic and parasympathetic divisions), describing spinal cord and somatic reflex arcs, cerebellum, basal ganglia, brainstem, and cortical motor, projection, and association areas; they will explain sensory receptors and somatosensory pathways to thalamus and primary somatosensory cortex, distinguish somatic, visceral, and deep pain, and discuss the gate control theory.

For the muscular system, students will distinguish muscle cell types and, for skeletal muscle, describe sarcomere structure, molecular basis of contraction, neuromuscular junction and excitation–contraction coupling, linking fiber type (slow oxidative, fast glycolytic, fast oxidative) to performance and fatigability; they will define motor unit, force, simple twitch, and tetanus. For smooth muscle, they will explain structure, mechanisms of contraction/relaxation, and main activation modalities, relating them to visceral function.

In cardiovascular physiology, students will describe the architecture of the circulatory system and properties of cardiac muscle; explain generation/propagation of excitation in the conduction system; contrast nodal and working‑myocardium action potentials and interpret the significance of the refractory period. They will represent the cardiac cycle and the ventricular pressure–volume relationship; explain determinants of cardiac output and its intrinsic (Frank–Starling) and extrinsic regulation; and interpret the core concepts of the electrocardiogram. In hemodynamics, they will link vessel structure to function, profile systemic pressure distribution, apply the relations among flow, resistance, and pressure, and explain venous return and arterial pressure regulation via neural reflexes, cardiovascular centers, and the renin–angiotensin–aldosterone system.

For the respiratory system, students will describe functional anatomy and mechanics of ventilation, alveolar/pleural/transpulmonary pressures and compliance; interpret lung volumes and capacities, alveolar ventilation and dead space; explain gas exchange by diffusion, the hemoglobin oxygen‑dissociation curve and its modulators, and O₂/CO₂ transport in blood. They will analyze neural control of breathing (bulbopontine centers and chemoreceptors), ventilatory responses to hypoxia and hypercapnia, and the principles of respiratory acid–base regulation, linking mechanical or V/Q alterations to changes in gas exchange and arterial gases.

---

# Detailed Intended Learning Outcomes – Physiology II

By the end of Fisio 2, students will describe the organization of the **autonomic nervous system** (sympathetic, parasympathetic, and enteric) with neurotransmitters and receptors, explaining autonomic synaptic transmission and pre-/post‑ganglionic modulation; compare ANS effects on target organs (cardiovascular, respiratory, gastrointestinal, urinary, ocular, glandular) and predict integrated responses to acute stress, orthostasis, exercise, and hypovolemia based on baro-/chemoreflexes and indices of autonomic tone.

Within the **somatosensory system**, students will classify receptors by modality, adaptation, and receptive fields; explain transduction and coding of stimulus intensity, duration, and location; describe dorsal column–medial lemniscal and anterolateral pathways with somatotopy and thalamo‑cortical integration; interpret dermatomal maps and correlate lesion sites with expected sensory deficits, discussing descending pain modulation and hyperalgesia.

For **vision**, students will explain ocular optics, accommodation, and refractive errors; describe phototransduction in rods and cones and retinal circuitry; map visual pathways and visual fields predicting scotomas from lesions at different levels; and analyze light–dark adaptation, spectral and contrast sensitivity, and the basics of visual evoked potentials.

For **hearing**, students will explain the mechanics of the middle ear and cochlea (traveling wave, tonotopic map); describe hair‑cell transduction and synapse with the cochlear nerve; map central auditory pathways and acoustic reflexes; and interpret basic audiograms and sound localization principles.

In **motor pathways**, students will describe the motor unit, neuromuscular junction, and mechanical properties of muscle; explain spinal circuits and reflexes (stretch, withdrawal, role of the Golgi tendon organ); map corticospinal and extrapyramidal tracts distinguishing upper vs lower motor neuron signs; and discuss the contribution of cerebellum and basal ganglia to movement control and coordination, analyzing elementary EMG patterns.

In the **renal system**, students will describe renal hemodynamics and glomerular filtration, calculating GFR and filtration fraction from provided data; explain segmental reabsorption and secretion of key solutes and water; apply the countercurrent model to predict urinary concentration/dilution; analyze volume and pressure regulation (RAAS, sympathetic system, natriuretic peptides); and conceptually interpret clearances and fractional excretions.

In **acid–base balance**, students will explain buffer systems and the Henderson–Hasselbalch equation; interpret basic arterial blood gases, distinguishing respiratory vs metabolic disorders and their expected compensations using quantitative rules; describe renal handling of HCO₃⁻ and H⁺ (reabsorption, secretion, generation of NH₄⁺ and titratable acidity); and analyze systemic effects of acidosis/alkalosis on neuromuscular excitability, potassium balance, and ventilation.

In **endocrinology**, students will classify hormones by chemical nature and receptor mechanism; explain the hypothalamic–pituitary axes and short/long feedback; describe thyroid, adrenocortical, gonadal, and pancreatic (insulin/glucagon) physiology; interpret basal and dynamic hormone profiles to distinguish primary vs secondary disorders; and discuss circadian rhythms in the regulation of metabolism, growth, stress, and reproduction.

For the **digestive system**, students will describe gastrointestinal motility (slow waves, peristalsis, migrating motor complex) and sphincter function; explain salivary, gastric, pancreatic, and biliary secretions and their neuro‑hormonal control; outline digestion and absorption of macronutrients, water, and electrolytes along the tract; analyze intestinal fluid–electrolyte balances and predict the effects of diarrhea and vomiting on volume and pH, correlating simple functional tests with underlying mechanisms.

## Physiology of Glial Cells . Students will describe the composition, distribution, and functions of the main glial populations of the central nervous system: **astrocytes**, **microglia**, **oligodendrocytes**, and **ependymal cells**. For **astrocytes**, they will explain ion homeostasis (K⁺ buffering), neurotransmitter uptake and recycling (glutamate/GABA), neuron‑coupled energy metabolism (astrocyte–neuron lactate shuttle), participation in the tripartite synapse and in **neurovascular coupling** (regulation of cerebral blood flow), as well as contributions to the blood–brain barrier and the glia limitans. For **microglia**, they will describe immune surveillance, synaptic pruning, pro‑ and anti‑inflammatory responses, and the impact on plasticity and pain, distinguishing acute vs chronic activation states. For **oligodendrocytes**, they will explain myelination, nodes of Ranvier and saltatory conduction, factors modulating conduction velocity and myelin plasticity, linking myelin to circuit synchrony and axonal metabolic efficiency. For **ependymal cells**, they will describe the organization of the ciliated ventricular epithelium, roles in cerebrospinal fluid dynamics and the **glymphatic** system, and supportive functions in neurogenic niches. These aspects will be integrated with functional examples (e.g., the BOLD response as an expression of neurovascular coupling, glial modulation of pain, effects of demyelination on conduction and reflexes), keeping the focus on physiological mechanisms that are preparatory to clinical understanding.

Educational objectives

The Human Physiology course is organized into two coordinated, complementary modules. **Physiology I (Fisio 1)**, delivered in the first term, builds the foundations of cellular, neuromuscular, cardiovascular, and respiratory physiology, with emphasis on homeostasis, excitability, contraction, hemodynamics, and ventilation. **Physiology II (Fisio 2)**, delivered in the second term, extends these bases to central sensory and motor systems, the autonomic nervous system, long‑term regulation (renal, acid–base balance, endocrine, digestive) **and the physiology of glial cells**, with attention to inter‑system integration and applied quantitative reasoning.

---

# Detailed Intended Learning Outcomes – Physiology I

By the end of Fisio 1, students will be able to explain the cell as the functional unit, the internal environment and homeostasis, describing control systems with feedback and body fluid compartments; interpret membrane structure and function and transport mechanisms, applying Fick’s law and distinguishing diffusion, osmosis, primary and secondary active transport, endo-/exocytosis, and transepithelial transport; classify ion channels and link electrochemical forces to the basis of the membrane potential.

In cellular neurophysiology, students will calculate and interpret equilibrium potentials (Nernst equation) and resting potential (Goldman–Hodgkin–Katz equation); describe local potentials and the action potential with saltatory conduction and the role of myelin; explain chemical synaptic transmission, neurotransmitters, and ionotropic/metabotropic receptors; and analyze synaptic integration (temporal/spatial summation, pre- and postsynaptic inhibition), also recognizing neuro‑effector junctions of the autonomic nervous system and cholinergic/adrenergic receptors.

Students will outline the anatomo‑functional organization of the central and peripheral nervous systems (including sympathetic and parasympathetic divisions), describing spinal cord and somatic reflex arcs, cerebellum, basal ganglia, brainstem, and cortical motor, projection, and association areas; they will explain sensory receptors and somatosensory pathways to thalamus and primary somatosensory cortex, distinguish somatic, visceral, and deep pain, and discuss the gate control theory.

For the muscular system, students will distinguish muscle cell types and, for skeletal muscle, describe sarcomere structure, molecular basis of contraction, neuromuscular junction and excitation–contraction coupling, linking fiber type (slow oxidative, fast glycolytic, fast oxidative) to performance and fatigability; they will define motor unit, force, simple twitch, and tetanus. For smooth muscle, they will explain structure, mechanisms of contraction/relaxation, and main activation modalities, relating them to visceral function.

In cardiovascular physiology, students will describe the architecture of the circulatory system and properties of cardiac muscle; explain generation/propagation of excitation in the conduction system; contrast nodal and working‑myocardium action potentials and interpret the significance of the refractory period. They will represent the cardiac cycle and the ventricular pressure–volume relationship; explain determinants of cardiac output and its intrinsic (Frank–Starling) and extrinsic regulation; and interpret the core concepts of the electrocardiogram. In hemodynamics, they will link vessel structure to function, profile systemic pressure distribution, apply the relations among flow, resistance, and pressure, and explain venous return and arterial pressure regulation via neural reflexes, cardiovascular centers, and the renin–angiotensin–aldosterone system.

For the respiratory system, students will describe functional anatomy and mechanics of ventilation, alveolar/pleural/transpulmonary pressures and compliance; interpret lung volumes and capacities, alveolar ventilation and dead space; explain gas exchange by diffusion, the hemoglobin oxygen‑dissociation curve and its modulators, and O₂/CO₂ transport in blood. They will analyze neural control of breathing (bulbopontine centers and chemoreceptors), ventilatory responses to hypoxia and hypercapnia, and the principles of respiratory acid–base regulation, linking mechanical or V/Q alterations to changes in gas exchange and arterial gases.

---

# Detailed Intended Learning Outcomes – Physiology II

By the end of Fisio 2, students will describe the organization of the **autonomic nervous system** (sympathetic, parasympathetic, and enteric) with neurotransmitters and receptors, explaining autonomic synaptic transmission and pre-/post‑ganglionic modulation; compare ANS effects on target organs (cardiovascular, respiratory, gastrointestinal, urinary, ocular, glandular) and predict integrated responses to acute stress, orthostasis, exercise, and hypovolemia based on baro-/chemoreflexes and indices of autonomic tone.

Within the **somatosensory system**, students will classify receptors by modality, adaptation, and receptive fields; explain transduction and coding of stimulus intensity, duration, and location; describe dorsal column–medial lemniscal and anterolateral pathways with somatotopy and thalamo‑cortical integration; interpret dermatomal maps and correlate lesion sites with expected sensory deficits, discussing descending pain modulation and hyperalgesia.

For **vision**, students will explain ocular optics, accommodation, and refractive errors; describe phototransduction in rods and cones and retinal circuitry; map visual pathways and visual fields predicting scotomas from lesions at different levels; and analyze light–dark adaptation, spectral and contrast sensitivity, and the basics of visual evoked potentials.

For **hearing**, students will explain the mechanics of the middle ear and cochlea (traveling wave, tonotopic map); describe hair‑cell transduction and synapse with the cochlear nerve; map central auditory pathways and acoustic reflexes; and interpret basic audiograms and sound localization principles.

In **motor pathways**, students will describe the motor unit, neuromuscular junction, and mechanical properties of muscle; explain spinal circuits and reflexes (stretch, withdrawal, role of the Golgi tendon organ); map corticospinal and extrapyramidal tracts distinguishing upper vs lower motor neuron signs; and discuss the contribution of cerebellum and basal ganglia to movement control and coordination, analyzing elementary EMG patterns.

In the **renal system**, students will describe renal hemodynamics and glomerular filtration, calculating GFR and filtration fraction from provided data; explain segmental reabsorption and secretion of key solutes and water; apply the countercurrent model to predict urinary concentration/dilution; analyze volume and pressure regulation (RAAS, sympathetic system, natriuretic peptides); and conceptually interpret clearances and fractional excretions.

In **acid–base balance**, students will explain buffer systems and the Henderson–Hasselbalch equation; interpret basic arterial blood gases, distinguishing respiratory vs metabolic disorders and their expected compensations using quantitative rules; describe renal handling of HCO₃⁻ and H⁺ (reabsorption, secretion, generation of NH₄⁺ and titratable acidity); and analyze systemic effects of acidosis/alkalosis on neuromuscular excitability, potassium balance, and ventilation.

In **endocrinology**, students will classify hormones by chemical nature and receptor mechanism; explain the hypothalamic–pituitary axes and short/long feedback; describe thyroid, adrenocortical, gonadal, and pancreatic (insulin/glucagon) physiology; interpret basal and dynamic hormone profiles to distinguish primary vs secondary disorders; and discuss circadian rhythms in the regulation of metabolism, growth, stress, and reproduction.

For the **digestive system**, students will describe gastrointestinal motility (slow waves, peristalsis, migrating motor complex) and sphincter function; explain salivary, gastric, pancreatic, and biliary secretions and their neuro‑hormonal control; outline digestion and absorption of macronutrients, water, and electrolytes along the tract; analyze intestinal fluid–electrolyte balances and predict the effects of diarrhea and vomiting on volume and pH, correlating simple functional tests with underlying mechanisms.

## Physiology of Glial Cells . Students will describe the composition, distribution, and functions of the main glial populations of the central nervous system: **astrocytes**, **microglia**, **oligodendrocytes**, and **ependymal cells**. For **astrocytes**, they will explain ion homeostasis (K⁺ buffering), neurotransmitter uptake and recycling (glutamate/GABA), neuron‑coupled energy metabolism (astrocyte–neuron lactate shuttle), participation in the tripartite synapse and in **neurovascular coupling** (regulation of cerebral blood flow), as well as contributions to the blood–brain barrier and the glia limitans. For **microglia**, they will describe immune surveillance, synaptic pruning, pro‑ and anti‑inflammatory responses, and the impact on plasticity and pain, distinguishing acute vs chronic activation states. For **oligodendrocytes**, they will explain myelination, nodes of Ranvier and saltatory conduction, factors modulating conduction velocity and myelin plasticity, linking myelin to circuit synchrony and axonal metabolic efficiency. For **ependymal cells**, they will describe the organization of the ciliated ventricular epithelium, roles in cerebrospinal fluid dynamics and the **glymphatic** system, and supportive functions in neurogenic niches. These aspects will be integrated with functional examples (e.g., the BOLD response as an expression of neurovascular coupling, glial modulation of pain, effects of demyelination on conduction and reflexes), keeping the focus on physiological mechanisms that are preparatory to clinical understanding.

Educational objectives

The Human Physiology course is organized into two coordinated, complementary modules. **Physiology I (Fisio 1)**, delivered in the first term, builds the foundations of cellular, neuromuscular, cardiovascular, and respiratory physiology, with emphasis on homeostasis, excitability, contraction, hemodynamics, and ventilation. **Physiology II (Fisio 2)**, delivered in the second term, extends these bases to central sensory and motor systems, the autonomic nervous system, long‑term regulation (renal, acid–base balance, endocrine, digestive) **and the physiology of glial cells**, with attention to inter‑system integration and applied quantitative reasoning.

---

# Detailed Intended Learning Outcomes – Physiology I

By the end of Fisio 1, students will be able to explain the cell as the functional unit, the internal environment and homeostasis, describing control systems with feedback and body fluid compartments; interpret membrane structure and function and transport mechanisms, applying Fick’s law and distinguishing diffusion, osmosis, primary and secondary active transport, endo-/exocytosis, and transepithelial transport; classify ion channels and link electrochemical forces to the basis of the membrane potential.

In cellular neurophysiology, students will calculate and interpret equilibrium potentials (Nernst equation) and resting potential (Goldman–Hodgkin–Katz equation); describe local potentials and the action potential with saltatory conduction and the role of myelin; explain chemical synaptic transmission, neurotransmitters, and ionotropic/metabotropic receptors; and analyze synaptic integration (temporal/spatial summation, pre- and postsynaptic inhibition), also recognizing neuro‑effector junctions of the autonomic nervous system and cholinergic/adrenergic receptors.

Students will outline the anatomo‑functional organization of the central and peripheral nervous systems (including sympathetic and parasympathetic divisions), describing spinal cord and somatic reflex arcs, cerebellum, basal ganglia, brainstem, and cortical motor, projection, and association areas; they will explain sensory receptors and somatosensory pathways to thalamus and primary somatosensory cortex, distinguish somatic, visceral, and deep pain, and discuss the gate control theory.

For the muscular system, students will distinguish muscle cell types and, for skeletal muscle, describe sarcomere structure, molecular basis of contraction, neuromuscular junction and excitation–contraction coupling, linking fiber type (slow oxidative, fast glycolytic, fast oxidative) to performance and fatigability; they will define motor unit, force, simple twitch, and tetanus. For smooth muscle, they will explain structure, mechanisms of contraction/relaxation, and main activation modalities, relating them to visceral function.

In cardiovascular physiology, students will describe the architecture of the circulatory system and properties of cardiac muscle; explain generation/propagation of excitation in the conduction system; contrast nodal and working‑myocardium action potentials and interpret the significance of the refractory period. They will represent the cardiac cycle and the ventricular pressure–volume relationship; explain determinants of cardiac output and its intrinsic (Frank–Starling) and extrinsic regulation; and interpret the core concepts of the electrocardiogram. In hemodynamics, they will link vessel structure to function, profile systemic pressure distribution, apply the relations among flow, resistance, and pressure, and explain venous return and arterial pressure regulation via neural reflexes, cardiovascular centers, and the renin–angiotensin–aldosterone system.

For the respiratory system, students will describe functional anatomy and mechanics of ventilation, alveolar/pleural/transpulmonary pressures and compliance; interpret lung volumes and capacities, alveolar ventilation and dead space; explain gas exchange by diffusion, the hemoglobin oxygen‑dissociation curve and its modulators, and O₂/CO₂ transport in blood. They will analyze neural control of breathing (bulbopontine centers and chemoreceptors), ventilatory responses to hypoxia and hypercapnia, and the principles of respiratory acid–base regulation, linking mechanical or V/Q alterations to changes in gas exchange and arterial gases.

---

# Detailed Intended Learning Outcomes – Physiology II

By the end of Fisio 2, students will describe the organization of the **autonomic nervous system** (sympathetic, parasympathetic, and enteric) with neurotransmitters and receptors, explaining autonomic synaptic transmission and pre-/post‑ganglionic modulation; compare ANS effects on target organs (cardiovascular, respiratory, gastrointestinal, urinary, ocular, glandular) and predict integrated responses to acute stress, orthostasis, exercise, and hypovolemia based on baro-/chemoreflexes and indices of autonomic tone.

Within the **somatosensory system**, students will classify receptors by modality, adaptation, and receptive fields; explain transduction and coding of stimulus intensity, duration, and location; describe dorsal column–medial lemniscal and anterolateral pathways with somatotopy and thalamo‑cortical integration; interpret dermatomal maps and correlate lesion sites with expected sensory deficits, discussing descending pain modulation and hyperalgesia.

For **vision**, students will explain ocular optics, accommodation, and refractive errors; describe phototransduction in rods and cones and retinal circuitry; map visual pathways and visual fields predicting scotomas from lesions at different levels; and analyze light–dark adaptation, spectral and contrast sensitivity, and the basics of visual evoked potentials.

For **hearing**, students will explain the mechanics of the middle ear and cochlea (traveling wave, tonotopic map); describe hair‑cell transduction and synapse with the cochlear nerve; map central auditory pathways and acoustic reflexes; and interpret basic audiograms and sound localization principles.

In **motor pathways**, students will describe the motor unit, neuromuscular junction, and mechanical properties of muscle; explain spinal circuits and reflexes (stretch, withdrawal, role of the Golgi tendon organ); map corticospinal and extrapyramidal tracts distinguishing upper vs lower motor neuron signs; and discuss the contribution of cerebellum and basal ganglia to movement control and coordination, analyzing elementary EMG patterns.

In the **renal system**, students will describe renal hemodynamics and glomerular filtration, calculating GFR and filtration fraction from provided data; explain segmental reabsorption and secretion of key solutes and water; apply the countercurrent model to predict urinary concentration/dilution; analyze volume and pressure regulation (RAAS, sympathetic system, natriuretic peptides); and conceptually interpret clearances and fractional excretions.

In **acid–base balance**, students will explain buffer systems and the Henderson–Hasselbalch equation; interpret basic arterial blood gases, distinguishing respiratory vs metabolic disorders and their expected compensations using quantitative rules; describe renal handling of HCO₃⁻ and H⁺ (reabsorption, secretion, generation of NH₄⁺ and titratable acidity); and analyze systemic effects of acidosis/alkalosis on neuromuscular excitability, potassium balance, and ventilation.

In **endocrinology**, students will classify hormones by chemical nature and receptor mechanism; explain the hypothalamic–pituitary axes and short/long feedback; describe thyroid, adrenocortical, gonadal, and pancreatic (insulin/glucagon) physiology; interpret basal and dynamic hormone profiles to distinguish primary vs secondary disorders; and discuss circadian rhythms in the regulation of metabolism, growth, stress, and reproduction.

For the **digestive system**, students will describe gastrointestinal motility (slow waves, peristalsis, migrating motor complex) and sphincter function; explain salivary, gastric, pancreatic, and biliary secretions and their neuro‑hormonal control; outline digestion and absorption of macronutrients, water, and electrolytes along the tract; analyze intestinal fluid–electrolyte balances and predict the effects of diarrhea and vomiting on volume and pH, correlating simple functional tests with underlying mechanisms.

## Physiology of Glial Cells . Students will describe the composition, distribution, and functions of the main glial populations of the central nervous system: **astrocytes**, **microglia**, **oligodendrocytes**, and **ependymal cells**. For **astrocytes**, they will explain ion homeostasis (K⁺ buffering), neurotransmitter uptake and recycling (glutamate/GABA), neuron‑coupled energy metabolism (astrocyte–neuron lactate shuttle), participation in the tripartite synapse and in **neurovascular coupling** (regulation of cerebral blood flow), as well as contributions to the blood–brain barrier and the glia limitans. For **microglia**, they will describe immune surveillance, synaptic pruning, pro‑ and anti‑inflammatory responses, and the impact on plasticity and pain, distinguishing acute vs chronic activation states. For **oligodendrocytes**, they will explain myelination, nodes of Ranvier and saltatory conduction, factors modulating conduction velocity and myelin plasticity, linking myelin to circuit synchrony and axonal metabolic efficiency. For **ependymal cells**, they will describe the organization of the ciliated ventricular epithelium, roles in cerebrospinal fluid dynamics and the **glymphatic** system, and supportive functions in neurogenic niches. These aspects will be integrated with functional examples (e.g., the BOLD response as an expression of neurovascular coupling, glial modulation of pain, effects of demyelination on conduction and reflexes), keeping the focus on physiological mechanisms that are preparatory to clinical understanding.

Educational objectives

The Human Physiology course is organized into two coordinated, complementary modules. **Physiology I (Fisio 1)**, delivered in the first term, builds the foundations of cellular, neuromuscular, cardiovascular, and respiratory physiology, with emphasis on homeostasis, excitability, contraction, hemodynamics, and ventilation. **Physiology II (Fisio 2)**, delivered in the second term, extends these bases to central sensory and motor systems, the autonomic nervous system, long‑term regulation (renal, acid–base balance, endocrine, digestive) **and the physiology of glial cells**, with attention to inter‑system integration and applied quantitative reasoning.

---

# Detailed Intended Learning Outcomes – Physiology I

By the end of Fisio 1, students will be able to explain the cell as the functional unit, the internal environment and homeostasis, describing control systems with feedback and body fluid compartments; interpret membrane structure and function and transport mechanisms, applying Fick’s law and distinguishing diffusion, osmosis, primary and secondary active transport, endo-/exocytosis, and transepithelial transport; classify ion channels and link electrochemical forces to the basis of the membrane potential.

In cellular neurophysiology, students will calculate and interpret equilibrium potentials (Nernst equation) and resting potential (Goldman–Hodgkin–Katz equation); describe local potentials and the action potential with saltatory conduction and the role of myelin; explain chemical synaptic transmission, neurotransmitters, and ionotropic/metabotropic receptors; and analyze synaptic integration (temporal/spatial summation, pre- and postsynaptic inhibition), also recognizing neuro‑effector junctions of the autonomic nervous system and cholinergic/adrenergic receptors.

Students will outline the anatomo‑functional organization of the central and peripheral nervous systems (including sympathetic and parasympathetic divisions), describing spinal cord and somatic reflex arcs, cerebellum, basal ganglia, brainstem, and cortical motor, projection, and association areas; they will explain sensory receptors and somatosensory pathways to thalamus and primary somatosensory cortex, distinguish somatic, visceral, and deep pain, and discuss the gate control theory.

For the muscular system, students will distinguish muscle cell types and, for skeletal muscle, describe sarcomere structure, molecular basis of contraction, neuromuscular junction and excitation–contraction coupling, linking fiber type (slow oxidative, fast glycolytic, fast oxidative) to performance and fatigability; they will define motor unit, force, simple twitch, and tetanus. For smooth muscle, they will explain structure, mechanisms of contraction/relaxation, and main activation modalities, relating them to visceral function.

In cardiovascular physiology, students will describe the architecture of the circulatory system and properties of cardiac muscle; explain generation/propagation of excitation in the conduction system; contrast nodal and working‑myocardium action potentials and interpret the significance of the refractory period. They will represent the cardiac cycle and the ventricular pressure–volume relationship; explain determinants of cardiac output and its intrinsic (Frank–Starling) and extrinsic regulation; and interpret the core concepts of the electrocardiogram. In hemodynamics, they will link vessel structure to function, profile systemic pressure distribution, apply the relations among flow, resistance, and pressure, and explain venous return and arterial pressure regulation via neural reflexes, cardiovascular centers, and the renin–angiotensin–aldosterone system.

For the respiratory system, students will describe functional anatomy and mechanics of ventilation, alveolar/pleural/transpulmonary pressures and compliance; interpret lung volumes and capacities, alveolar ventilation and dead space; explain gas exchange by diffusion, the hemoglobin oxygen‑dissociation curve and its modulators, and O₂/CO₂ transport in blood. They will analyze neural control of breathing (bulbopontine centers and chemoreceptors), ventilatory responses to hypoxia and hypercapnia, and the principles of respiratory acid–base regulation, linking mechanical or V/Q alterations to changes in gas exchange and arterial gases.

---

# Detailed Intended Learning Outcomes – Physiology II

By the end of Fisio 2, students will describe the organization of the **autonomic nervous system** (sympathetic, parasympathetic, and enteric) with neurotransmitters and receptors, explaining autonomic synaptic transmission and pre-/post‑ganglionic modulation; compare ANS effects on target organs (cardiovascular, respiratory, gastrointestinal, urinary, ocular, glandular) and predict integrated responses to acute stress, orthostasis, exercise, and hypovolemia based on baro-/chemoreflexes and indices of autonomic tone.

Within the **somatosensory system**, students will classify receptors by modality, adaptation, and receptive fields; explain transduction and coding of stimulus intensity, duration, and location; describe dorsal column–medial lemniscal and anterolateral pathways with somatotopy and thalamo‑cortical integration; interpret dermatomal maps and correlate lesion sites with expected sensory deficits, discussing descending pain modulation and hyperalgesia.

For **vision**, students will explain ocular optics, accommodation, and refractive errors; describe phototransduction in rods and cones and retinal circuitry; map visual pathways and visual fields predicting scotomas from lesions at different levels; and analyze light–dark adaptation, spectral and contrast sensitivity, and the basics of visual evoked potentials.

For **hearing**, students will explain the mechanics of the middle ear and cochlea (traveling wave, tonotopic map); describe hair‑cell transduction and synapse with the cochlear nerve; map central auditory pathways and acoustic reflexes; and interpret basic audiograms and sound localization principles.

In **motor pathways**, students will describe the motor unit, neuromuscular junction, and mechanical properties of muscle; explain spinal circuits and reflexes (stretch, withdrawal, role of the Golgi tendon organ); map corticospinal and extrapyramidal tracts distinguishing upper vs lower motor neuron signs; and discuss the contribution of cerebellum and basal ganglia to movement control and coordination, analyzing elementary EMG patterns.

In the **renal system**, students will describe renal hemodynamics and glomerular filtration, calculating GFR and filtration fraction from provided data; explain segmental reabsorption and secretion of key solutes and water; apply the countercurrent model to predict urinary concentration/dilution; analyze volume and pressure regulation (RAAS, sympathetic system, natriuretic peptides); and conceptually interpret clearances and fractional excretions.

In **acid–base balance**, students will explain buffer systems and the Henderson–Hasselbalch equation; interpret basic arterial blood gases, distinguishing respiratory vs metabolic disorders and their expected compensations using quantitative rules; describe renal handling of HCO₃⁻ and H⁺ (reabsorption, secretion, generation of NH₄⁺ and titratable acidity); and analyze systemic effects of acidosis/alkalosis on neuromuscular excitability, potassium balance, and ventilation.

In **endocrinology**, students will classify hormones by chemical nature and receptor mechanism; explain the hypothalamic–pituitary axes and short/long feedback; describe thyroid, adrenocortical, gonadal, and pancreatic (insulin/glucagon) physiology; interpret basal and dynamic hormone profiles to distinguish primary vs secondary disorders; and discuss circadian rhythms in the regulation of metabolism, growth, stress, and reproduction.

For the **digestive system**, students will describe gastrointestinal motility (slow waves, peristalsis, migrating motor complex) and sphincter function; explain salivary, gastric, pancreatic, and biliary secretions and their neuro‑hormonal control; outline digestion and absorption of macronutrients, water, and electrolytes along the tract; analyze intestinal fluid–electrolyte balances and predict the effects of diarrhea and vomiting on volume and pH, correlating simple functional tests with underlying mechanisms.

## Physiology of Glial Cells . Students will describe the composition, distribution, and functions of the main glial populations of the central nervous system: **astrocytes**, **microglia**, **oligodendrocytes**, and **ependymal cells**. For **astrocytes**, they will explain ion homeostasis (K⁺ buffering), neurotransmitter uptake and recycling (glutamate/GABA), neuron‑coupled energy metabolism (astrocyte–neuron lactate shuttle), participation in the tripartite synapse and in **neurovascular coupling** (regulation of cerebral blood flow), as well as contributions to the blood–brain barrier and the glia limitans. For **microglia**, they will describe immune surveillance, synaptic pruning, pro‑ and anti‑inflammatory responses, and the impact on plasticity and pain, distinguishing acute vs chronic activation states. For **oligodendrocytes**, they will explain myelination, nodes of Ranvier and saltatory conduction, factors modulating conduction velocity and myelin plasticity, linking myelin to circuit synchrony and axonal metabolic efficiency. For **ependymal cells**, they will describe the organization of the ciliated ventricular epithelium, roles in cerebrospinal fluid dynamics and the **glymphatic** system, and supportive functions in neurogenic niches. These aspects will be integrated with functional examples (e.g., the BOLD response as an expression of neurovascular coupling, glial modulation of pain, effects of demyelination on conduction and reflexes), keeping the focus on physiological mechanisms that are preparatory to clinical understanding.

Educational objectives

At the end of the integrated course “Technomedical Methodology”, students will be expected to demonstrate knowledge, skills, and transversal competences in the following areas:

Knowledge and Understanding

Understand the fundamental principles of medical and surgical semiotics, with particular attention to history-taking, general and systematic physical examination, and the correlation between signs, symptoms, and organ-related diseases.

Acquire knowledge of the basic methodologies of clinical research, including observational study designs (cross-sectional, case-control, cohort), as well as the concepts of bias, confounding, measures of association, and confidence intervals.

Develop a foundational understanding of informatics in medicine, including data representation and management, programming principles, and clinical applications of digital systems.

Understand the main themes of medical humanities, including the historical and cultural evolution of the concept of disease, the epistemological paradigms of medicine, and the narrative, social, and ethical dimensions of medical practice.

Applying Knowledge and Understanding

Collect and critically interpret anamnesis and semiotic data in order to formulate coherent and evidence-based diagnostic hypotheses.

Apply principles of clinical reasoning and evidence-based medicine in the discussion and analysis of real or simulated clinical cases.

Read, analyze, and interpret basic scientific articles, identifying their structure, objectives, methodology, and limitations.

Use informatic tools and basic programming skills (Python) for the management and understanding of biomedical data and information systems.

Integrate biomedical, psychological, and social perspectives in patient care, developing a bio-psycho-social and culturally aware vision of medicine.

Making Judgements

Develop critical awareness of the epistemological limits and uncertainties of medical knowledge.

Critically evaluate scientific evidence, recognizing methodological biases, limitations, and the cultural contexts of knowledge production.

Formulate ethically grounded and well-reasoned clinical decisions aimed at promoting patient well-being.

Communication Skills

Communicate effectively with patients using active and inclusive listening techniques, adapting language to the clinical and relational context.

Present clinical reasoning, examination findings, diagnostic hypotheses, and therapeutic decisions clearly and coherently.

Use appropriate scientific and technical terminology in both oral and written communication, including clinical reports and presentations.

Educational objectives

At the end of the integrated course “Technomedical Methodology”, students will be expected to demonstrate knowledge, skills, and transversal competences in the following areas:

Knowledge and Understanding

Understand the fundamental principles of medical and surgical semiotics, with particular attention to history-taking, general and systematic physical examination, and the correlation between signs, symptoms, and organ-related diseases.

Acquire knowledge of the basic methodologies of clinical research, including observational study designs (cross-sectional, case-control, cohort), as well as the concepts of bias, confounding, measures of association, and confidence intervals.

Develop a foundational understanding of informatics in medicine, including data representation and management, programming principles, and clinical applications of digital systems.

Understand the main themes of medical humanities, including the historical and cultural evolution of the concept of disease, the epistemological paradigms of medicine, and the narrative, social, and ethical dimensions of medical practice.

Applying Knowledge and Understanding

Collect and critically interpret anamnesis and semiotic data in order to formulate coherent and evidence-based diagnostic hypotheses.

Apply principles of clinical reasoning and evidence-based medicine in the discussion and analysis of real or simulated clinical cases.

Read, analyze, and interpret basic scientific articles, identifying their structure, objectives, methodology, and limitations.

Use informatic tools and basic programming skills (Python) for the management and understanding of biomedical data and information systems.

Integrate biomedical, psychological, and social perspectives in patient care, developing a bio-psycho-social and culturally aware vision of medicine.

Making Judgements

Develop critical awareness of the epistemological limits and uncertainties of medical knowledge.

Critically evaluate scientific evidence, recognizing methodological biases, limitations, and the cultural contexts of knowledge production.

Formulate ethically grounded and well-reasoned clinical decisions aimed at promoting patient well-being.

Communication Skills

Communicate effectively with patients using active and inclusive listening techniques, adapting language to the clinical and relational context.

Present clinical reasoning, examination findings, diagnostic hypotheses, and therapeutic decisions clearly and coherently.

Use appropriate scientific and technical terminology in both oral and written communication, including clinical reports and presentations.

Educational objectives

At the end of the integrated course “Technomedical Methodology”, students will be expected to demonstrate knowledge, skills, and transversal competences in the following areas:

Knowledge and Understanding

Understand the fundamental principles of medical and surgical semiotics, with particular attention to history-taking, general and systematic physical examination, and the correlation between signs, symptoms, and organ-related diseases.

Acquire knowledge of the basic methodologies of clinical research, including observational study designs (cross-sectional, case-control, cohort), as well as the concepts of bias, confounding, measures of association, and confidence intervals.

Develop a foundational understanding of informatics in medicine, including data representation and management, programming principles, and clinical applications of digital systems.

Understand the main themes of medical humanities, including the historical and cultural evolution of the concept of disease, the epistemological paradigms of medicine, and the narrative, social, and ethical dimensions of medical practice.

Applying Knowledge and Understanding

Collect and critically interpret anamnesis and semiotic data in order to formulate coherent and evidence-based diagnostic hypotheses.

Apply principles of clinical reasoning and evidence-based medicine in the discussion and analysis of real or simulated clinical cases.

Read, analyze, and interpret basic scientific articles, identifying their structure, objectives, methodology, and limitations.

Use informatic tools and basic programming skills (Python) for the management and understanding of biomedical data and information systems.

Integrate biomedical, psychological, and social perspectives in patient care, developing a bio-psycho-social and culturally aware vision of medicine.

Making Judgements

Develop critical awareness of the epistemological limits and uncertainties of medical knowledge.

Critically evaluate scientific evidence, recognizing methodological biases, limitations, and the cultural contexts of knowledge production.

Formulate ethically grounded and well-reasoned clinical decisions aimed at promoting patient well-being.

Communication Skills

Communicate effectively with patients using active and inclusive listening techniques, adapting language to the clinical and relational context.

Present clinical reasoning, examination findings, diagnostic hypotheses, and therapeutic decisions clearly and coherently.

Use appropriate scientific and technical terminology in both oral and written communication, including clinical reports and presentations.

Educational objectives

At the end of the integrated course “Technomedical Methodology”, students will be expected to demonstrate knowledge, skills, and transversal competences in the following areas:

Knowledge and Understanding

Understand the fundamental principles of medical and surgical semiotics, with particular attention to history-taking, general and systematic physical examination, and the correlation between signs, symptoms, and organ-related diseases.

Acquire knowledge of the basic methodologies of clinical research, including observational study designs (cross-sectional, case-control, cohort), as well as the concepts of bias, confounding, measures of association, and confidence intervals.

Develop a foundational understanding of informatics in medicine, including data representation and management, programming principles, and clinical applications of digital systems.

Understand the main themes of medical humanities, including the historical and cultural evolution of the concept of disease, the epistemological paradigms of medicine, and the narrative, social, and ethical dimensions of medical practice.

Applying Knowledge and Understanding

Collect and critically interpret anamnesis and semiotic data in order to formulate coherent and evidence-based diagnostic hypotheses.

Apply principles of clinical reasoning and evidence-based medicine in the discussion and analysis of real or simulated clinical cases.

Read, analyze, and interpret basic scientific articles, identifying their structure, objectives, methodology, and limitations.

Use informatic tools and basic programming skills (Python) for the management and understanding of biomedical data and information systems.

Integrate biomedical, psychological, and social perspectives in patient care, developing a bio-psycho-social and culturally aware vision of medicine.

Making Judgements

Develop critical awareness of the epistemological limits and uncertainties of medical knowledge.

Critically evaluate scientific evidence, recognizing methodological biases, limitations, and the cultural contexts of knowledge production.

Formulate ethically grounded and well-reasoned clinical decisions aimed at promoting patient well-being.

Communication Skills

Communicate effectively with patients using active and inclusive listening techniques, adapting language to the clinical and relational context.

Present clinical reasoning, examination findings, diagnostic hypotheses, and therapeutic decisions clearly and coherently.

Use appropriate scientific and technical terminology in both oral and written communication, including clinical reports and presentations.

Educational objectives

At the end of the integrated course “Technomedical Methodology”, students will be expected to demonstrate knowledge, skills, and transversal competences in the following areas:

Knowledge and Understanding

Understand the fundamental principles of medical and surgical semiotics, with particular attention to history-taking, general and systematic physical examination, and the correlation between signs, symptoms, and organ-related diseases.

Acquire knowledge of the basic methodologies of clinical research, including observational study designs (cross-sectional, case-control, cohort), as well as the concepts of bias, confounding, measures of association, and confidence intervals.

Develop a foundational understanding of informatics in medicine, including data representation and management, programming principles, and clinical applications of digital systems.

Understand the main themes of medical humanities, including the historical and cultural evolution of the concept of disease, the epistemological paradigms of medicine, and the narrative, social, and ethical dimensions of medical practice.

Applying Knowledge and Understanding

Collect and critically interpret anamnesis and semiotic data in order to formulate coherent and evidence-based diagnostic hypotheses.

Apply principles of clinical reasoning and evidence-based medicine in the discussion and analysis of real or simulated clinical cases.

Read, analyze, and interpret basic scientific articles, identifying their structure, objectives, methodology, and limitations.

Use informatic tools and basic programming skills (Python) for the management and understanding of biomedical data and information systems.

Integrate biomedical, psychological, and social perspectives in patient care, developing a bio-psycho-social and culturally aware vision of medicine.

Making Judgements

Develop critical awareness of the epistemological limits and uncertainties of medical knowledge.

Critically evaluate scientific evidence, recognizing methodological biases, limitations, and the cultural contexts of knowledge production.

Formulate ethically grounded and well-reasoned clinical decisions aimed at promoting patient well-being.

Communication Skills

Communicate effectively with patients using active and inclusive listening techniques, adapting language to the clinical and relational context.

Present clinical reasoning, examination findings, diagnostic hypotheses, and therapeutic decisions clearly and coherently.

Use appropriate scientific and technical terminology in both oral and written communication, including clinical reports and presentations.

Educational objectives

At the end of the integrated course “Technomedical Methodology”, students will be expected to demonstrate knowledge, skills, and transversal competences in the following areas:

Knowledge and Understanding

Understand the fundamental principles of medical and surgical semiotics, with particular attention to history-taking, general and systematic physical examination, and the correlation between signs, symptoms, and organ-related diseases.

Acquire knowledge of the basic methodologies of clinical research, including observational study designs (cross-sectional, case-control, cohort), as well as the concepts of bias, confounding, measures of association, and confidence intervals.

Develop a foundational understanding of informatics in medicine, including data representation and management, programming principles, and clinical applications of digital systems.

Understand the main themes of medical humanities, including the historical and cultural evolution of the concept of disease, the epistemological paradigms of medicine, and the narrative, social, and ethical dimensions of medical practice.

Applying Knowledge and Understanding

Collect and critically interpret anamnesis and semiotic data in order to formulate coherent and evidence-based diagnostic hypotheses.

Apply principles of clinical reasoning and evidence-based medicine in the discussion and analysis of real or simulated clinical cases.

Read, analyze, and interpret basic scientific articles, identifying their structure, objectives, methodology, and limitations.

Use informatic tools and basic programming skills (Python) for the management and understanding of biomedical data and information systems.

Integrate biomedical, psychological, and social perspectives in patient care, developing a bio-psycho-social and culturally aware vision of medicine.

Making Judgements

Develop critical awareness of the epistemological limits and uncertainties of medical knowledge.

Critically evaluate scientific evidence, recognizing methodological biases, limitations, and the cultural contexts of knowledge production.

Formulate ethically grounded and well-reasoned clinical decisions aimed at promoting patient well-being.

Communication Skills

Communicate effectively with patients using active and inclusive listening techniques, adapting language to the clinical and relational context.

Present clinical reasoning, examination findings, diagnostic hypotheses, and therapeutic decisions clearly and coherently.

Use appropriate scientific and technical terminology in both oral and written communication, including clinical reports and presentations.

Educational objectives

In the course of General and Molecular Pathology, students learn the mechanisms through which diseases develop—both those common to the entire organism and those specific to individual organs and systems—thus acquiring the ability to recognize the phenomena that lead to pathological conditions.
The course includes the study of the pathogenetic mechanisms and the etiology of diseases. In particular, it covers the molecular, cellular, and tissue alterations that cause injury, the organism’s responses, reparative processes, mechanisms of cell death, neoplastic transformation, and the general pathophysiology of diseases affecting the various systems of the human body.
At the end of the course, students will be able to:
-Apply basic scientific reasoning in medical practice.
-Discuss and correlate general pathophysiological conditions common to multiple diseases.
-Correlate cellular, organ, and system morphology and physiology with the main diseases affecting them.

Educational objectives

In the course of General and Molecular Pathology, students learn the mechanisms through which diseases develop—both those common to the entire organism and those specific to individual organs and systems—thus acquiring the ability to recognize the phenomena that lead to pathological conditions.
The course includes the study of the pathogenetic mechanisms and the etiology of diseases. In particular, it covers the molecular, cellular, and tissue alterations that cause injury, the organism’s responses, reparative processes, mechanisms of cell death, neoplastic transformation, and the general pathophysiology of diseases affecting the various systems of the human body.
At the end of the course, students will be able to:
-Apply basic scientific reasoning in medical practice.
-Discuss and correlate general pathophysiological conditions common to multiple diseases.
-Correlate cellular, organ, and system morphology and physiology with the main diseases affecting them.

Educational objectives

In the course of General and Molecular Pathology, students learn the mechanisms through which diseases develop—both those common to the entire organism and those specific to individual organs and systems—thus acquiring the ability to recognize the phenomena that lead to pathological conditions.
The course includes the study of the pathogenetic mechanisms and the etiology of diseases. In particular, it covers the molecular, cellular, and tissue alterations that cause injury, the organism’s responses, reparative processes, mechanisms of cell death, neoplastic transformation, and the general pathophysiology of diseases affecting the various systems of the human body.
At the end of the course, students will be able to:
-Apply basic scientific reasoning in medical practice.
-Discuss and correlate general pathophysiological conditions common to multiple diseases.
-Correlate cellular, organ, and system morphology and physiology with the main diseases affecting them.

Educational objectives

In the course of General and Molecular Pathology, students learn the mechanisms through which diseases develop—both those common to the entire organism and those specific to individual organs and systems—thus acquiring the ability to recognize the phenomena that lead to pathological conditions.
The course includes the study of the pathogenetic mechanisms and the etiology of diseases. In particular, it covers the molecular, cellular, and tissue alterations that cause injury, the organism’s responses, reparative processes, mechanisms of cell death, neoplastic transformation, and the general pathophysiology of diseases affecting the various systems of the human body.
At the end of the course, students will be able to:
-Apply basic scientific reasoning in medical practice.
-Discuss and correlate general pathophysiological conditions common to multiple diseases.
-Correlate cellular, organ, and system morphology and physiology with the main diseases affecting them.

Educational objectives

To understand the molecular and cellular basis of the immune response. To understand the fundamental mechanisms responsible for protection and for tissue damage, and to comprehend their specific role in the resistance against pathogens, the immune surveillance against tumors, and immune-mediated diseases. To be able to describe the main events and mechanisms that define the development of protective and pathological immune responses. To understand how research activity contributes to the evolution of knowledge in the immunology field.

Educational objectives

The course aims to provide students with fundamental knowledge of laboratory medicine and advanced technologies applied to biomedical diagnostics, with particular emphasis on the integration of biomedical, biochemical, microbiological and engineering approaches.

At the end of the course students will be able to:
understand the principles of laboratory medicine and the role of laboratory testing in the clinical diagnostic process;
know the main advanced technologies used in microbiology and molecular diagnostics;
acquire basic knowledge of electrical engineering and electronics applied to biomedical devices and diagnostic technologies;
understand the principles of innovative biomedical technologies, including regenerative medicine approaches;
know the fundamentals of clinical biochemistry and the clinical significance of the main laboratory parameters;
develop the ability to integrate laboratory, technological and clinical data in the diagnostic process.

Educational objectives

The course aims to provide students with fundamental knowledge of laboratory medicine and advanced technologies applied to biomedical diagnostics, with particular emphasis on the integration of biomedical, biochemical, microbiological and engineering approaches.

At the end of the course students will be able to:
understand the principles of laboratory medicine and the role of laboratory testing in the clinical diagnostic process;
know the main advanced technologies used in microbiology and molecular diagnostics;
acquire basic knowledge of electrical engineering and electronics applied to biomedical devices and diagnostic technologies;
understand the principles of innovative biomedical technologies, including regenerative medicine approaches;
know the fundamentals of clinical biochemistry and the clinical significance of the main laboratory parameters;
develop the ability to integrate laboratory, technological and clinical data in the diagnostic process.

Educational objectives

The course aims to provide students with fundamental knowledge of laboratory medicine and advanced technologies applied to biomedical diagnostics, with particular emphasis on the integration of biomedical, biochemical, microbiological and engineering approaches.

At the end of the course students will be able to:
understand the principles of laboratory medicine and the role of laboratory testing in the clinical diagnostic process;
know the main advanced technologies used in microbiology and molecular diagnostics;
acquire basic knowledge of electrical engineering and electronics applied to biomedical devices and diagnostic technologies;
understand the principles of innovative biomedical technologies, including regenerative medicine approaches;
know the fundamentals of clinical biochemistry and the clinical significance of the main laboratory parameters;
develop the ability to integrate laboratory, technological and clinical data in the diagnostic process.

Educational objectives

The course aims to provide students with fundamental knowledge of laboratory medicine and advanced technologies applied to biomedical diagnostics, with particular emphasis on the integration of biomedical, biochemical, microbiological and engineering approaches.

At the end of the course students will be able to:
understand the principles of laboratory medicine and the role of laboratory testing in the clinical diagnostic process;
know the main advanced technologies used in microbiology and molecular diagnostics;
acquire basic knowledge of electrical engineering and electronics applied to biomedical devices and diagnostic technologies;
understand the principles of innovative biomedical technologies, including regenerative medicine approaches;
know the fundamentals of clinical biochemistry and the clinical significance of the main laboratory parameters;
develop the ability to integrate laboratory, technological and clinical data in the diagnostic process.

Educational objectives

The course aims to provide students with fundamental knowledge of laboratory medicine and advanced technologies applied to biomedical diagnostics, with particular emphasis on the integration of biomedical, biochemical, microbiological and engineering approaches.

At the end of the course students will be able to:
understand the principles of laboratory medicine and the role of laboratory testing in the clinical diagnostic process;
know the main advanced technologies used in microbiology and molecular diagnostics;
acquire basic knowledge of electrical engineering and electronics applied to biomedical devices and diagnostic technologies;
understand the principles of innovative biomedical technologies, including regenerative medicine approaches;
know the fundamentals of clinical biochemistry and the clinical significance of the main laboratory parameters;
develop the ability to integrate laboratory, technological and clinical data in the diagnostic process.

Educational objectives

The course aims to provide students with fundamental knowledge of laboratory medicine and advanced technologies applied to biomedical diagnostics, with particular emphasis on the integration of biomedical, biochemical, microbiological and engineering approaches.

At the end of the course students will be able to:
understand the principles of laboratory medicine and the role of laboratory testing in the clinical diagnostic process;
know the main advanced technologies used in microbiology and molecular diagnostics;
acquire basic knowledge of electrical engineering and electronics applied to biomedical devices and diagnostic technologies;
understand the principles of innovative biomedical technologies, including regenerative medicine approaches;
know the fundamentals of clinical biochemistry and the clinical significance of the main laboratory parameters;
develop the ability to integrate laboratory, technological and clinical data in the diagnostic process.

Educational objectives

The course aims to provide students with fundamental knowledge of laboratory medicine and advanced technologies applied to biomedical diagnostics, with particular emphasis on the integration of biomedical, biochemical, microbiological and engineering approaches.

At the end of the course students will be able to:
understand the principles of laboratory medicine and the role of laboratory testing in the clinical diagnostic process;
know the main advanced technologies used in microbiology and molecular diagnostics;
acquire basic knowledge of electrical engineering and electronics applied to biomedical devices and diagnostic technologies;
understand the principles of innovative biomedical technologies, including regenerative medicine approaches;
know the fundamentals of clinical biochemistry and the clinical significance of the main laboratory parameters;
develop the ability to integrate laboratory, technological and clinical data in the diagnostic process.

Educational objectives

In the course of General and Molecular Pathology, students learn the mechanisms through which diseases develop—both those common to the entire organism and those specific to individual organs and systems—thus acquiring the ability to recognize the phenomena that lead to pathological conditions.
The course includes the study of the pathogenetic mechanisms and the etiology of diseases. In particular, it covers the molecular, cellular, and tissue alterations that cause injury, the organism’s responses, reparative processes, mechanisms of cell death, neoplastic transformation, and the general pathophysiology of diseases affecting the various systems of the human body.
At the end of the course, students will be able to:
-Apply basic scientific reasoning in medical practice.
-Discuss and correlate general pathophysiological conditions common to multiple diseases.
-Correlate cellular, organ, and system morphology and physiology with the main diseases affecting them.

Educational objectives

In the course of General and Molecular Pathology, students learn the mechanisms through which diseases develop—both those common to the entire organism and those specific to individual organs and systems—thus acquiring the ability to recognize the phenomena that lead to pathological conditions.
The course includes the study of the pathogenetic mechanisms and the etiology of diseases. In particular, it covers the molecular, cellular, and tissue alterations that cause injury, the organism’s responses, reparative processes, mechanisms of cell death, neoplastic transformation, and the general pathophysiology of diseases affecting the various systems of the human body.
At the end of the course, students will be able to:
-Apply basic scientific reasoning in medical practice.
-Discuss and correlate general pathophysiological conditions common to multiple diseases.
-Correlate cellular, organ, and system morphology and physiology with the main diseases affecting them.

Educational objectives

In the course of General and Molecular Pathology, students learn the mechanisms through which diseases develop—both those common to the entire organism and those specific to individual organs and systems—thus acquiring the ability to recognize the phenomena that lead to pathological conditions.
The course includes the study of the pathogenetic mechanisms and the etiology of diseases. In particular, it covers the molecular, cellular, and tissue alterations that cause injury, the organism’s responses, reparative processes, mechanisms of cell death, neoplastic transformation, and the general pathophysiology of diseases affecting the various systems of the human body.
At the end of the course, students will be able to:
-Apply basic scientific reasoning in medical practice.
-Discuss and correlate general pathophysiological conditions common to multiple diseases.
-Correlate cellular, organ, and system morphology and physiology with the main diseases affecting them.

Educational objectives

In the course of General and Molecular Pathology, students learn the mechanisms through which diseases develop—both those common to the entire organism and those specific to individual organs and systems—thus acquiring the ability to recognize the phenomena that lead to pathological conditions.
The course includes the study of the pathogenetic mechanisms and the etiology of diseases. In particular, it covers the molecular, cellular, and tissue alterations that cause injury, the organism’s responses, reparative processes, mechanisms of cell death, neoplastic transformation, and the general pathophysiology of diseases affecting the various systems of the human body.
At the end of the course, students will be able to:
-Apply basic scientific reasoning in medical practice.
-Discuss and correlate general pathophysiological conditions common to multiple diseases.
-Correlate cellular, organ, and system morphology and physiology with the main diseases affecting them.

Educational objectives

Course objectives – by the end of the course, students are expected to be able to:

1. Conduct a systematic medical history and record it using appropriate medical terminology.
2. Take a medical history and develop a diagnostic approach considering sex, gender, sexual orientation, and gender identity.
3. Perform a regional physical examination on a “healthy subject” (head-to-toe, excluding specialized dermatological, gynecological, proctological, rheumatological, and ophthalmological maneuvers).
4. Understand and correctly use semiological terminology (as presented in the textbook).
5. Identify relevant information in brief clinical cases and relate it to pathophysiological processes.
6. Interpret signs and symptoms to identify the problem from which to begin the diagnostic process.
7. Understand the health and well-being of sexual and gender minorities (LGBTQ+), and use appropriate terminology when interacting with LGBTQ+ individuals.
8. Understand how an electromagnetic field interacts with the human body.
9. Know and use the reference quantities of bioelectromagnetism.
10. Recognize the technical characteristics of different electromagnetic field sources present in hospital environments.
11. Apply regulations for human protection from electromagnetic fields, with reference to the presented case studies.
12. Propose a solution for a simple case of bioelectromagnetic interaction.

Educational objectives

Course objectives – by the end of the course, students are expected to be able to:

1. Conduct a systematic medical history and record it using appropriate medical terminology.
2. Take a medical history and develop a diagnostic approach considering sex, gender, sexual orientation, and gender identity.
3. Perform a regional physical examination on a “healthy subject” (head-to-toe, excluding specialized dermatological, gynecological, proctological, rheumatological, and ophthalmological maneuvers).
4. Understand and correctly use semiological terminology (as presented in the textbook).
5. Identify relevant information in brief clinical cases and relate it to pathophysiological processes.
6. Interpret signs and symptoms to identify the problem from which to begin the diagnostic process.
7. Understand the health and well-being of sexual and gender minorities (LGBTQ+), and use appropriate terminology when interacting with LGBTQ+ individuals.
8. Understand how an electromagnetic field interacts with the human body.
9. Know and use the reference quantities of bioelectromagnetism.
10. Recognize the technical characteristics of different electromagnetic field sources present in hospital environments.
11. Apply regulations for human protection from electromagnetic fields, with reference to the presented case studies.
12. Propose a solution for a simple case of bioelectromagnetic interaction.

Educational objectives

Course objectives – by the end of the course, students are expected to be able to:

1. Conduct a systematic medical history and record it using appropriate medical terminology.
2. Take a medical history and develop a diagnostic approach considering sex, gender, sexual orientation, and gender identity.
3. Perform a regional physical examination on a “healthy subject” (head-to-toe, excluding specialized dermatological, gynecological, proctological, rheumatological, and ophthalmological maneuvers).
4. Understand and correctly use semiological terminology (as presented in the textbook).
5. Identify relevant information in brief clinical cases and relate it to pathophysiological processes.
6. Interpret signs and symptoms to identify the problem from which to begin the diagnostic process.
7. Understand the health and well-being of sexual and gender minorities (LGBTQ+), and use appropriate terminology when interacting with LGBTQ+ individuals.
8. Understand how an electromagnetic field interacts with the human body.
9. Know and use the reference quantities of bioelectromagnetism.
10. Recognize the technical characteristics of different electromagnetic field sources present in hospital environments.
11. Apply regulations for human protection from electromagnetic fields, with reference to the presented case studies.
12. Propose a solution for a simple case of bioelectromagnetic interaction.

Educational objectives

Course objectives – by the end of the course, students are expected to be able to:

1. Conduct a systematic medical history and record it using appropriate medical terminology.
2. Take a medical history and develop a diagnostic approach considering sex, gender, sexual orientation, and gender identity.
3. Perform a regional physical examination on a “healthy subject” (head-to-toe, excluding specialized dermatological, gynecological, proctological, rheumatological, and ophthalmological maneuvers).
4. Understand and correctly use semiological terminology (as presented in the textbook).
5. Identify relevant information in brief clinical cases and relate it to pathophysiological processes.
6. Interpret signs and symptoms to identify the problem from which to begin the diagnostic process.
7. Understand the health and well-being of sexual and gender minorities (LGBTQ+), and use appropriate terminology when interacting with LGBTQ+ individuals.
8. Understand how an electromagnetic field interacts with the human body.
9. Know and use the reference quantities of bioelectromagnetism.
10. Recognize the technical characteristics of different electromagnetic field sources present in hospital environments.
11. Apply regulations for human protection from electromagnetic fields, with reference to the presented case studies.
12. Propose a solution for a simple case of bioelectromagnetic interaction.

Educational objectives

Course objectives – by the end of the course, students are expected to be able to:

1. Conduct a systematic medical history and record it using appropriate medical terminology.
2. Take a medical history and develop a diagnostic approach considering sex, gender, sexual orientation, and gender identity.
3. Perform a regional physical examination on a “healthy subject” (head-to-toe, excluding specialized dermatological, gynecological, proctological, rheumatological, and ophthalmological maneuvers).
4. Understand and correctly use semiological terminology (as presented in the textbook).
5. Identify relevant information in brief clinical cases and relate it to pathophysiological processes.
6. Interpret signs and symptoms to identify the problem from which to begin the diagnostic process.
7. Understand the health and well-being of sexual and gender minorities (LGBTQ+), and use appropriate terminology when interacting with LGBTQ+ individuals.
8. Understand how an electromagnetic field interacts with the human body.
9. Know and use the reference quantities of bioelectromagnetism.
10. Recognize the technical characteristics of different electromagnetic field sources present in hospital environments.
11. Apply regulations for human protection from electromagnetic fields, with reference to the presented case studies.
12. Propose a solution for a simple case of bioelectromagnetic interaction.

Educational objectives

Course objectives – by the end of the course, students are expected to be able to:

1. Conduct a systematic medical history and record it using appropriate medical terminology.
2. Take a medical history and develop a diagnostic approach considering sex, gender, sexual orientation, and gender identity.
3. Perform a regional physical examination on a “healthy subject” (head-to-toe, excluding specialized dermatological, gynecological, proctological, rheumatological, and ophthalmological maneuvers).
4. Understand and correctly use semiological terminology (as presented in the textbook).
5. Identify relevant information in brief clinical cases and relate it to pathophysiological processes.
6. Interpret signs and symptoms to identify the problem from which to begin the diagnostic process.
7. Understand the health and well-being of sexual and gender minorities (LGBTQ+), and use appropriate terminology when interacting with LGBTQ+ individuals.
8. Understand how an electromagnetic field interacts with the human body.
9. Know and use the reference quantities of bioelectromagnetism.
10. Recognize the technical characteristics of different electromagnetic field sources present in hospital environments.
11. Apply regulations for human protection from electromagnetic fields, with reference to the presented case studies.
12. Propose a solution for a simple case of bioelectromagnetic interaction.

Educational objectives

The main goal of the course is to provide students with a solid understanding of the fundamental concepts and key techniques of Machine Learning.
Learn the theoretical foundations and main techniques for collecting data of interest to healthcare.
Be able to evaluate an artificial intelligence model for medical use for diagnostic purposes.
Be able to evaluate an artificial intelligence model for medical use for prognostic purposes.
Understanding the limitations of AI systems in medicine.

At the end of the course, students will be able to:
Distinguish and explain the concepts of supervised, unsupervised, and (broadly) reinforcement learning.
Understand the mathematical and algorithmic principles underlying the main ML models covered.
Implement ML algorithms using standard libraries (e.g., Python with Scikit-learn).
Apply clustering techniques (K-Means, Hierarchical, Lovain) and dimensionality reduction (PCA).
Build and evaluate predictive models (Logistic Regression, Trees, Forests, XGBoost).
Understand the basic concepts of neural networks (CNNs, Autoencoders) and Transformers.
Select the most suitable ML approach based on the problem and available data.
Critically evaluate the performance and interpretability of models.
Work with real datasets using appropriate tools.

Upon completion of the course, students should be able to select, implement, and evaluate appropriate ML algorithms to solve specific problems, understanding their strengths, weaknesses, and interpretability.

Educational objectives

The main goal of the course is to provide students with a solid understanding of the fundamental concepts and key techniques of Machine Learning.
Learn the theoretical foundations and main techniques for collecting data of interest to healthcare.
Be able to evaluate an artificial intelligence model for medical use for diagnostic purposes.
Be able to evaluate an artificial intelligence model for medical use for prognostic purposes.
Understanding the limitations of AI systems in medicine.

At the end of the course, students will be able to:
Distinguish and explain the concepts of supervised, unsupervised, and (broadly) reinforcement learning.
Understand the mathematical and algorithmic principles underlying the main ML models covered.
Implement ML algorithms using standard libraries (e.g., Python with Scikit-learn).
Apply clustering techniques (K-Means, Hierarchical, Lovain) and dimensionality reduction (PCA).
Build and evaluate predictive models (Logistic Regression, Trees, Forests, XGBoost).
Understand the basic concepts of neural networks (CNNs, Autoencoders) and Transformers.
Select the most suitable ML approach based on the problem and available data.
Critically evaluate the performance and interpretability of models.
Work with real datasets using appropriate tools.

Upon completion of the course, students should be able to select, implement, and evaluate appropriate ML algorithms to solve specific problems, understanding their strengths, weaknesses, and interpretability.

Educational objectives

The main goal of the course is to provide students with a solid understanding of the fundamental concepts and key techniques of Machine Learning.
Learn the theoretical foundations and main techniques for collecting data of interest to healthcare.
Be able to evaluate an artificial intelligence model for medical use for diagnostic purposes.
Be able to evaluate an artificial intelligence model for medical use for prognostic purposes.
Understanding the limitations of AI systems in medicine.

At the end of the course, students will be able to:
Distinguish and explain the concepts of supervised, unsupervised, and (broadly) reinforcement learning.
Understand the mathematical and algorithmic principles underlying the main ML models covered.
Implement ML algorithms using standard libraries (e.g., Python with Scikit-learn).
Apply clustering techniques (K-Means, Hierarchical, Lovain) and dimensionality reduction (PCA).
Build and evaluate predictive models (Logistic Regression, Trees, Forests, XGBoost).
Understand the basic concepts of neural networks (CNNs, Autoencoders) and Transformers.
Select the most suitable ML approach based on the problem and available data.
Critically evaluate the performance and interpretability of models.
Work with real datasets using appropriate tools.

Upon completion of the course, students should be able to select, implement, and evaluate appropriate ML algorithms to solve specific problems, understanding their strengths, weaknesses, and interpretability.

Educational objectives

The main goal of the course is to provide students with a solid understanding of the fundamental concepts and key techniques of Machine Learning.
Learn the theoretical foundations and main techniques for collecting data of interest to healthcare.
Be able to evaluate an artificial intelligence model for medical use for diagnostic purposes.
Be able to evaluate an artificial intelligence model for medical use for prognostic purposes.
Understanding the limitations of AI systems in medicine.

At the end of the course, students will be able to:
Distinguish and explain the concepts of supervised, unsupervised, and (broadly) reinforcement learning.
Understand the mathematical and algorithmic principles underlying the main ML models covered.
Implement ML algorithms using standard libraries (e.g., Python with Scikit-learn).
Apply clustering techniques (K-Means, Hierarchical, Lovain) and dimensionality reduction (PCA).
Build and evaluate predictive models (Logistic Regression, Trees, Forests, XGBoost).
Understand the basic concepts of neural networks (CNNs, Autoencoders) and Transformers.
Select the most suitable ML approach based on the problem and available data.
Critically evaluate the performance and interpretability of models.
Work with real datasets using appropriate tools.

Upon completion of the course, students should be able to select, implement, and evaluate appropriate ML algorithms to solve specific problems, understanding their strengths, weaknesses, and interpretability.

Educational objectives

The main goal of the course is to provide students with a solid understanding of the fundamental concepts and key techniques of Machine Learning.
Learn the theoretical foundations and main techniques for collecting data of interest to healthcare.
Be able to evaluate an artificial intelligence model for medical use for diagnostic purposes.
Be able to evaluate an artificial intelligence model for medical use for prognostic purposes.
Understanding the limitations of AI systems in medicine.

At the end of the course, students will be able to:
Distinguish and explain the concepts of supervised, unsupervised, and (broadly) reinforcement learning.
Understand the mathematical and algorithmic principles underlying the main ML models covered.
Implement ML algorithms using standard libraries (e.g., Python with Scikit-learn).
Apply clustering techniques (K-Means, Hierarchical, Lovain) and dimensionality reduction (PCA).
Build and evaluate predictive models (Logistic Regression, Trees, Forests, XGBoost).
Understand the basic concepts of neural networks (CNNs, Autoencoders) and Transformers.
Select the most suitable ML approach based on the problem and available data.
Critically evaluate the performance and interpretability of models.
Work with real datasets using appropriate tools.

Upon completion of the course, students should be able to select, implement, and evaluate appropriate ML algorithms to solve specific problems, understanding their strengths, weaknesses, and interpretability.

Educational objectives

Main teaching objectives:
For each of the diseases listed below, the students will:
a) Learn the macroscopic and microscopic features.
b) Understand the physiopathology underlying the clinical and morphologic features of each disease, and the role of pathology in the diagnostic flow-chart.
c) Be able to interpret a pathology report.

Educational objectives

Main teaching objectives:
For each of the diseases listed below, the students will:
a) Learn the macroscopic and microscopic features.
b) Understand the physiopathology underlying the clinical and morphologic features of each disease, and the role of pathology in the diagnostic flow-chart.
c) Be able to interpret a pathology report.

Educational objectives

Main teaching objectives:
For each of the diseases listed below, the students will:
a) Learn the macroscopic and microscopic features.
b) Understand the physiopathology underlying the clinical and morphologic features of each disease, and the role of pathology in the diagnostic flow-chart.
c) Be able to interpret a pathology report.

Educational objectives

Knowledge of anatomy, pathophysiology and semeiotics of the respiratory system. Knowledge of the main diseases of the respiratory system and their diagnostic and functional classification.
- Fluid dynamics in medicine;
- Statics of fluids: blood pressure;
- Twodimensional Poiseuille flow and Hagen-Poiseuille flow;
- Hydrodynamic resistance of vessels and airways;
- Flow in actual vessels: effect of the vessel geometry and elasticity;
- Fundamentals of blood rheology;
- Fluid dynamics of the cardiovascular system, some of its pathologies, and protheses;
- Fluid dynamics of the respiratory system and of some of its pathologies.
Diagnosis of the thoracic deseases including diagnostic surgical operation (mediastinoscopy and mediastinotomy) Surgical apprach to the thorac. Pneumothorax; Surgery for enphysema and transplantation; Plural effusion and plural malignant and benignant desease. Trauma and chet wall deseases. Lung cancer (stage and treatment). Mediastinal neoplasms.
cardiovascular anatomy and physiology,, it will be showed the approach for the pathophysiological assessment and clinical management of the major relevant cardiovascular syndromes or pathologies, such as: heart failure, ischemic heart disease, valvulopathies, arrhythmias, syncope, pericardium/myocarditis

Educational objectives

Knowledge of anatomy, pathophysiology and semeiotics of the respiratory system. Knowledge of the main diseases of the respiratory system and their diagnostic and functional classification.
- Fluid dynamics in medicine;
- Statics of fluids: blood pressure;
- Twodimensional Poiseuille flow and Hagen-Poiseuille flow;
- Hydrodynamic resistance of vessels and airways;
- Flow in actual vessels: effect of the vessel geometry and elasticity;
- Fundamentals of blood rheology;
- Fluid dynamics of the cardiovascular system, some of its pathologies, and protheses;
- Fluid dynamics of the respiratory system and of some of its pathologies.
Diagnosis of the thoracic deseases including diagnostic surgical operation (mediastinoscopy and mediastinotomy) Surgical apprach to the thorac. Pneumothorax; Surgery for enphysema and transplantation; Plural effusion and plural malignant and benignant desease. Trauma and chet wall deseases. Lung cancer (stage and treatment). Mediastinal neoplasms.
cardiovascular anatomy and physiology,, it will be showed the approach for the pathophysiological assessment and clinical management of the major relevant cardiovascular syndromes or pathologies, such as: heart failure, ischemic heart disease, valvulopathies, arrhythmias, syncope, pericardium/myocarditis

Educational objectives

Knowledge of anatomy, pathophysiology and semeiotics of the respiratory system. Knowledge of the main diseases of the respiratory system and their diagnostic and functional classification.
- Fluid dynamics in medicine;
- Statics of fluids: blood pressure;
- Twodimensional Poiseuille flow and Hagen-Poiseuille flow;
- Hydrodynamic resistance of vessels and airways;
- Flow in actual vessels: effect of the vessel geometry and elasticity;
- Fundamentals of blood rheology;
- Fluid dynamics of the cardiovascular system, some of its pathologies, and protheses;
- Fluid dynamics of the respiratory system and of some of its pathologies.
Diagnosis of the thoracic deseases including diagnostic surgical operation (mediastinoscopy and mediastinotomy) Surgical apprach to the thorac. Pneumothorax; Surgery for enphysema and transplantation; Plural effusion and plural malignant and benignant desease. Trauma and chet wall deseases. Lung cancer (stage and treatment). Mediastinal neoplasms.
cardiovascular anatomy and physiology,, it will be showed the approach for the pathophysiological assessment and clinical management of the major relevant cardiovascular syndromes or pathologies, such as: heart failure, ischemic heart disease, valvulopathies, arrhythmias, syncope, pericardium/myocarditis

Educational objectives

Knowledge of anatomy, pathophysiology and semeiotics of the respiratory system. Knowledge of the main diseases of the respiratory system and their diagnostic and functional classification.
- Fluid dynamics in medicine;
- Statics of fluids: blood pressure;
- Twodimensional Poiseuille flow and Hagen-Poiseuille flow;
- Hydrodynamic resistance of vessels and airways;
- Flow in actual vessels: effect of the vessel geometry and elasticity;
- Fundamentals of blood rheology;
- Fluid dynamics of the cardiovascular system, some of its pathologies, and protheses;
- Fluid dynamics of the respiratory system and of some of its pathologies.
Diagnosis of the thoracic deseases including diagnostic surgical operation (mediastinoscopy and mediastinotomy) Surgical apprach to the thorac. Pneumothorax; Surgery for enphysema and transplantation; Plural effusion and plural malignant and benignant desease. Trauma and chet wall deseases. Lung cancer (stage and treatment). Mediastinal neoplasms.
cardiovascular anatomy and physiology,, it will be showed the approach for the pathophysiological assessment and clinical management of the major relevant cardiovascular syndromes or pathologies, such as: heart failure, ischemic heart disease, valvulopathies, arrhythmias, syncope, pericardium/myocarditis

Educational objectives

Knowledge of anatomy, pathophysiology and semeiotics of the respiratory system. Knowledge of the main diseases of the respiratory system and their diagnostic and functional classification.
- Fluid dynamics in medicine;
- Statics of fluids: blood pressure;
- Twodimensional Poiseuille flow and Hagen-Poiseuille flow;
- Hydrodynamic resistance of vessels and airways;
- Flow in actual vessels: effect of the vessel geometry and elasticity;
- Fundamentals of blood rheology;
- Fluid dynamics of the cardiovascular system, some of its pathologies, and protheses;
- Fluid dynamics of the respiratory system and of some of its pathologies.
Diagnosis of the thoracic deseases including diagnostic surgical operation (mediastinoscopy and mediastinotomy) Surgical apprach to the thorac. Pneumothorax; Surgery for enphysema and transplantation; Plural effusion and plural malignant and benignant desease. Trauma and chet wall deseases. Lung cancer (stage and treatment). Mediastinal neoplasms.
cardiovascular anatomy and physiology,, it will be showed the approach for the pathophysiological assessment and clinical management of the major relevant cardiovascular syndromes or pathologies, such as: heart failure, ischemic heart disease, valvulopathies, arrhythmias, syncope, pericardium/myocarditis

Educational objectives

Knowledge of anatomy, pathophysiology and semeiotics of the respiratory system. Knowledge of the main diseases of the respiratory system and their diagnostic and functional classification.
- Fluid dynamics in medicine;
- Statics of fluids: blood pressure;
- Twodimensional Poiseuille flow and Hagen-Poiseuille flow;
- Hydrodynamic resistance of vessels and airways;
- Flow in actual vessels: effect of the vessel geometry and elasticity;
- Fundamentals of blood rheology;
- Fluid dynamics of the cardiovascular system, some of its pathologies, and protheses;
- Fluid dynamics of the respiratory system and of some of its pathologies.
Diagnosis of the thoracic deseases including diagnostic surgical operation (mediastinoscopy and mediastinotomy) Surgical apprach to the thorac. Pneumothorax; Surgery for enphysema and transplantation; Plural effusion and plural malignant and benignant desease. Trauma and chet wall deseases. Lung cancer (stage and treatment). Mediastinal neoplasms.
cardiovascular anatomy and physiology,, it will be showed the approach for the pathophysiological assessment and clinical management of the major relevant cardiovascular syndromes or pathologies, such as: heart failure, ischemic heart disease, valvulopathies, arrhythmias, syncope, pericardium/myocarditis

Educational objectives

Knowledge of anatomy, pathophysiology and semeiotics of the respiratory system. Knowledge of the main diseases of the respiratory system and their diagnostic and functional classification.
- Fluid dynamics in medicine;
- Statics of fluids: blood pressure;
- Twodimensional Poiseuille flow and Hagen-Poiseuille flow;
- Hydrodynamic resistance of vessels and airways;
- Flow in actual vessels: effect of the vessel geometry and elasticity;
- Fundamentals of blood rheology;
- Fluid dynamics of the cardiovascular system, some of its pathologies, and protheses;
- Fluid dynamics of the respiratory system and of some of its pathologies.
Diagnosis of the thoracic deseases including diagnostic surgical operation (mediastinoscopy and mediastinotomy) Surgical apprach to the thorac. Pneumothorax; Surgery for enphysema and transplantation; Plural effusion and plural malignant and benignant desease. Trauma and chet wall deseases. Lung cancer (stage and treatment). Mediastinal neoplasms.
cardiovascular anatomy and physiology,, it will be showed the approach for the pathophysiological assessment and clinical management of the major relevant cardiovascular syndromes or pathologies, such as: heart failure, ischemic heart disease, valvulopathies, arrhythmias, syncope, pericardium/myocarditis

Educational objectives

By the end of the course, students should have acquired the ability to identify kidney disease, the diagnostic and therapeutic pathway, the ability to independently delve into recent research in the biofluid dynamics of the urinary tract, and the ability to communicate to both specialist and non-specialist audiences.

Educational objectives

By the end of the course, students should have acquired the ability to identify kidney disease, the diagnostic and therapeutic pathway, the ability to independently delve into recent research in the biofluid dynamics of the urinary tract, and the ability to communicate to both specialist and non-specialist audiences.

Educational objectives

By the end of the course, students should have acquired the ability to identify kidney disease, the diagnostic and therapeutic pathway, the ability to independently delve into recent research in the biofluid dynamics of the urinary tract, and the ability to communicate to both specialist and non-specialist audiences.

Educational objectives

By the end of the course, students should have acquired the ability to identify kidney disease, the diagnostic and therapeutic pathway, the ability to independently delve into recent research in the biofluid dynamics of the urinary tract, and the ability to communicate to both specialist and non-specialist audiences.

Educational objectives

By the end of the course, students should have acquired the ability to identify kidney disease, the diagnostic and therapeutic pathway, the ability to independently delve into recent research in the biofluid dynamics of the urinary tract, and the ability to communicate to both specialist and non-specialist audiences.

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Main teaching objectives:
For each of the diseases listed below, the students will:
a) Learn the macroscopic and microscopic features.
b) Understand the physiopathology underlying the clinical and morphologic features of each disease, and the role of pathology in the diagnostic flow-chart.
c) Be able to interpret a pathology report.

Educational objectives

Main teaching objectives:
For each of the diseases listed below, the students will:
a) Learn the macroscopic and microscopic features.
b) Understand the physiopathology underlying the clinical and morphologic features of each disease, and the role of pathology in the diagnostic flow-chart.
c) Be able to interpret a pathology report.

Educational objectives

Main teaching objectives:
For each of the diseases listed below, the students will:
a) Learn the macroscopic and microscopic features.
b) Understand the physiopathology underlying the clinical and morphologic features of each disease, and the role of pathology in the diagnostic flow-chart.
c) Be able to interpret a pathology report.

Educational objectives

Expected Competencies
By the end of the course, the student will be able to:

Select the appropriate radiological examination based on clinical indications.

Recognize the primary pathological patterns of general clinical interest.

Effectively integrate imaging into the clinical decision-making process.

Collaborate proactively with the radiologist in patient management.

Educational objectives

Expected Competencies
By the end of the course, the student will be able to:

Select the appropriate radiological examination based on clinical indications.

Recognize the primary pathological patterns of general clinical interest.

Effectively integrate imaging into the clinical decision-making process.

Collaborate proactively with the radiologist in patient management.

Educational objectives

Expected Competencies
By the end of the course, the student will be able to:

Select the appropriate radiological examination based on clinical indications.

Recognize the primary pathological patterns of general clinical interest.

Effectively integrate imaging into the clinical decision-making process.

Collaborate proactively with the radiologist in patient management.

Educational objectives

Expected Competencies
By the end of the course, the student will be able to:

Select the appropriate radiological examination based on clinical indications.

Recognize the primary pathological patterns of general clinical interest.

Effectively integrate imaging into the clinical decision-making process.

Collaborate proactively with the radiologist in patient management.

Educational objectives

Understand the epidemiology, etiology, clinical presentation, biochemical and instrumental diagnostic methods, and basic therapeutic approaches of endocrine–metabolic diseases. Be able to perform differential diagnoses of endocrine–metabolic disorders by applying appropriate diagnostic algorithms. Learn the principles and acquire the ability to manage patients presenting with symptoms related to the digestive system, as well as those affected by gastrointestinal and hepato-bilio-pancreatic diseases, including the surgical approach to gastroenterological disorders. Provide students with an overview of 3D printing in medicine, including the different types of 3D printing, the differences between 3D printing and bioprinting, and the applications and limitations of 3D printing in surgery.

Educational objectives

Understand the epidemiology, etiology, clinical presentation, biochemical and instrumental diagnostic methods, and basic therapeutic approaches of endocrine–metabolic diseases. Be able to perform differential diagnoses of endocrine–metabolic disorders by applying appropriate diagnostic algorithms. Learn the principles and acquire the ability to manage patients presenting with symptoms related to the digestive system, as well as those affected by gastrointestinal and hepato-bilio-pancreatic diseases, including the surgical approach to gastroenterological disorders. Provide students with an overview of 3D printing in medicine, including the different types of 3D printing, the differences between 3D printing and bioprinting, and the applications and limitations of 3D printing in surgery.

Educational objectives

Understand the epidemiology, etiology, clinical presentation, biochemical and instrumental diagnostic methods, and basic therapeutic approaches of endocrine–metabolic diseases. Be able to perform differential diagnoses of endocrine–metabolic disorders by applying appropriate diagnostic algorithms. Learn the principles and acquire the ability to manage patients presenting with symptoms related to the digestive system, as well as those affected by gastrointestinal and hepato-bilio-pancreatic diseases, including the surgical approach to gastroenterological disorders. Provide students with an overview of 3D printing in medicine, including the different types of 3D printing, the differences between 3D printing and bioprinting, and the applications and limitations of 3D printing in surgery.

Educational objectives

Understand the epidemiology, etiology, clinical presentation, biochemical and instrumental diagnostic methods, and basic therapeutic approaches of endocrine–metabolic diseases. Be able to perform differential diagnoses of endocrine–metabolic disorders by applying appropriate diagnostic algorithms. Learn the principles and acquire the ability to manage patients presenting with symptoms related to the digestive system, as well as those affected by gastrointestinal and hepato-bilio-pancreatic diseases, including the surgical approach to gastroenterological disorders. Provide students with an overview of 3D printing in medicine, including the different types of 3D printing, the differences between 3D printing and bioprinting, and the applications and limitations of 3D printing in surgery.

Educational objectives

Understand the epidemiology, etiology, clinical presentation, biochemical and instrumental diagnostic methods, and basic therapeutic approaches of endocrine–metabolic diseases. Be able to perform differential diagnoses of endocrine–metabolic disorders by applying appropriate diagnostic algorithms. Learn the principles and acquire the ability to manage patients presenting with symptoms related to the digestive system, as well as those affected by gastrointestinal and hepato-bilio-pancreatic diseases, including the surgical approach to gastroenterological disorders. Provide students with an overview of 3D printing in medicine, including the different types of 3D printing, the differences between 3D printing and bioprinting, and the applications and limitations of 3D printing in surgery.

Educational objectives

At the end of the course, the student will be able to:

Describe the pathophysiology of the main diseases of the blood, immune system, and immune-mediated rheumatologic diseases.

Understand the etiopathogenesis, clinical presentations, diagnostic tools, and therapeutic principles of hematologic disorders, immune system diseases, and immune-mediated rheumatologic conditions.

Comprehend the guidelines and principles of evidence-based medicine as applied to the integrated management of patients with blood, immune system, and immune-mediated inflammatory rheumatologic diseases.

Apply the acquired knowledge to formulate diagnostic hypotheses in clinical cases of hematologic, immunologic, and rheumatologic interest.

Interpret laboratory and instrumental test results relevant to hematologic, immunologic, and rheumatologic diseases.

Propose a diagnostic and therapeutic pathway in line with guideline recommendations, applying them to individual patients within a personalized medicine approach.

Critically evaluate different diagnostic and therapeutic approaches in immune system, hematologic, and rheumatologic diseases.

Recognize clinical situations that require referral to a specialist or multidisciplinary setting.

Communicate effectively with patients, their families, and the multiprofessional team regarding the diagnosis and prognosis of various diseases.

Use appropriate scientific language to present clinical cases and discuss scientific literature.

Develop critical self-learning skills through the consultation of guidelines, databases, and updated scientific literature.

Design a pathway for continuous education on hematologic, rheumatologic, and immune system diseases.

Integrate new knowledge into clinical practice.

Educational objectives

At the end of the course, the student will be able to:

Describe the pathophysiology of the main diseases of the blood, immune system, and immune-mediated rheumatologic diseases.

Understand the etiopathogenesis, clinical presentations, diagnostic tools, and therapeutic principles of hematologic disorders, immune system diseases, and immune-mediated rheumatologic conditions.

Comprehend the guidelines and principles of evidence-based medicine as applied to the integrated management of patients with blood, immune system, and immune-mediated inflammatory rheumatologic diseases.

Apply the acquired knowledge to formulate diagnostic hypotheses in clinical cases of hematologic, immunologic, and rheumatologic interest.

Interpret laboratory and instrumental test results relevant to hematologic, immunologic, and rheumatologic diseases.

Propose a diagnostic and therapeutic pathway in line with guideline recommendations, applying them to individual patients within a personalized medicine approach.

Critically evaluate different diagnostic and therapeutic approaches in immune system, hematologic, and rheumatologic diseases.

Recognize clinical situations that require referral to a specialist or multidisciplinary setting.

Communicate effectively with patients, their families, and the multiprofessional team regarding the diagnosis and prognosis of various diseases.

Use appropriate scientific language to present clinical cases and discuss scientific literature.

Develop critical self-learning skills through the consultation of guidelines, databases, and updated scientific literature.

Design a pathway for continuous education on hematologic, rheumatologic, and immune system diseases.

Integrate new knowledge into clinical practice.

Educational objectives

At the end of the course, the student will be able to:

Describe the pathophysiology of the main diseases of the blood, immune system, and immune-mediated rheumatologic diseases.

Understand the etiopathogenesis, clinical presentations, diagnostic tools, and therapeutic principles of hematologic disorders, immune system diseases, and immune-mediated rheumatologic conditions.

Comprehend the guidelines and principles of evidence-based medicine as applied to the integrated management of patients with blood, immune system, and immune-mediated inflammatory rheumatologic diseases.

Apply the acquired knowledge to formulate diagnostic hypotheses in clinical cases of hematologic, immunologic, and rheumatologic interest.

Interpret laboratory and instrumental test results relevant to hematologic, immunologic, and rheumatologic diseases.

Propose a diagnostic and therapeutic pathway in line with guideline recommendations, applying them to individual patients within a personalized medicine approach.

Critically evaluate different diagnostic and therapeutic approaches in immune system, hematologic, and rheumatologic diseases.

Recognize clinical situations that require referral to a specialist or multidisciplinary setting.

Communicate effectively with patients, their families, and the multiprofessional team regarding the diagnosis and prognosis of various diseases.

Use appropriate scientific language to present clinical cases and discuss scientific literature.

Develop critical self-learning skills through the consultation of guidelines, databases, and updated scientific literature.

Design a pathway for continuous education on hematologic, rheumatologic, and immune system diseases.

Integrate new knowledge into clinical practice.

Educational objectives

At the end of the course, the student will be able to:

Describe the pathophysiology of the main diseases of the blood, immune system, and immune-mediated rheumatologic diseases.

Understand the etiopathogenesis, clinical presentations, diagnostic tools, and therapeutic principles of hematologic disorders, immune system diseases, and immune-mediated rheumatologic conditions.

Comprehend the guidelines and principles of evidence-based medicine as applied to the integrated management of patients with blood, immune system, and immune-mediated inflammatory rheumatologic diseases.

Apply the acquired knowledge to formulate diagnostic hypotheses in clinical cases of hematologic, immunologic, and rheumatologic interest.

Interpret laboratory and instrumental test results relevant to hematologic, immunologic, and rheumatologic diseases.

Propose a diagnostic and therapeutic pathway in line with guideline recommendations, applying them to individual patients within a personalized medicine approach.

Critically evaluate different diagnostic and therapeutic approaches in immune system, hematologic, and rheumatologic diseases.

Recognize clinical situations that require referral to a specialist or multidisciplinary setting.

Communicate effectively with patients, their families, and the multiprofessional team regarding the diagnosis and prognosis of various diseases.

Use appropriate scientific language to present clinical cases and discuss scientific literature.

Develop critical self-learning skills through the consultation of guidelines, databases, and updated scientific literature.

Design a pathway for continuous education on hematologic, rheumatologic, and immune system diseases.

Integrate new knowledge into clinical practice.

Educational objectives

Neurology: Introduction to the Course; Organization of the Somatosensory System; Organization of the Motor System; Multiple Sclerosis and Other Demyelinating Diseases; Cerebrovascular Diseases: Ischemic and Hemorrhagic Stroke of the CNS; Neuromuscular Diseases: ALS, Myasthenia, Neuropathies, and Other Disorders of the PNS; Neurophysiological Diagnostics (NCS-EMG); Higher Cognitive Functions, Alzheimer's Disease and Dementias; Headaches, Trigeminal Neuralgia, and Chronic Pain; Seizures, Epilepsies, and EEG Diagnostics; Parkinson’s Disease and Hypokinetic Movement Disorders; Hyperkinetic Movement Disorders; Sleep, Coma, and Disorders of Consciousness; Meningitis, Encephalitis, Paraneoplastic Syndromes of the CNS, and CSF Diagnostics.
Neuroradiology: Neuroradiological Diagnostics; Interventional Neuroradiology; Neuroimaging of Demyelinating Diseases; Diagnostics of Cerebrovascular Diseases.
Neurosurgery: Brain Tumors; Spinal Tumors; Head Injuries; Spinal Injuries; Degenerative Pathology of the Lumbar Spine; Degenerative Pathology of the Cervical Spine; Intracranial Hypertension and Hydrocephalus; Spinal Neurosurgery: Radicular Syndromes.
Neuroengineering: Introduction to Neuroengineering; Electrical Correlates of Brain Activity; Principles of Neuroelectrical Signal Analysis; Neuroelectrical Imaging; Metabolic Correlates of Brain Activity; Functional Magnetic Resonance Imaging, fNIRS, PET/SPECT; Neuromodulation Techniques; Introduction to Multivariate Analysis of Brain Signals; Anatomical and Functional Connectivity; Synchrony and Causality; Data-Driven and Model-Driven Analysis; Main Indices for Estimating Brain Functional Connectivity; Introduction to Graphs and Basic Concepts of Graph Theory; Nodal, Mesoscopic, Global Indices; Reference Networks, Graph Visualization Principles, Exercises on Graph Index Calculation; Motor Rehabilitation: Principles and Bioengineering Applications; Cognitive Rehabilitation; Prosthetics, Orthotics, Aids for Activity and Inclusion.
Psychiatry: Introduction to Psychiatry and Global Mental Health; Psychiatric Evaluation and Elements of Psychopathology; Obsessive-Compulsive Spectrum Disorders; Schizophrenia and Psychotic Disorders; Anorexia, Bulimia, and Binge Eating Disorder; Depressive and Bipolar Disorders; Dissociative Disorders – Suicide Prevention; Anxiety and Anxiety Disorders; Substance Use Disorders; Trauma- and Stressor-Related Disorders; Consciousness and Its Disorders, Psychiatric Disorders Due to Medical Conditions; Sexual Disorders and Paraphilias; Sleep Disorders; Psychiatric Treatments.
Clinical Psychology: Overview of Clinical Psychology and Normal and Abnormal Personality; Typical and Atypical Sexuality; Behavioral Addictions; Psychosomatics.
Knowledge and understanding: students will be able to know the nature of the different correlates of brain activity, the techniques for their acquisition and the principles of analysis applied to them; to understand the concept of brain network or circuit, the different definitions of brain connectivity and the main techniques for its estimation and representation; to know the main engineering techniques used to study neuronal systems and interact with them; to know some examples of application to neuroprosthetics and robot-assisted neurorehabilitation.

Applied knowledge and ability to understand: students will be able to choose the most suitable brain signal acquisition and analysis technique for the specific problem; to choose the brain network estimation method best suited to the nature of the data and to the design and clinical requirements; to choose how to acquire, process and decode brain signals and interface them with external, robotic devices, infrastructures and intelligent environments.

Autonomy of judgement: students will be able to evaluate the implications and possible applications of the different acquisition and analysis methods studied to problems of a clinical and social nature.

Communication skills: students will learn to communicate in a multidisciplinary context regarding the choices made in relation to the physiological or clinical problem addressed and to communicate and justify the choices made to this end.

Learning skills: students will develop an independent learning attitude towards advanced concepts not covered in the course.

Educational objectives

Neurology: Introduction to the Course; Organization of the Somatosensory System; Organization of the Motor System; Multiple Sclerosis and Other Demyelinating Diseases; Cerebrovascular Diseases: Ischemic and Hemorrhagic Stroke of the CNS; Neuromuscular Diseases: ALS, Myasthenia, Neuropathies, and Other Disorders of the PNS; Neurophysiological Diagnostics (NCS-EMG); Higher Cognitive Functions, Alzheimer's Disease and Dementias; Headaches, Trigeminal Neuralgia, and Chronic Pain; Seizures, Epilepsies, and EEG Diagnostics; Parkinson’s Disease and Hypokinetic Movement Disorders; Hyperkinetic Movement Disorders; Sleep, Coma, and Disorders of Consciousness; Meningitis, Encephalitis, Paraneoplastic Syndromes of the CNS, and CSF Diagnostics.
Neuroradiology: Neuroradiological Diagnostics; Interventional Neuroradiology; Neuroimaging of Demyelinating Diseases; Diagnostics of Cerebrovascular Diseases.
Neurosurgery: Brain Tumors; Spinal Tumors; Head Injuries; Spinal Injuries; Degenerative Pathology of the Lumbar Spine; Degenerative Pathology of the Cervical Spine; Intracranial Hypertension and Hydrocephalus; Spinal Neurosurgery: Radicular Syndromes.
Neuroengineering: Introduction to Neuroengineering; Electrical Correlates of Brain Activity; Principles of Neuroelectrical Signal Analysis; Neuroelectrical Imaging; Metabolic Correlates of Brain Activity; Functional Magnetic Resonance Imaging, fNIRS, PET/SPECT; Neuromodulation Techniques; Introduction to Multivariate Analysis of Brain Signals; Anatomical and Functional Connectivity; Synchrony and Causality; Data-Driven and Model-Driven Analysis; Main Indices for Estimating Brain Functional Connectivity; Introduction to Graphs and Basic Concepts of Graph Theory; Nodal, Mesoscopic, Global Indices; Reference Networks, Graph Visualization Principles, Exercises on Graph Index Calculation; Motor Rehabilitation: Principles and Bioengineering Applications; Cognitive Rehabilitation; Prosthetics, Orthotics, Aids for Activity and Inclusion.
Psychiatry: Introduction to Psychiatry and Global Mental Health; Psychiatric Evaluation and Elements of Psychopathology; Obsessive-Compulsive Spectrum Disorders; Schizophrenia and Psychotic Disorders; Anorexia, Bulimia, and Binge Eating Disorder; Depressive and Bipolar Disorders; Dissociative Disorders – Suicide Prevention; Anxiety and Anxiety Disorders; Substance Use Disorders; Trauma- and Stressor-Related Disorders; Consciousness and Its Disorders, Psychiatric Disorders Due to Medical Conditions; Sexual Disorders and Paraphilias; Sleep Disorders; Psychiatric Treatments.
Clinical Psychology: Overview of Clinical Psychology and Normal and Abnormal Personality; Typical and Atypical Sexuality; Behavioral Addictions; Psychosomatics.
Knowledge and understanding: students will be able to know the nature of the different correlates of brain activity, the techniques for their acquisition and the principles of analysis applied to them; to understand the concept of brain network or circuit, the different definitions of brain connectivity and the main techniques for its estimation and representation; to know the main engineering techniques used to study neuronal systems and interact with them; to know some examples of application to neuroprosthetics and robot-assisted neurorehabilitation.

Applied knowledge and ability to understand: students will be able to choose the most suitable brain signal acquisition and analysis technique for the specific problem; to choose the brain network estimation method best suited to the nature of the data and to the design and clinical requirements; to choose how to acquire, process and decode brain signals and interface them with external, robotic devices, infrastructures and intelligent environments.

Autonomy of judgement: students will be able to evaluate the implications and possible applications of the different acquisition and analysis methods studied to problems of a clinical and social nature.

Communication skills: students will learn to communicate in a multidisciplinary context regarding the choices made in relation to the physiological or clinical problem addressed and to communicate and justify the choices made to this end.

Learning skills: students will develop an independent learning attitude towards advanced concepts not covered in the course.

Educational objectives

Neurology: Introduction to the Course; Organization of the Somatosensory System; Organization of the Motor System; Multiple Sclerosis and Other Demyelinating Diseases; Cerebrovascular Diseases: Ischemic and Hemorrhagic Stroke of the CNS; Neuromuscular Diseases: ALS, Myasthenia, Neuropathies, and Other Disorders of the PNS; Neurophysiological Diagnostics (NCS-EMG); Higher Cognitive Functions, Alzheimer's Disease and Dementias; Headaches, Trigeminal Neuralgia, and Chronic Pain; Seizures, Epilepsies, and EEG Diagnostics; Parkinson’s Disease and Hypokinetic Movement Disorders; Hyperkinetic Movement Disorders; Sleep, Coma, and Disorders of Consciousness; Meningitis, Encephalitis, Paraneoplastic Syndromes of the CNS, and CSF Diagnostics.
Neuroradiology: Neuroradiological Diagnostics; Interventional Neuroradiology; Neuroimaging of Demyelinating Diseases; Diagnostics of Cerebrovascular Diseases.
Neurosurgery: Brain Tumors; Spinal Tumors; Head Injuries; Spinal Injuries; Degenerative Pathology of the Lumbar Spine; Degenerative Pathology of the Cervical Spine; Intracranial Hypertension and Hydrocephalus; Spinal Neurosurgery: Radicular Syndromes.
Neuroengineering: Introduction to Neuroengineering; Electrical Correlates of Brain Activity; Principles of Neuroelectrical Signal Analysis; Neuroelectrical Imaging; Metabolic Correlates of Brain Activity; Functional Magnetic Resonance Imaging, fNIRS, PET/SPECT; Neuromodulation Techniques; Introduction to Multivariate Analysis of Brain Signals; Anatomical and Functional Connectivity; Synchrony and Causality; Data-Driven and Model-Driven Analysis; Main Indices for Estimating Brain Functional Connectivity; Introduction to Graphs and Basic Concepts of Graph Theory; Nodal, Mesoscopic, Global Indices; Reference Networks, Graph Visualization Principles, Exercises on Graph Index Calculation; Motor Rehabilitation: Principles and Bioengineering Applications; Cognitive Rehabilitation; Prosthetics, Orthotics, Aids for Activity and Inclusion.
Psychiatry: Introduction to Psychiatry and Global Mental Health; Psychiatric Evaluation and Elements of Psychopathology; Obsessive-Compulsive Spectrum Disorders; Schizophrenia and Psychotic Disorders; Anorexia, Bulimia, and Binge Eating Disorder; Depressive and Bipolar Disorders; Dissociative Disorders – Suicide Prevention; Anxiety and Anxiety Disorders; Substance Use Disorders; Trauma- and Stressor-Related Disorders; Consciousness and Its Disorders, Psychiatric Disorders Due to Medical Conditions; Sexual Disorders and Paraphilias; Sleep Disorders; Psychiatric Treatments.
Clinical Psychology: Overview of Clinical Psychology and Normal and Abnormal Personality; Typical and Atypical Sexuality; Behavioral Addictions; Psychosomatics.
Knowledge and understanding: students will be able to know the nature of the different correlates of brain activity, the techniques for their acquisition and the principles of analysis applied to them; to understand the concept of brain network or circuit, the different definitions of brain connectivity and the main techniques for its estimation and representation; to know the main engineering techniques used to study neuronal systems and interact with them; to know some examples of application to neuroprosthetics and robot-assisted neurorehabilitation.

Applied knowledge and ability to understand: students will be able to choose the most suitable brain signal acquisition and analysis technique for the specific problem; to choose the brain network estimation method best suited to the nature of the data and to the design and clinical requirements; to choose how to acquire, process and decode brain signals and interface them with external, robotic devices, infrastructures and intelligent environments.

Autonomy of judgement: students will be able to evaluate the implications and possible applications of the different acquisition and analysis methods studied to problems of a clinical and social nature.

Communication skills: students will learn to communicate in a multidisciplinary context regarding the choices made in relation to the physiological or clinical problem addressed and to communicate and justify the choices made to this end.

Learning skills: students will develop an independent learning attitude towards advanced concepts not covered in the course.

Educational objectives

Neurology: Introduction to the Course; Organization of the Somatosensory System; Organization of the Motor System; Multiple Sclerosis and Other Demyelinating Diseases; Cerebrovascular Diseases: Ischemic and Hemorrhagic Stroke of the CNS; Neuromuscular Diseases: ALS, Myasthenia, Neuropathies, and Other Disorders of the PNS; Neurophysiological Diagnostics (NCS-EMG); Higher Cognitive Functions, Alzheimer's Disease and Dementias; Headaches, Trigeminal Neuralgia, and Chronic Pain; Seizures, Epilepsies, and EEG Diagnostics; Parkinson’s Disease and Hypokinetic Movement Disorders; Hyperkinetic Movement Disorders; Sleep, Coma, and Disorders of Consciousness; Meningitis, Encephalitis, Paraneoplastic Syndromes of the CNS, and CSF Diagnostics.
Neuroradiology: Neuroradiological Diagnostics; Interventional Neuroradiology; Neuroimaging of Demyelinating Diseases; Diagnostics of Cerebrovascular Diseases.
Neurosurgery: Brain Tumors; Spinal Tumors; Head Injuries; Spinal Injuries; Degenerative Pathology of the Lumbar Spine; Degenerative Pathology of the Cervical Spine; Intracranial Hypertension and Hydrocephalus; Spinal Neurosurgery: Radicular Syndromes.
Neuroengineering: Introduction to Neuroengineering; Electrical Correlates of Brain Activity; Principles of Neuroelectrical Signal Analysis; Neuroelectrical Imaging; Metabolic Correlates of Brain Activity; Functional Magnetic Resonance Imaging, fNIRS, PET/SPECT; Neuromodulation Techniques; Introduction to Multivariate Analysis of Brain Signals; Anatomical and Functional Connectivity; Synchrony and Causality; Data-Driven and Model-Driven Analysis; Main Indices for Estimating Brain Functional Connectivity; Introduction to Graphs and Basic Concepts of Graph Theory; Nodal, Mesoscopic, Global Indices; Reference Networks, Graph Visualization Principles, Exercises on Graph Index Calculation; Motor Rehabilitation: Principles and Bioengineering Applications; Cognitive Rehabilitation; Prosthetics, Orthotics, Aids for Activity and Inclusion.
Psychiatry: Introduction to Psychiatry and Global Mental Health; Psychiatric Evaluation and Elements of Psychopathology; Obsessive-Compulsive Spectrum Disorders; Schizophrenia and Psychotic Disorders; Anorexia, Bulimia, and Binge Eating Disorder; Depressive and Bipolar Disorders; Dissociative Disorders – Suicide Prevention; Anxiety and Anxiety Disorders; Substance Use Disorders; Trauma- and Stressor-Related Disorders; Consciousness and Its Disorders, Psychiatric Disorders Due to Medical Conditions; Sexual Disorders and Paraphilias; Sleep Disorders; Psychiatric Treatments.
Clinical Psychology: Overview of Clinical Psychology and Normal and Abnormal Personality; Typical and Atypical Sexuality; Behavioral Addictions; Psychosomatics.
Knowledge and understanding: students will be able to know the nature of the different correlates of brain activity, the techniques for their acquisition and the principles of analysis applied to them; to understand the concept of brain network or circuit, the different definitions of brain connectivity and the main techniques for its estimation and representation; to know the main engineering techniques used to study neuronal systems and interact with them; to know some examples of application to neuroprosthetics and robot-assisted neurorehabilitation.

Applied knowledge and ability to understand: students will be able to choose the most suitable brain signal acquisition and analysis technique for the specific problem; to choose the brain network estimation method best suited to the nature of the data and to the design and clinical requirements; to choose how to acquire, process and decode brain signals and interface them with external, robotic devices, infrastructures and intelligent environments.

Autonomy of judgement: students will be able to evaluate the implications and possible applications of the different acquisition and analysis methods studied to problems of a clinical and social nature.

Communication skills: students will learn to communicate in a multidisciplinary context regarding the choices made in relation to the physiological or clinical problem addressed and to communicate and justify the choices made to this end.

Learning skills: students will develop an independent learning attitude towards advanced concepts not covered in the course.

Educational objectives

Neurology: Introduction to the Course; Organization of the Somatosensory System; Organization of the Motor System; Multiple Sclerosis and Other Demyelinating Diseases; Cerebrovascular Diseases: Ischemic and Hemorrhagic Stroke of the CNS; Neuromuscular Diseases: ALS, Myasthenia, Neuropathies, and Other Disorders of the PNS; Neurophysiological Diagnostics (NCS-EMG); Higher Cognitive Functions, Alzheimer's Disease and Dementias; Headaches, Trigeminal Neuralgia, and Chronic Pain; Seizures, Epilepsies, and EEG Diagnostics; Parkinson’s Disease and Hypokinetic Movement Disorders; Hyperkinetic Movement Disorders; Sleep, Coma, and Disorders of Consciousness; Meningitis, Encephalitis, Paraneoplastic Syndromes of the CNS, and CSF Diagnostics.
Neuroradiology: Neuroradiological Diagnostics; Interventional Neuroradiology; Neuroimaging of Demyelinating Diseases; Diagnostics of Cerebrovascular Diseases.
Neurosurgery: Brain Tumors; Spinal Tumors; Head Injuries; Spinal Injuries; Degenerative Pathology of the Lumbar Spine; Degenerative Pathology of the Cervical Spine; Intracranial Hypertension and Hydrocephalus; Spinal Neurosurgery: Radicular Syndromes.
Neuroengineering: Introduction to Neuroengineering; Electrical Correlates of Brain Activity; Principles of Neuroelectrical Signal Analysis; Neuroelectrical Imaging; Metabolic Correlates of Brain Activity; Functional Magnetic Resonance Imaging, fNIRS, PET/SPECT; Neuromodulation Techniques; Introduction to Multivariate Analysis of Brain Signals; Anatomical and Functional Connectivity; Synchrony and Causality; Data-Driven and Model-Driven Analysis; Main Indices for Estimating Brain Functional Connectivity; Introduction to Graphs and Basic Concepts of Graph Theory; Nodal, Mesoscopic, Global Indices; Reference Networks, Graph Visualization Principles, Exercises on Graph Index Calculation; Motor Rehabilitation: Principles and Bioengineering Applications; Cognitive Rehabilitation; Prosthetics, Orthotics, Aids for Activity and Inclusion.
Psychiatry: Introduction to Psychiatry and Global Mental Health; Psychiatric Evaluation and Elements of Psychopathology; Obsessive-Compulsive Spectrum Disorders; Schizophrenia and Psychotic Disorders; Anorexia, Bulimia, and Binge Eating Disorder; Depressive and Bipolar Disorders; Dissociative Disorders – Suicide Prevention; Anxiety and Anxiety Disorders; Substance Use Disorders; Trauma- and Stressor-Related Disorders; Consciousness and Its Disorders, Psychiatric Disorders Due to Medical Conditions; Sexual Disorders and Paraphilias; Sleep Disorders; Psychiatric Treatments.
Clinical Psychology: Overview of Clinical Psychology and Normal and Abnormal Personality; Typical and Atypical Sexuality; Behavioral Addictions; Psychosomatics.
Knowledge and understanding: students will be able to know the nature of the different correlates of brain activity, the techniques for their acquisition and the principles of analysis applied to them; to understand the concept of brain network or circuit, the different definitions of brain connectivity and the main techniques for its estimation and representation; to know the main engineering techniques used to study neuronal systems and interact with them; to know some examples of application to neuroprosthetics and robot-assisted neurorehabilitation.

Applied knowledge and ability to understand: students will be able to choose the most suitable brain signal acquisition and analysis technique for the specific problem; to choose the brain network estimation method best suited to the nature of the data and to the design and clinical requirements; to choose how to acquire, process and decode brain signals and interface them with external, robotic devices, infrastructures and intelligent environments.

Autonomy of judgement: students will be able to evaluate the implications and possible applications of the different acquisition and analysis methods studied to problems of a clinical and social nature.

Communication skills: students will learn to communicate in a multidisciplinary context regarding the choices made in relation to the physiological or clinical problem addressed and to communicate and justify the choices made to this end.

Learning skills: students will develop an independent learning attitude towards advanced concepts not covered in the course.

Educational objectives

Neurology: Introduction to the Course; Organization of the Somatosensory System; Organization of the Motor System; Multiple Sclerosis and Other Demyelinating Diseases; Cerebrovascular Diseases: Ischemic and Hemorrhagic Stroke of the CNS; Neuromuscular Diseases: ALS, Myasthenia, Neuropathies, and Other Disorders of the PNS; Neurophysiological Diagnostics (NCS-EMG); Higher Cognitive Functions, Alzheimer's Disease and Dementias; Headaches, Trigeminal Neuralgia, and Chronic Pain; Seizures, Epilepsies, and EEG Diagnostics; Parkinson’s Disease and Hypokinetic Movement Disorders; Hyperkinetic Movement Disorders; Sleep, Coma, and Disorders of Consciousness; Meningitis, Encephalitis, Paraneoplastic Syndromes of the CNS, and CSF Diagnostics.
Neuroradiology: Neuroradiological Diagnostics; Interventional Neuroradiology; Neuroimaging of Demyelinating Diseases; Diagnostics of Cerebrovascular Diseases.
Neurosurgery: Brain Tumors; Spinal Tumors; Head Injuries; Spinal Injuries; Degenerative Pathology of the Lumbar Spine; Degenerative Pathology of the Cervical Spine; Intracranial Hypertension and Hydrocephalus; Spinal Neurosurgery: Radicular Syndromes.
Neuroengineering: Introduction to Neuroengineering; Electrical Correlates of Brain Activity; Principles of Neuroelectrical Signal Analysis; Neuroelectrical Imaging; Metabolic Correlates of Brain Activity; Functional Magnetic Resonance Imaging, fNIRS, PET/SPECT; Neuromodulation Techniques; Introduction to Multivariate Analysis of Brain Signals; Anatomical and Functional Connectivity; Synchrony and Causality; Data-Driven and Model-Driven Analysis; Main Indices for Estimating Brain Functional Connectivity; Introduction to Graphs and Basic Concepts of Graph Theory; Nodal, Mesoscopic, Global Indices; Reference Networks, Graph Visualization Principles, Exercises on Graph Index Calculation; Motor Rehabilitation: Principles and Bioengineering Applications; Cognitive Rehabilitation; Prosthetics, Orthotics, Aids for Activity and Inclusion.
Psychiatry: Introduction to Psychiatry and Global Mental Health; Psychiatric Evaluation and Elements of Psychopathology; Obsessive-Compulsive Spectrum Disorders; Schizophrenia and Psychotic Disorders; Anorexia, Bulimia, and Binge Eating Disorder; Depressive and Bipolar Disorders; Dissociative Disorders – Suicide Prevention; Anxiety and Anxiety Disorders; Substance Use Disorders; Trauma- and Stressor-Related Disorders; Consciousness and Its Disorders, Psychiatric Disorders Due to Medical Conditions; Sexual Disorders and Paraphilias; Sleep Disorders; Psychiatric Treatments.
Clinical Psychology: Overview of Clinical Psychology and Normal and Abnormal Personality; Typical and Atypical Sexuality; Behavioral Addictions; Psychosomatics.
Knowledge and understanding: students will be able to know the nature of the different correlates of brain activity, the techniques for their acquisition and the principles of analysis applied to them; to understand the concept of brain network or circuit, the different definitions of brain connectivity and the main techniques for its estimation and representation; to know the main engineering techniques used to study neuronal systems and interact with them; to know some examples of application to neuroprosthetics and robot-assisted neurorehabilitation.

Applied knowledge and ability to understand: students will be able to choose the most suitable brain signal acquisition and analysis technique for the specific problem; to choose the brain network estimation method best suited to the nature of the data and to the design and clinical requirements; to choose how to acquire, process and decode brain signals and interface them with external, robotic devices, infrastructures and intelligent environments.

Autonomy of judgement: students will be able to evaluate the implications and possible applications of the different acquisition and analysis methods studied to problems of a clinical and social nature.

Communication skills: students will learn to communicate in a multidisciplinary context regarding the choices made in relation to the physiological or clinical problem addressed and to communicate and justify the choices made to this end.

Learning skills: students will develop an independent learning attitude towards advanced concepts not covered in the course.

Educational objectives

Neurology: Introduction to the Course; Organization of the Somatosensory System; Organization of the Motor System; Multiple Sclerosis and Other Demyelinating Diseases; Cerebrovascular Diseases: Ischemic and Hemorrhagic Stroke of the CNS; Neuromuscular Diseases: ALS, Myasthenia, Neuropathies, and Other Disorders of the PNS; Neurophysiological Diagnostics (NCS-EMG); Higher Cognitive Functions, Alzheimer's Disease and Dementias; Headaches, Trigeminal Neuralgia, and Chronic Pain; Seizures, Epilepsies, and EEG Diagnostics; Parkinson’s Disease and Hypokinetic Movement Disorders; Hyperkinetic Movement Disorders; Sleep, Coma, and Disorders of Consciousness; Meningitis, Encephalitis, Paraneoplastic Syndromes of the CNS, and CSF Diagnostics.
Neuroradiology: Neuroradiological Diagnostics; Interventional Neuroradiology; Neuroimaging of Demyelinating Diseases; Diagnostics of Cerebrovascular Diseases.
Neurosurgery: Brain Tumors; Spinal Tumors; Head Injuries; Spinal Injuries; Degenerative Pathology of the Lumbar Spine; Degenerative Pathology of the Cervical Spine; Intracranial Hypertension and Hydrocephalus; Spinal Neurosurgery: Radicular Syndromes.
Neuroengineering: Introduction to Neuroengineering; Electrical Correlates of Brain Activity; Principles of Neuroelectrical Signal Analysis; Neuroelectrical Imaging; Metabolic Correlates of Brain Activity; Functional Magnetic Resonance Imaging, fNIRS, PET/SPECT; Neuromodulation Techniques; Introduction to Multivariate Analysis of Brain Signals; Anatomical and Functional Connectivity; Synchrony and Causality; Data-Driven and Model-Driven Analysis; Main Indices for Estimating Brain Functional Connectivity; Introduction to Graphs and Basic Concepts of Graph Theory; Nodal, Mesoscopic, Global Indices; Reference Networks, Graph Visualization Principles, Exercises on Graph Index Calculation; Motor Rehabilitation: Principles and Bioengineering Applications; Cognitive Rehabilitation; Prosthetics, Orthotics, Aids for Activity and Inclusion.
Psychiatry: Introduction to Psychiatry and Global Mental Health; Psychiatric Evaluation and Elements of Psychopathology; Obsessive-Compulsive Spectrum Disorders; Schizophrenia and Psychotic Disorders; Anorexia, Bulimia, and Binge Eating Disorder; Depressive and Bipolar Disorders; Dissociative Disorders – Suicide Prevention; Anxiety and Anxiety Disorders; Substance Use Disorders; Trauma- and Stressor-Related Disorders; Consciousness and Its Disorders, Psychiatric Disorders Due to Medical Conditions; Sexual Disorders and Paraphilias; Sleep Disorders; Psychiatric Treatments.
Clinical Psychology: Overview of Clinical Psychology and Normal and Abnormal Personality; Typical and Atypical Sexuality; Behavioral Addictions; Psychosomatics.
Knowledge and understanding: students will be able to know the nature of the different correlates of brain activity, the techniques for their acquisition and the principles of analysis applied to them; to understand the concept of brain network or circuit, the different definitions of brain connectivity and the main techniques for its estimation and representation; to know the main engineering techniques used to study neuronal systems and interact with them; to know some examples of application to neuroprosthetics and robot-assisted neurorehabilitation.

Applied knowledge and ability to understand: students will be able to choose the most suitable brain signal acquisition and analysis technique for the specific problem; to choose the brain network estimation method best suited to the nature of the data and to the design and clinical requirements; to choose how to acquire, process and decode brain signals and interface them with external, robotic devices, infrastructures and intelligent environments.

Autonomy of judgement: students will be able to evaluate the implications and possible applications of the different acquisition and analysis methods studied to problems of a clinical and social nature.

Communication skills: students will learn to communicate in a multidisciplinary context regarding the choices made in relation to the physiological or clinical problem addressed and to communicate and justify the choices made to this end.

Learning skills: students will develop an independent learning attitude towards advanced concepts not covered in the course.

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

Fundamentals of pharmacology
PHARMACODYNAMICS
Mechanisms of drug action. Drug targets: G-protein coupled receptors, catalytic receptors, ligand-gated ion channels, other ion channels, nuclear receptors, transporters, enzymes. Drug sensitization and tolerance. Binding curves: definition of orthosteric and allosteric binding sites and ligands. Graduated concentration-response curves: definition of agonist, partial agonist, inverse agonists, antagonist.

PHARMACOKINETICS
Routes of administration. Absorption. Distribution. Biotransformation. Renal and extrarenal excretion of drugs. Pharmacokinetics parameters: bioavailability, compartments, volume of distribution, plasma half-life, clearance.

CLINICAL PHARMACOLOGY
Mechanisms of drug interaction mechanisms. Individual differences in pharmacology. Quantal dose-response curves.

PHYSIO-PHARMACOLOGY OF NEURAL TRANSMISSION

NEUROPHARMACOLOGY OF PAIN
Definition of pain. Pain receptors and pain pathways. Opioid and non opioid analgesics. Definition of anesthesia. General anesthetics. Local anesthetics.

NEUROPHARMACOLOGY OF NEURODEGENERATIVE DISORDERS
Dopaminergic system. Parkinson's Disease.

NEUROPSYCHOPHARMACOLOGY
Antipsychotics. Antidepressants. Anxiolytics. Substances of abuse: psychostimulants, opioids, alcohol, tobacco, cannabis, hallucinogenic drugs. Drug reward. Drug harm (including drug addiction). Drug addiction treatment.
-Introduction to aspects of drug delivery
-E-field mediated drug delivery
-electroporation
-electrochemotherapy
-examples of applications
-H-field mediated drug delivery
-coupling mechanisms with magnetic NPs
-magnetoliposomes
-examples of applications

Educational objectives

At the end of the integrated course the student will have understood and acquired skills relating to:
(REGENERATIVE MEDICINE) the biological and technological principles underlying regenerative medicine (stem cells, iPSCs, biomaterials), will be able to describe the main cellular strategies for tissue regeneration, as well as critically evaluate experimental and clinical models of regenerative therapy.
(DERMATOLOGY) the most common and relevant terms for describing diseases of the skin, hair, nails, and mucous membranes; will be able to correlate skin signs and symptoms with the most common and serious skin diseases; will be able to illustrate the approach to the diagnosis and evaluation of the most common and serious skin diseases; will be able to list and analyze the characteristics, clinical course, and complications of the most common and serious skin diseases; will demonstrate practical skills in the dermatological objective examination by describing the lesions present in patients with skin diseases.
(PLASTIC SURGERY) the areas of application of reconstructive and aesthetic plastic surgery; the fundamental principles of tissue repair: healing, scar formation; the surgical techniques used (sutures, flaps, grafts, microsurgery); the ability to diagnose and plan the treatment of skin conditions (skin tumors, burns); congenital malformations (especially of the cervicofacial region, hand); and the principles of breast reconstruction, lymphedema, etc.
(BIOMECHANICS AND TISSUE ENGINEERING) some topics at the cutting edge of biomechanical engineering principles, experimental biology, and regenerative medicine. The aim is to understand how these disciplines can intersect and reinforce each other, leading to applications that improve human health.
(BIOMECHANICAL PROPERTIES OF SCAFFOLDS) mechanical principles, materials, and characterization methods of scaffolds for different tissues (e.g., elastic tissues, bone, cartilage, muscle, cardiovascular, nervous system), will be able to evaluate the mechanical performance of scaffolds in physiological and pathological contexts (e.g., tumor growth), will be able to describe and apply the main bioengineering strategies for regenerative medicine (e.g., 3D Bioprinting, use of bioreactors and microfluidic systems, decellularization).

Educational objectives

At the end of the integrated course the student will have understood and acquired skills relating to:
(REGENERATIVE MEDICINE) the biological and technological principles underlying regenerative medicine (stem cells, iPSCs, biomaterials), will be able to describe the main cellular strategies for tissue regeneration, as well as critically evaluate experimental and clinical models of regenerative therapy.
(DERMATOLOGY) the most common and relevant terms for describing diseases of the skin, hair, nails, and mucous membranes; will be able to correlate skin signs and symptoms with the most common and serious skin diseases; will be able to illustrate the approach to the diagnosis and evaluation of the most common and serious skin diseases; will be able to list and analyze the characteristics, clinical course, and complications of the most common and serious skin diseases; will demonstrate practical skills in the dermatological objective examination by describing the lesions present in patients with skin diseases.
(PLASTIC SURGERY) the areas of application of reconstructive and aesthetic plastic surgery; the fundamental principles of tissue repair: healing, scar formation; the surgical techniques used (sutures, flaps, grafts, microsurgery); the ability to diagnose and plan the treatment of skin conditions (skin tumors, burns); congenital malformations (especially of the cervicofacial region, hand); and the principles of breast reconstruction, lymphedema, etc.
(BIOMECHANICS AND TISSUE ENGINEERING) some topics at the cutting edge of biomechanical engineering principles, experimental biology, and regenerative medicine. The aim is to understand how these disciplines can intersect and reinforce each other, leading to applications that improve human health.
(BIOMECHANICAL PROPERTIES OF SCAFFOLDS) mechanical principles, materials, and characterization methods of scaffolds for different tissues (e.g., elastic tissues, bone, cartilage, muscle, cardiovascular, nervous system), will be able to evaluate the mechanical performance of scaffolds in physiological and pathological contexts (e.g., tumor growth), will be able to describe and apply the main bioengineering strategies for regenerative medicine (e.g., 3D Bioprinting, use of bioreactors and microfluidic systems, decellularization).

Educational objectives

At the end of the integrated course the student will have understood and acquired skills relating to:
(REGENERATIVE MEDICINE) the biological and technological principles underlying regenerative medicine (stem cells, iPSCs, biomaterials), will be able to describe the main cellular strategies for tissue regeneration, as well as critically evaluate experimental and clinical models of regenerative therapy.
(DERMATOLOGY) the most common and relevant terms for describing diseases of the skin, hair, nails, and mucous membranes; will be able to correlate skin signs and symptoms with the most common and serious skin diseases; will be able to illustrate the approach to the diagnosis and evaluation of the most common and serious skin diseases; will be able to list and analyze the characteristics, clinical course, and complications of the most common and serious skin diseases; will demonstrate practical skills in the dermatological objective examination by describing the lesions present in patients with skin diseases.
(PLASTIC SURGERY) the areas of application of reconstructive and aesthetic plastic surgery; the fundamental principles of tissue repair: healing, scar formation; the surgical techniques used (sutures, flaps, grafts, microsurgery); the ability to diagnose and plan the treatment of skin conditions (skin tumors, burns); congenital malformations (especially of the cervicofacial region, hand); and the principles of breast reconstruction, lymphedema, etc.
(BIOMECHANICS AND TISSUE ENGINEERING) some topics at the cutting edge of biomechanical engineering principles, experimental biology, and regenerative medicine. The aim is to understand how these disciplines can intersect and reinforce each other, leading to applications that improve human health.
(BIOMECHANICAL PROPERTIES OF SCAFFOLDS) mechanical principles, materials, and characterization methods of scaffolds for different tissues (e.g., elastic tissues, bone, cartilage, muscle, cardiovascular, nervous system), will be able to evaluate the mechanical performance of scaffolds in physiological and pathological contexts (e.g., tumor growth), will be able to describe and apply the main bioengineering strategies for regenerative medicine (e.g., 3D Bioprinting, use of bioreactors and microfluidic systems, decellularization).

Educational objectives

At the end of the integrated course the student will have understood and acquired skills relating to:
(REGENERATIVE MEDICINE) the biological and technological principles underlying regenerative medicine (stem cells, iPSCs, biomaterials), will be able to describe the main cellular strategies for tissue regeneration, as well as critically evaluate experimental and clinical models of regenerative therapy.
(DERMATOLOGY) the most common and relevant terms for describing diseases of the skin, hair, nails, and mucous membranes; will be able to correlate skin signs and symptoms with the most common and serious skin diseases; will be able to illustrate the approach to the diagnosis and evaluation of the most common and serious skin diseases; will be able to list and analyze the characteristics, clinical course, and complications of the most common and serious skin diseases; will demonstrate practical skills in the dermatological objective examination by describing the lesions present in patients with skin diseases.
(PLASTIC SURGERY) the areas of application of reconstructive and aesthetic plastic surgery; the fundamental principles of tissue repair: healing, scar formation; the surgical techniques used (sutures, flaps, grafts, microsurgery); the ability to diagnose and plan the treatment of skin conditions (skin tumors, burns); congenital malformations (especially of the cervicofacial region, hand); and the principles of breast reconstruction, lymphedema, etc.
(BIOMECHANICS AND TISSUE ENGINEERING) some topics at the cutting edge of biomechanical engineering principles, experimental biology, and regenerative medicine. The aim is to understand how these disciplines can intersect and reinforce each other, leading to applications that improve human health.
(BIOMECHANICAL PROPERTIES OF SCAFFOLDS) mechanical principles, materials, and characterization methods of scaffolds for different tissues (e.g., elastic tissues, bone, cartilage, muscle, cardiovascular, nervous system), will be able to evaluate the mechanical performance of scaffolds in physiological and pathological contexts (e.g., tumor growth), will be able to describe and apply the main bioengineering strategies for regenerative medicine (e.g., 3D Bioprinting, use of bioreactors and microfluidic systems, decellularization).

Educational objectives

At the end of the integrated course the student will have understood and acquired skills relating to:
(REGENERATIVE MEDICINE) the biological and technological principles underlying regenerative medicine (stem cells, iPSCs, biomaterials), will be able to describe the main cellular strategies for tissue regeneration, as well as critically evaluate experimental and clinical models of regenerative therapy.
(DERMATOLOGY) the most common and relevant terms for describing diseases of the skin, hair, nails, and mucous membranes; will be able to correlate skin signs and symptoms with the most common and serious skin diseases; will be able to illustrate the approach to the diagnosis and evaluation of the most common and serious skin diseases; will be able to list and analyze the characteristics, clinical course, and complications of the most common and serious skin diseases; will demonstrate practical skills in the dermatological objective examination by describing the lesions present in patients with skin diseases.
(PLASTIC SURGERY) the areas of application of reconstructive and aesthetic plastic surgery; the fundamental principles of tissue repair: healing, scar formation; the surgical techniques used (sutures, flaps, grafts, microsurgery); the ability to diagnose and plan the treatment of skin conditions (skin tumors, burns); congenital malformations (especially of the cervicofacial region, hand); and the principles of breast reconstruction, lymphedema, etc.
(BIOMECHANICS AND TISSUE ENGINEERING) some topics at the cutting edge of biomechanical engineering principles, experimental biology, and regenerative medicine. The aim is to understand how these disciplines can intersect and reinforce each other, leading to applications that improve human health.
(BIOMECHANICAL PROPERTIES OF SCAFFOLDS) mechanical principles, materials, and characterization methods of scaffolds for different tissues (e.g., elastic tissues, bone, cartilage, muscle, cardiovascular, nervous system), will be able to evaluate the mechanical performance of scaffolds in physiological and pathological contexts (e.g., tumor growth), will be able to describe and apply the main bioengineering strategies for regenerative medicine (e.g., 3D Bioprinting, use of bioreactors and microfluidic systems, decellularization).

Educational objectives

At the end of the integrated course the student will have understood and acquired skills relating to:
(REGENERATIVE MEDICINE) the biological and technological principles underlying regenerative medicine (stem cells, iPSCs, biomaterials), will be able to describe the main cellular strategies for tissue regeneration, as well as critically evaluate experimental and clinical models of regenerative therapy.
(DERMATOLOGY) the most common and relevant terms for describing diseases of the skin, hair, nails, and mucous membranes; will be able to correlate skin signs and symptoms with the most common and serious skin diseases; will be able to illustrate the approach to the diagnosis and evaluation of the most common and serious skin diseases; will be able to list and analyze the characteristics, clinical course, and complications of the most common and serious skin diseases; will demonstrate practical skills in the dermatological objective examination by describing the lesions present in patients with skin diseases.
(PLASTIC SURGERY) the areas of application of reconstructive and aesthetic plastic surgery; the fundamental principles of tissue repair: healing, scar formation; the surgical techniques used (sutures, flaps, grafts, microsurgery); the ability to diagnose and plan the treatment of skin conditions (skin tumors, burns); congenital malformations (especially of the cervicofacial region, hand); and the principles of breast reconstruction, lymphedema, etc.
(BIOMECHANICS AND TISSUE ENGINEERING) some topics at the cutting edge of biomechanical engineering principles, experimental biology, and regenerative medicine. The aim is to understand how these disciplines can intersect and reinforce each other, leading to applications that improve human health.
(BIOMECHANICAL PROPERTIES OF SCAFFOLDS) mechanical principles, materials, and characterization methods of scaffolds for different tissues (e.g., elastic tissues, bone, cartilage, muscle, cardiovascular, nervous system), will be able to evaluate the mechanical performance of scaffolds in physiological and pathological contexts (e.g., tumor growth), will be able to describe and apply the main bioengineering strategies for regenerative medicine (e.g., 3D Bioprinting, use of bioreactors and microfluidic systems, decellularization).

Educational objectives

At the end of the practical-evaluation internship in a surgery setting, the student:
The student is able to put into practice the principles of the patient-doctor relationship: medical interview, contact, information, clarity, acquisition of consent.
The student is capable to obtain medical history and perform a physical examination in the outpatient context
The student has knowledge and capacity to apply the clinical reasoning: to distinguish between primary urgent complaints and secondary problems; to suggest a diagnostic hypothesis and to individualise the diagnostic methods of greater specificity and sensitivity to confirm or reject the hypothesis
The student is skilled to interpret the laboratory exams
The student is skilled to interpret the medical reports of the diagnostic imaging examinations
The student is oriented in decision-making regarding the pharmacological treatment
The student is able to compile the report of hospital admission/discharge and to write a discharge letter
The student is able to judge the appropriateness of the hospital discharge and to suggest the rehabilitation solutions or recovery in other facilities
The student is capable to frame the reason of ospitalization taking into account possible chronic illnesses, further critical conditions and patient’s frailty
The student is able to demonstrate the skills of prevention and sanitary education
The student demonstrates the knowledge and awareness of the National Healthcare System and Local Healthcare System
The student respects the shift schedule, wears appropriate clothes and is well-equipped
The student shows knowledge and awareness of the ward and/or ambulatory
The student interacts in an appropriate manner with the medical personnel, nurses and the department technicians
he student demonstrates the awareness and knowledge of the different roles of the medical team members
The student demonstrates active attitude: makes questions, candidates to perform activities

Educational objectives

At the end of the practical-evaluative internship in a clinical setting, the student:
Implements good practices in the doctor-patient relationship (interview, report, information, clarity, acquisition of consent)
Has the ability to take a medical history and perform a physical examination in an outpatient setting
Knows and knows how to apply clinical reasoning: the ability to identify priority or urgent problems and secondary ones and the ability to propose diagnostic hypotheses and to identify diagnostic tests with greater sensitivity and specificity to confirm or deny the hypotheses
Is able to interpret laboratory tests
Is able to interpret diagnostic imaging test reports
It focuses on decision-making processes relating to pharmacological and non-pharmacological treatment
Is able to fill in the hospitalization admission/discharge report and is able to fill in the discharge letter
Is able to evaluate the appropriateness of the indication for hospitalization and indicate rehabilitation or protected hospitalization paths in other facilities
He proves capable of framing the reason for hospitalization in the context of any chronicity, other critical issues and fragility of the patients
Knows how to indicate prevention and health education actions
Demonstrates knowledge and awareness about the organization of the National Health Service and the Regional Health Service
Respects the start and end times of the shift, dresses appropriately for the role, brings everything necessary with you
Demonstrates knowledge and awareness of the rules of the department (or clinic)
Interacts correctly with the medical, nursing and technical staff of the department
Demonstrates knowledge and awareness of the different roles and tasks of team members
Demonstrates an active attitude (asks questions, proposes to carry out activities).

The overall evaluation of the student derives from the judgment formulated by the individual 1 CFU modules that the student will have completed. A tutor assigned by the course, taking into account the individual judgments for the total of 5 credits foreseen for the TPVES, will express the overall judgment of suitability.

Educational objectives

ORAL SCIENCE
Upon completing the course, students should:
Know principles of oral anatomy, physiopathology, and semiotics, as well as the main tools for diagnosing and treating the most common odontostomatological diseases; understand the diagnostic process along with surgical and non-surgical treatment options; develop the ability to approach the diagnostic and therapeutic iter for odontostomatological diseases, including formulating differential diagnoses; critically evaluate data on individual health and disease status; acquire the skills to present relevant data of clinical cases and communicate clearly the progression and outcomes of diagnostic and therapeutic procedures to patients; and acquire the ability to collaborate effectively with other professionals during specialist consultations.

AUDIOLOGY
The aim of the course is to understand the etiologies and clinical manifestations of the main diseases of the outer, middle, and inner ear, with an overview of medical and surgical treatment. The difference between conductive and perceptual hearing loss, and the tests required for a correct diagnosis. The final lessons will address implantable hearing devices, their new indications, and the use of robotics and new technologies in the diagnosis and treatment of hearing loss.

BIOMATERIALS AND BIOCOMPATIBILITY
At the end of the module, students will be able to classify materials based on their origin, nature, and properties, and will have acquired the critical skills necessary to identify the most suitable biomaterial for a specific medical application. They will be able to explain the principles of biocompatibility and the interactions between materials and biological tissues, recognizing the mechanisms of the host response.

OTORHINOLARYNGOLOGY
At the end of the course, student should:
- Know the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases with the main therapeutic approach.
- Have the ability to diagnose the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases.
- Be aware of what pathological conditions could be treated by general medical practitioner and those were referred to specialist.

Educational objectives

ORAL SCIENCE
Upon completing the course, students should:
Know principles of oral anatomy, physiopathology, and semiotics, as well as the main tools for diagnosing and treating the most common odontostomatological diseases; understand the diagnostic process along with surgical and non-surgical treatment options; develop the ability to approach the diagnostic and therapeutic iter for odontostomatological diseases, including formulating differential diagnoses; critically evaluate data on individual health and disease status; acquire the skills to present relevant data of clinical cases and communicate clearly the progression and outcomes of diagnostic and therapeutic procedures to patients; and acquire the ability to collaborate effectively with other professionals during specialist consultations.

AUDIOLOGY
The aim of the course is to understand the etiologies and clinical manifestations of the main diseases of the outer, middle, and inner ear, with an overview of medical and surgical treatment. The difference between conductive and perceptual hearing loss, and the tests required for a correct diagnosis. The final lessons will address implantable hearing devices, their new indications, and the use of robotics and new technologies in the diagnosis and treatment of hearing loss.

BIOMATERIALS AND BIOCOMPATIBILITY
At the end of the module, students will be able to classify materials based on their origin, nature, and properties, and will have acquired the critical skills necessary to identify the most suitable biomaterial for a specific medical application. They will be able to explain the principles of biocompatibility and the interactions between materials and biological tissues, recognizing the mechanisms of the host response.

OTORHINOLARYNGOLOGY
At the end of the course, student should:
- Know the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases with the main therapeutic approach.
- Have the ability to diagnose the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases.
- Be aware of what pathological conditions could be treated by general medical practitioner and those were referred to specialist.

Educational objectives

ORAL SCIENCE
Upon completing the course, students should:
Know principles of oral anatomy, physiopathology, and semiotics, as well as the main tools for diagnosing and treating the most common odontostomatological diseases; understand the diagnostic process along with surgical and non-surgical treatment options; develop the ability to approach the diagnostic and therapeutic iter for odontostomatological diseases, including formulating differential diagnoses; critically evaluate data on individual health and disease status; acquire the skills to present relevant data of clinical cases and communicate clearly the progression and outcomes of diagnostic and therapeutic procedures to patients; and acquire the ability to collaborate effectively with other professionals during specialist consultations.

AUDIOLOGY
The aim of the course is to understand the etiologies and clinical manifestations of the main diseases of the outer, middle, and inner ear, with an overview of medical and surgical treatment. The difference between conductive and perceptual hearing loss, and the tests required for a correct diagnosis. The final lessons will address implantable hearing devices, their new indications, and the use of robotics and new technologies in the diagnosis and treatment of hearing loss.

BIOMATERIALS AND BIOCOMPATIBILITY
At the end of the module, students will be able to classify materials based on their origin, nature, and properties, and will have acquired the critical skills necessary to identify the most suitable biomaterial for a specific medical application. They will be able to explain the principles of biocompatibility and the interactions between materials and biological tissues, recognizing the mechanisms of the host response.

OTORHINOLARYNGOLOGY
At the end of the course, student should:
- Know the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases with the main therapeutic approach.
- Have the ability to diagnose the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases.
- Be aware of what pathological conditions could be treated by general medical practitioner and those were referred to specialist.

Educational objectives

ORAL SCIENCE
Upon completing the course, students should:
Know principles of oral anatomy, physiopathology, and semiotics, as well as the main tools for diagnosing and treating the most common odontostomatological diseases; understand the diagnostic process along with surgical and non-surgical treatment options; develop the ability to approach the diagnostic and therapeutic iter for odontostomatological diseases, including formulating differential diagnoses; critically evaluate data on individual health and disease status; acquire the skills to present relevant data of clinical cases and communicate clearly the progression and outcomes of diagnostic and therapeutic procedures to patients; and acquire the ability to collaborate effectively with other professionals during specialist consultations.

AUDIOLOGY
The aim of the course is to understand the etiologies and clinical manifestations of the main diseases of the outer, middle, and inner ear, with an overview of medical and surgical treatment. The difference between conductive and perceptual hearing loss, and the tests required for a correct diagnosis. The final lessons will address implantable hearing devices, their new indications, and the use of robotics and new technologies in the diagnosis and treatment of hearing loss.

BIOMATERIALS AND BIOCOMPATIBILITY
At the end of the module, students will be able to classify materials based on their origin, nature, and properties, and will have acquired the critical skills necessary to identify the most suitable biomaterial for a specific medical application. They will be able to explain the principles of biocompatibility and the interactions between materials and biological tissues, recognizing the mechanisms of the host response.

OTORHINOLARYNGOLOGY
At the end of the course, student should:
- Know the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases with the main therapeutic approach.
- Have the ability to diagnose the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases.
- Be aware of what pathological conditions could be treated by general medical practitioner and those were referred to specialist.

Educational objectives

ORAL SCIENCE
Upon completing the course, students should:
Know principles of oral anatomy, physiopathology, and semiotics, as well as the main tools for diagnosing and treating the most common odontostomatological diseases; understand the diagnostic process along with surgical and non-surgical treatment options; develop the ability to approach the diagnostic and therapeutic iter for odontostomatological diseases, including formulating differential diagnoses; critically evaluate data on individual health and disease status; acquire the skills to present relevant data of clinical cases and communicate clearly the progression and outcomes of diagnostic and therapeutic procedures to patients; and acquire the ability to collaborate effectively with other professionals during specialist consultations.

AUDIOLOGY
The aim of the course is to understand the etiologies and clinical manifestations of the main diseases of the outer, middle, and inner ear, with an overview of medical and surgical treatment. The difference between conductive and perceptual hearing loss, and the tests required for a correct diagnosis. The final lessons will address implantable hearing devices, their new indications, and the use of robotics and new technologies in the diagnosis and treatment of hearing loss.

BIOMATERIALS AND BIOCOMPATIBILITY
At the end of the module, students will be able to classify materials based on their origin, nature, and properties, and will have acquired the critical skills necessary to identify the most suitable biomaterial for a specific medical application. They will be able to explain the principles of biocompatibility and the interactions between materials and biological tissues, recognizing the mechanisms of the host response.

OTORHINOLARYNGOLOGY
At the end of the course, student should:
- Know the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases with the main therapeutic approach.
- Have the ability to diagnose the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases.
- Be aware of what pathological conditions could be treated by general medical practitioner and those were referred to specialist.

Educational objectives

ORAL SCIENCE
Upon completing the course, students should:
Know principles of oral anatomy, physiopathology, and semiotics, as well as the main tools for diagnosing and treating the most common odontostomatological diseases; understand the diagnostic process along with surgical and non-surgical treatment options; develop the ability to approach the diagnostic and therapeutic iter for odontostomatological diseases, including formulating differential diagnoses; critically evaluate data on individual health and disease status; acquire the skills to present relevant data of clinical cases and communicate clearly the progression and outcomes of diagnostic and therapeutic procedures to patients; and acquire the ability to collaborate effectively with other professionals during specialist consultations.

AUDIOLOGY
The aim of the course is to understand the etiologies and clinical manifestations of the main diseases of the outer, middle, and inner ear, with an overview of medical and surgical treatment. The difference between conductive and perceptual hearing loss, and the tests required for a correct diagnosis. The final lessons will address implantable hearing devices, their new indications, and the use of robotics and new technologies in the diagnosis and treatment of hearing loss.

BIOMATERIALS AND BIOCOMPATIBILITY
At the end of the module, students will be able to classify materials based on their origin, nature, and properties, and will have acquired the critical skills necessary to identify the most suitable biomaterial for a specific medical application. They will be able to explain the principles of biocompatibility and the interactions between materials and biological tissues, recognizing the mechanisms of the host response.

OTORHINOLARYNGOLOGY
At the end of the course, student should:
- Know the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases with the main therapeutic approach.
- Have the ability to diagnose the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases.
- Be aware of what pathological conditions could be treated by general medical practitioner and those were referred to specialist.

Educational objectives

ORAL SCIENCE
Upon completing the course, students should:
Know principles of oral anatomy, physiopathology, and semiotics, as well as the main tools for diagnosing and treating the most common odontostomatological diseases; understand the diagnostic process along with surgical and non-surgical treatment options; develop the ability to approach the diagnostic and therapeutic iter for odontostomatological diseases, including formulating differential diagnoses; critically evaluate data on individual health and disease status; acquire the skills to present relevant data of clinical cases and communicate clearly the progression and outcomes of diagnostic and therapeutic procedures to patients; and acquire the ability to collaborate effectively with other professionals during specialist consultations.

AUDIOLOGY
The aim of the course is to understand the etiologies and clinical manifestations of the main diseases of the outer, middle, and inner ear, with an overview of medical and surgical treatment. The difference between conductive and perceptual hearing loss, and the tests required for a correct diagnosis. The final lessons will address implantable hearing devices, their new indications, and the use of robotics and new technologies in the diagnosis and treatment of hearing loss.

BIOMATERIALS AND BIOCOMPATIBILITY
At the end of the module, students will be able to classify materials based on their origin, nature, and properties, and will have acquired the critical skills necessary to identify the most suitable biomaterial for a specific medical application. They will be able to explain the principles of biocompatibility and the interactions between materials and biological tissues, recognizing the mechanisms of the host response.

OTORHINOLARYNGOLOGY
At the end of the course, student should:
- Know the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases with the main therapeutic approach.
- Have the ability to diagnose the most common otorinolaryngoiatric, maxillofacial, oral and eye diseases.
- Be aware of what pathological conditions could be treated by general medical practitioner and those were referred to specialist.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
-Acquire knowledge in the field of oncology, with particular focus on precision medicine applied to the management of cancer patients.
-Understand the main therapeutic options in surgical oncology, including treatment of end-stage disease (such as organ transplantation).
- Apply innovative techniques in the diagnostic and therapeutic pathway of patients with internal medicine and infectious disease issues.
- Understand and interpret instrumental diagnostic options (radiology and laboratory techniques) available for translational and precision medicine.
- Acquire knowledge and comprehension skills in the field of bioinformatics and computational medicine.
- Understand and apply methods of bioinformatics and computational medicine to both formulate and support arguments, as well as to solve subject-specific problems.
- Develop the ability to collect and interpret methods and data from bioinformatics and computational medicine, useful for forming independent judgments and critically reflecting on related topics.
- Communicate information, ideas, problems, and solutions even to non-specialist audiences.

Educational objectives

Upon completion of the course, students should be able to:
describe the functional anatomy and pathophysiology of the musculoskeletal system, with particular attention to osteoarticular, muscular, and tendon disorders;
understand the pathogenetic, diagnostic, and therapeutic principles of the major musculoskeletal and joint diseases, whether acute or chronic, degenerative, traumatic, or inflammatory;
integrate diagnostic and technological tools (movement analysis, sensors, imaging, biomechanical models) in the assessment and monitoring of motor recovery;
interact effectively with the multidisciplinary team (orthopedics, physiatrists, physiotherapists, biomedical engineers, nurses) through shared technical language.
Upon completion of the course, students should demonstrate:
possess integrated theoretical and practical knowledge of medicine, biomechanics, and rehabilitation engineering;
be able to apply this knowledge to the diagnosis, management and treatment of musculoskeletal disorders.

Educational objectives

Upon completion of the course, students should be able to:
describe the functional anatomy and pathophysiology of the musculoskeletal system, with particular attention to osteoarticular, muscular, and tendon disorders;
understand the pathogenetic, diagnostic, and therapeutic principles of the major musculoskeletal and joint diseases, whether acute or chronic, degenerative, traumatic, or inflammatory;
integrate diagnostic and technological tools (movement analysis, sensors, imaging, biomechanical models) in the assessment and monitoring of motor recovery;
interact effectively with the multidisciplinary team (orthopedics, physiatrists, physiotherapists, biomedical engineers, nurses) through shared technical language.
Upon completion of the course, students should demonstrate:
possess integrated theoretical and practical knowledge of medicine, biomechanics, and rehabilitation engineering;
be able to apply this knowledge to the diagnosis, management and treatment of musculoskeletal disorders.

Educational objectives

Upon completion of the course, students should be able to:
describe the functional anatomy and pathophysiology of the musculoskeletal system, with particular attention to osteoarticular, muscular, and tendon disorders;
understand the pathogenetic, diagnostic, and therapeutic principles of the major musculoskeletal and joint diseases, whether acute or chronic, degenerative, traumatic, or inflammatory;
integrate diagnostic and technological tools (movement analysis, sensors, imaging, biomechanical models) in the assessment and monitoring of motor recovery;
interact effectively with the multidisciplinary team (orthopedics, physiatrists, physiotherapists, biomedical engineers, nurses) through shared technical language.
Upon completion of the course, students should demonstrate:
possess integrated theoretical and practical knowledge of medicine, biomechanics, and rehabilitation engineering;
be able to apply this knowledge to the diagnosis, management and treatment of musculoskeletal disorders.

Educational objectives

Upon completion of the course, students should be able to:
describe the functional anatomy and pathophysiology of the musculoskeletal system, with particular attention to osteoarticular, muscular, and tendon disorders;
understand the pathogenetic, diagnostic, and therapeutic principles of the major musculoskeletal and joint diseases, whether acute or chronic, degenerative, traumatic, or inflammatory;
integrate diagnostic and technological tools (movement analysis, sensors, imaging, biomechanical models) in the assessment and monitoring of motor recovery;
interact effectively with the multidisciplinary team (orthopedics, physiatrists, physiotherapists, biomedical engineers, nurses) through shared technical language.
Upon completion of the course, students should demonstrate:
possess integrated theoretical and practical knowledge of medicine, biomechanics, and rehabilitation engineering;
be able to apply this knowledge to the diagnosis, management and treatment of musculoskeletal disorders.

Educational objectives

Upon completion of the course, students should be able to:
describe the functional anatomy and pathophysiology of the musculoskeletal system, with particular attention to osteoarticular, muscular, and tendon disorders;
understand the pathogenetic, diagnostic, and therapeutic principles of the major musculoskeletal and joint diseases, whether acute or chronic, degenerative, traumatic, or inflammatory;
integrate diagnostic and technological tools (movement analysis, sensors, imaging, biomechanical models) in the assessment and monitoring of motor recovery;
interact effectively with the multidisciplinary team (orthopedics, physiatrists, physiotherapists, biomedical engineers, nurses) through shared technical language.
Upon completion of the course, students should demonstrate:
possess integrated theoretical and practical knowledge of medicine, biomechanics, and rehabilitation engineering;
be able to apply this knowledge to the diagnosis, management and treatment of musculoskeletal disorders.

Educational objectives

Upon completion of the course, students should be able to:
describe the functional anatomy and pathophysiology of the musculoskeletal system, with particular attention to osteoarticular, muscular, and tendon disorders;
understand the pathogenetic, diagnostic, and therapeutic principles of the major musculoskeletal and joint diseases, whether acute or chronic, degenerative, traumatic, or inflammatory;
integrate diagnostic and technological tools (movement analysis, sensors, imaging, biomechanical models) in the assessment and monitoring of motor recovery;
interact effectively with the multidisciplinary team (orthopedics, physiatrists, physiotherapists, biomedical engineers, nurses) through shared technical language.
Upon completion of the course, students should demonstrate:
possess integrated theoretical and practical knowledge of medicine, biomechanics, and rehabilitation engineering;
be able to apply this knowledge to the diagnosis, management and treatment of musculoskeletal disorders.

Educational objectives

At the end of the practical-evaluation internship in a surgery setting, the student:
The student is able to put into practice the principles of the patient-doctor relationship: medical interview, contact, information, clarity, acquisition of consent.
The student is capable to obtain medical history and perform a physical examination in the outpatient context
The student has knowledge and capacity to apply the clinical reasoning: to distinguish between primary urgent complaints and secondary problems; to suggest a diagnostic hypothesis and to individualise the diagnostic methods of greater specificity and sensitivity to confirm or reject the hypothesis
The student is skilled to interpret the laboratory exams
The student is skilled to interpret the medical reports of the diagnostic imaging examinations
The student is oriented in decision-making regarding the pharmacological treatment
The student is able to compile the report of hospital admission/discharge and to write a discharge letter
The student is able to judge the appropriateness of the hospital discharge and to suggest the rehabilitation solutions or recovery in other facilities
The student is capable to frame the reason of ospitalization taking into account possible chronic illnesses, further critical conditions and patient’s frailty
The student is able to demonstrate the skills of prevention and sanitary education
The student demonstrates the knowledge and awareness of the National Healthcare System and Local Healthcare System
The student respects the shift schedule, wears appropriate clothes and is well-equipped
The student shows knowledge and awareness of the ward and/or ambulatory
The student interacts in an appropriate manner with the medical personnel, nurses and the department technicians
he student demonstrates the awareness and knowledge of the different roles of the medical team members
The student demonstrates active attitude: makes questions, candidates to perform activities

Educational objectives

At the end of the practical-evaluative internship in a clinical setting, the student:
Implements good practices in the doctor-patient relationship (interview, report, information, clarity, acquisition of consent)
Has the ability to take a medical history and perform a physical examination in an outpatient setting
Knows and knows how to apply clinical reasoning: the ability to identify priority or urgent problems and secondary ones and the ability to propose diagnostic hypotheses and to identify diagnostic tests with greater sensitivity and specificity to confirm or deny the hypotheses
Is able to interpret laboratory tests
Is able to interpret diagnostic imaging test reports
It focuses on decision-making processes relating to pharmacological and non-pharmacological treatment
Is able to fill in the hospitalization admission/discharge report and is able to fill in the discharge letter
Is able to evaluate the appropriateness of the indication for hospitalization and indicate rehabilitation or protected hospitalization paths in other facilities
He proves capable of framing the reason for hospitalization in the context of any chronicity, other critical issues and fragility of the patients
Knows how to indicate prevention and health education actions
Demonstrates knowledge and awareness about the organization of the National Health Service and the Regional Health Service
Respects the start and end times of the shift, dresses appropriately for the role, brings everything necessary with you
Demonstrates knowledge and awareness of the rules of the department (or clinic)
Interacts correctly with the medical, nursing and technical staff of the department
Demonstrates knowledge and awareness of the different roles and tasks of team members
Demonstrates an active attitude (asks questions, proposes to carry out activities).

The overall evaluation of the student derives from the judgment formulated by the individual 1 CFU modules that the student will have completed. A tutor assigned by the course, taking into account the individual judgments for the total of 5 credits foreseen for the TPVES, will express the overall judgment of suitability.

Educational objectives

Recognize the signs and symptoms of the main surgical emergencies and pathologies (appendicitis, gastrointestinal bleeding, intestinal obstruction, hernias, diverticulitis).
Understand the clinical management of the complex surgical patient and the criteria for therapeutic prioritization.
Understand the principles of complex networks and their application to biomedicine.
Analyze biological and clinical networks using measures of modularity and centrality.
Interpret network analysis results in the context of precision medicine and drug repurposing.
Understand the systemic approach to pathophysiology and the management of complex patients.
Use multidimensional assessment tools (comorbidity, frailty, iatrogenic risk).
Apply an integrated, patient-centered decision-making model.
Know the pathogenesis and management of major healthcare-associated infections, including those caused by multidrug-resistant microorganisms.
Apply principles of infection prevention and the rational use of antimicrobials.

Educational objectives

Recognize the signs and symptoms of the main surgical emergencies and pathologies (appendicitis, gastrointestinal bleeding, intestinal obstruction, hernias, diverticulitis).
Understand the clinical management of the complex surgical patient and the criteria for therapeutic prioritization.
Understand the principles of complex networks and their application to biomedicine.
Analyze biological and clinical networks using measures of modularity and centrality.
Interpret network analysis results in the context of precision medicine and drug repurposing.
Understand the systemic approach to pathophysiology and the management of complex patients.
Use multidimensional assessment tools (comorbidity, frailty, iatrogenic risk).
Apply an integrated, patient-centered decision-making model.
Know the pathogenesis and management of major healthcare-associated infections, including those caused by multidrug-resistant microorganisms.
Apply principles of infection prevention and the rational use of antimicrobials.

Educational objectives

Recognize the signs and symptoms of the main surgical emergencies and pathologies (appendicitis, gastrointestinal bleeding, intestinal obstruction, hernias, diverticulitis).
Understand the clinical management of the complex surgical patient and the criteria for therapeutic prioritization.
Understand the principles of complex networks and their application to biomedicine.
Analyze biological and clinical networks using measures of modularity and centrality.
Interpret network analysis results in the context of precision medicine and drug repurposing.
Understand the systemic approach to pathophysiology and the management of complex patients.
Use multidimensional assessment tools (comorbidity, frailty, iatrogenic risk).
Apply an integrated, patient-centered decision-making model.
Know the pathogenesis and management of major healthcare-associated infections, including those caused by multidrug-resistant microorganisms.
Apply principles of infection prevention and the rational use of antimicrobials.

Educational objectives

Recognize the signs and symptoms of the main surgical emergencies and pathologies (appendicitis, gastrointestinal bleeding, intestinal obstruction, hernias, diverticulitis).
Understand the clinical management of the complex surgical patient and the criteria for therapeutic prioritization.
Understand the principles of complex networks and their application to biomedicine.
Analyze biological and clinical networks using measures of modularity and centrality.
Interpret network analysis results in the context of precision medicine and drug repurposing.
Understand the systemic approach to pathophysiology and the management of complex patients.
Use multidimensional assessment tools (comorbidity, frailty, iatrogenic risk).
Apply an integrated, patient-centered decision-making model.
Know the pathogenesis and management of major healthcare-associated infections, including those caused by multidrug-resistant microorganisms.
Apply principles of infection prevention and the rational use of antimicrobials.

Educational objectives

By the end of the course, the student must know:
1) Normal growth, development and behavior and their assessment, as well as approaches to abnormalities from infancy through adolescence
2) Health maintenance and preventive care for children, including age-related issues in nutrition, safety, vaccination and risk factor identification and modification
3) Common acute and chronic pediatric conditions, congenital and genetic syndromes, and the importance of age on their manifestations and
4) Principles of physiology and pharmacology applicable to children from birth through adulthood, especially age-related changes.

Educational objectives

By the end of the course, the student must know:
1) Normal growth, development and behavior and their assessment, as well as approaches to abnormalities from infancy through adolescence
2) Health maintenance and preventive care for children, including age-related issues in nutrition, safety, vaccination and risk factor identification and modification
3) Common acute and chronic pediatric conditions, congenital and genetic syndromes, and the importance of age on their manifestations and
4) Principles of physiology and pharmacology applicable to children from birth through adulthood, especially age-related changes.

Educational objectives

By the end of the course, the student must know:
1) Normal growth, development and behavior and their assessment, as well as approaches to abnormalities from infancy through adolescence
2) Health maintenance and preventive care for children, including age-related issues in nutrition, safety, vaccination and risk factor identification and modification
3) Common acute and chronic pediatric conditions, congenital and genetic syndromes, and the importance of age on their manifestations and
4) Principles of physiology and pharmacology applicable to children from birth through adulthood, especially age-related changes.

Educational objectives

By the end of the course, the student must know:
1) Normal growth, development and behavior and their assessment, as well as approaches to abnormalities from infancy through adolescence
2) Health maintenance and preventive care for children, including age-related issues in nutrition, safety, vaccination and risk factor identification and modification
3) Common acute and chronic pediatric conditions, congenital and genetic syndromes, and the importance of age on their manifestations and
4) Principles of physiology and pharmacology applicable to children from birth through adulthood, especially age-related changes.

Educational objectives

At the end, the student will be able to:
describe and correctly use incidence, prevalence, RR/OR/HR, PPV/NPV, sensitivity/specificity, ROC;
recognize determinants and prevention strategies for infectious/non-communicable diseases and addictions;
apply principles of environmental hygiene (water, air, waste, indoor, climate & health) and risk assessments;
interpret global health scenarios (One Health, equity, emergencies, migrations) and preparedness tools;
understand structures, pathways, indicators, and management levers in the hospital setting (clinical governance, quality, safety, value-based healthcare, basic budgeting);
critically read an evidence sheet/guideline/HTA and propose operational recommendations.

Educational objectives

At the end, the student will be able to:
describe and correctly use incidence, prevalence, RR/OR/HR, PPV/NPV, sensitivity/specificity, ROC;
recognize determinants and prevention strategies for infectious/non-communicable diseases and addictions;
apply principles of environmental hygiene (water, air, waste, indoor, climate & health) and risk assessments;
interpret global health scenarios (One Health, equity, emergencies, migrations) and preparedness tools;
understand structures, pathways, indicators, and management levers in the hospital setting (clinical governance, quality, safety, value-based healthcare, basic budgeting);
critically read an evidence sheet/guideline/HTA and propose operational recommendations.

Educational objectives

At the end, the student will be able to:
describe and correctly use incidence, prevalence, RR/OR/HR, PPV/NPV, sensitivity/specificity, ROC;
recognize determinants and prevention strategies for infectious/non-communicable diseases and addictions;
apply principles of environmental hygiene (water, air, waste, indoor, climate & health) and risk assessments;
interpret global health scenarios (One Health, equity, emergencies, migrations) and preparedness tools;
understand structures, pathways, indicators, and management levers in the hospital setting (clinical governance, quality, safety, value-based healthcare, basic budgeting);
critically read an evidence sheet/guideline/HTA and propose operational recommendations.

Educational objectives

At the end of the course, the student should:
- have acquired knowledge in the field of medicine and surgery, with particular reference to the applications of medical robotics
- have acquired the methodological foundations of medical robotics in medicine and surgery
- be able to define the diagnostic and therapeutic pathways of patients with internal medicine and surgical conditions, with attention to the applications of medical robotics
- know and be able to interpret instrumental diagnostic methods (radiological and laboratory) and their results, with attention to possible applications of medical robotics
- know the main fields of application of medical robotics in medicine and surgery, as well as future perspectives
- be able to interpret, through clinical reasoning, clinical scenarios involving patients with internal medicine and surgical conditions, with knowledge of the potential applications of medical robotics techniques
- have acquired the ability to critically and independently interpret the potential and limitations of medical robotics in the medical and surgical fields
- be able to communicate information, ideas, problems, and solutions related to the course topics, including to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
- have acquired knowledge in the field of medicine and surgery, with particular reference to the applications of medical robotics
- have acquired the methodological foundations of medical robotics in medicine and surgery
- be able to define the diagnostic and therapeutic pathways of patients with internal medicine and surgical conditions, with attention to the applications of medical robotics
- know and be able to interpret instrumental diagnostic methods (radiological and laboratory) and their results, with attention to possible applications of medical robotics
- know the main fields of application of medical robotics in medicine and surgery, as well as future perspectives
- be able to interpret, through clinical reasoning, clinical scenarios involving patients with internal medicine and surgical conditions, with knowledge of the potential applications of medical robotics techniques
- have acquired the ability to critically and independently interpret the potential and limitations of medical robotics in the medical and surgical fields
- be able to communicate information, ideas, problems, and solutions related to the course topics, including to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
- have acquired knowledge in the field of medicine and surgery, with particular reference to the applications of medical robotics
- have acquired the methodological foundations of medical robotics in medicine and surgery
- be able to define the diagnostic and therapeutic pathways of patients with internal medicine and surgical conditions, with attention to the applications of medical robotics
- know and be able to interpret instrumental diagnostic methods (radiological and laboratory) and their results, with attention to possible applications of medical robotics
- know the main fields of application of medical robotics in medicine and surgery, as well as future perspectives
- be able to interpret, through clinical reasoning, clinical scenarios involving patients with internal medicine and surgical conditions, with knowledge of the potential applications of medical robotics techniques
- have acquired the ability to critically and independently interpret the potential and limitations of medical robotics in the medical and surgical fields
- be able to communicate information, ideas, problems, and solutions related to the course topics, including to non-specialist audiences.

Educational objectives

At the end of the course, the student should:
- have acquired knowledge in the field of medicine and surgery, with particular reference to the applications of medical robotics
- have acquired the methodological foundations of medical robotics in medicine and surgery
- be able to define the diagnostic and therapeutic pathways of patients with internal medicine and surgical conditions, with attention to the applications of medical robotics
- know and be able to interpret instrumental diagnostic methods (radiological and laboratory) and their results, with attention to possible applications of medical robotics
- know the main fields of application of medical robotics in medicine and surgery, as well as future perspectives
- be able to interpret, through clinical reasoning, clinical scenarios involving patients with internal medicine and surgical conditions, with knowledge of the potential applications of medical robotics techniques
- have acquired the ability to critically and independently interpret the potential and limitations of medical robotics in the medical and surgical fields
- be able to communicate information, ideas, problems, and solutions related to the course topics, including to non-specialist audiences.

Educational objectives

At the end of the practical-evaluation internship in a surgery setting, the student:
The student is able to put into practice the principles of the patient-doctor relationship: medical interview, contact, information, clarity, acquisition of consent.
The student is capable to obtain medical history and perform a physical examination in the outpatient context
The student has knowledge and capacity to apply the clinical reasoning: to distinguish between primary urgent complaints and secondary problems; to suggest a diagnostic hypothesis and to individualise the diagnostic methods of greater specificity and sensitivity to confirm or reject the hypothesis
The student is skilled to interpret the laboratory exams
The student is skilled to interpret the medical reports of the diagnostic imaging examinations
The student is oriented in decision-making regarding the pharmacological treatment
The student is able to compile the report of hospital admission/discharge and to write a discharge letter
The student is able to judge the appropriateness of the hospital discharge and to suggest the rehabilitation solutions or recovery in other facilities
The student is capable to frame the reason of ospitalization taking into account possible chronic illnesses, further critical conditions and patient’s frailty
The student is able to demonstrate the skills of prevention and sanitary education
The student demonstrates the knowledge and awareness of the National Healthcare System and Local Healthcare System
The student respects the shift schedule, wears appropriate clothes and is well-equipped
The student shows knowledge and awareness of the ward and/or ambulatory
The student interacts in an appropriate manner with the medical personnel, nurses and the department technicians
he student demonstrates the awareness and knowledge of the different roles of the medical team members
The student demonstrates active attitude: makes questions, candidates to perform activities

Educational objectives

At the end of the practical-evaluative internship in a clinical setting, the student:
Implements good practices in the doctor-patient relationship (interview, report, information, clarity, acquisition of consent)
Has the ability to take a medical history and perform a physical examination in an outpatient setting
Knows and knows how to apply clinical reasoning: the ability to identify priority or urgent problems and secondary ones and the ability to propose diagnostic hypotheses and to identify diagnostic tests with greater sensitivity and specificity to confirm or deny the hypotheses
Is able to interpret laboratory tests
Is able to interpret diagnostic imaging test reports
It focuses on decision-making processes relating to pharmacological and non-pharmacological treatment
Is able to fill in the hospitalization admission/discharge report and is able to fill in the discharge letter
Is able to evaluate the appropriateness of the indication for hospitalization and indicate rehabilitation or protected hospitalization paths in other facilities
He proves capable of framing the reason for hospitalization in the context of any chronicity, other critical issues and fragility of the patients
Knows how to indicate prevention and health education actions
Demonstrates knowledge and awareness about the organization of the National Health Service and the Regional Health Service
Respects the start and end times of the shift, dresses appropriately for the role, brings everything necessary with you
Demonstrates knowledge and awareness of the rules of the department (or clinic)
Interacts correctly with the medical, nursing and technical staff of the department
Demonstrates knowledge and awareness of the different roles and tasks of team members
Demonstrates an active attitude (asks questions, proposes to carry out activities).

The overall evaluation of the student derives from the judgment formulated by the individual 1 CFU modules that the student will have completed. A tutor assigned by the course, taking into account the individual judgments for the total of 5 credits foreseen for the TPVES, will express the overall judgment of suitability.

Educational objectives

At the end of the practical-evaluative internship the student in the general medicine settings:
Implements good practices in the doctor-patient relationship (interview, report, information, clarity, acquisition of consent)
Has the ability to take a medical history and perform a physical examination in an outpatient setting
Knows and knows how to apply clinical reasoning: the ability to identify priority or urgent problems and secondary ones and the ability to propose diagnostic hypotheses and to identify diagnostic tests with greater sensitivity and specificity to confirm or deny the hypotheses
Is able to interpret laboratory tests
Is able to interpret diagnostic imaging test reports
It focuses on decision-making processes relating to pharmacological and non-pharmacological treatment
Is able to fill in the hospitalization admission/discharge report and is able to fill in the discharge letter
Is able to evaluate the appropriateness of the indication for hospitalization and indicate rehabilitation or protected hospitalization paths in other facilities
He proves capable of framing the reason for hospitalization in the context of any chronicity, other critical issues and fragility of the patients
Knows how to indicate prevention and health education actions
Demonstrates knowledge and awareness about the organization of the National Health Service and the Regional Health Service
Respects the start and end times of the shift, dresses appropriately for the role, brings everything necessary with you
Demonstrates knowledge and awareness of the rules of the department (or clinic)
Interacts correctly with the medical, nursing and technical staff of the department
Demonstrates knowledge and awareness of the different roles and tasks of team members
Demonstrates an active attitude (asks questions, proposes to carry out activities)

Educational objectives

General objectives
• Understand the role of public health in protecting individual and collective health.
• Acquire skills in disease prevention and health promotion in the living and working places
Knowledge and understanding
• Principles of epidemiology and epidemiological methodology for analyzing health problems.
• Regulations and prevention strategies in the workplace.
• Environmental, chemical, physical and biological risk factors in the contexts worked
Application skills
• Ability to plan and evaluate prevention and health promotion interventions.
• Use of tools for monitoring and controlling the working environment.
• Analysis of epidemiological data for the management of health risks
Critical and transversal skills
• Understanding of organizational and training processes related to occupational medicine.
• Ability to communicate effectively with healthcare professionals, workers and institutions

Educational objectives

General objectives
• Understand the role of public health in protecting individual and collective health.
• Acquire skills in disease prevention and health promotion in the living and working places
Knowledge and understanding
• Principles of epidemiology and epidemiological methodology for analyzing health problems.
• Regulations and prevention strategies in the workplace.
• Environmental, chemical, physical and biological risk factors in the contexts worked
Application skills
• Ability to plan and evaluate prevention and health promotion interventions.
• Use of tools for monitoring and controlling the working environment.
• Analysis of epidemiological data for the management of health risks
Critical and transversal skills
• Understanding of organizational and training processes related to occupational medicine.
• Ability to communicate effectively with healthcare professionals, workers and institutions

Educational objectives

General objectives
• Understand the role of public health in protecting individual and collective health.
• Acquire skills in disease prevention and health promotion in the living and working places
Knowledge and understanding
• Principles of epidemiology and epidemiological methodology for analyzing health problems.
• Regulations and prevention strategies in the workplace.
• Environmental, chemical, physical and biological risk factors in the contexts worked
Application skills
• Ability to plan and evaluate prevention and health promotion interventions.
• Use of tools for monitoring and controlling the working environment.
• Analysis of epidemiological data for the management of health risks
Critical and transversal skills
• Understanding of organizational and training processes related to occupational medicine.
• Ability to communicate effectively with healthcare professionals, workers and institutions

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the course, students must be able to recognize the main clinical emergencies in surgery, internal medicine, and critical care.

Educational objectives

At the end of the practical-evaluation internship in a surgery setting, the student:
The student is able to put into practice the principles of the patient-doctor relationship: medical interview, contact, information, clarity, acquisition of consent.
The student is capable to obtain medical history and perform a physical examination in the outpatient context
The student has knowledge and capacity to apply the clinical reasoning: to distinguish between primary urgent complaints and secondary problems; to suggest a diagnostic hypothesis and to individualise the diagnostic methods of greater specificity and sensitivity to confirm or reject the hypothesis
The student is skilled to interpret the laboratory exams
The student is skilled to interpret the medical reports of the diagnostic imaging examinations
The student is oriented in decision-making regarding the pharmacological treatment
The student is able to compile the report of hospital admission/discharge and to write a discharge letter
The student is able to judge the appropriateness of the hospital discharge and to suggest the rehabilitation solutions or recovery in other facilities
The student is capable to frame the reason of ospitalization taking into account possible chronic illnesses, further critical conditions and patient’s frailty
The student is able to demonstrate the skills of prevention and sanitary education
The student demonstrates the knowledge and awareness of the National Healthcare System and Local Healthcare System
The student respects the shift schedule, wears appropriate clothes and is well-equipped
The student shows knowledge and awareness of the ward and/or ambulatory
The student interacts in an appropriate manner with the medical personnel, nurses and the department technicians
he student demonstrates the awareness and knowledge of the different roles of the medical team members
The student demonstrates active attitude: makes questions, candidates to perform activities

Educational objectives

At the end of the practical-evaluative internship in a clinical setting, the student:
Implements good practices in the doctor-patient relationship (interview, report, information, clarity, acquisition of consent)
Has the ability to take a medical history and perform a physical examination in an outpatient setting
Knows and knows how to apply clinical reasoning: the ability to identify priority or urgent problems and secondary ones and the ability to propose diagnostic hypotheses and to identify diagnostic tests with greater sensitivity and specificity to confirm or deny the hypotheses
Is able to interpret laboratory tests
Is able to interpret diagnostic imaging test reports
It focuses on decision-making processes relating to pharmacological and non-pharmacological treatment
Is able to fill in the hospitalization admission/discharge report and is able to fill in the discharge letter
Is able to evaluate the appropriateness of the indication for hospitalization and indicate rehabilitation or protected hospitalization paths in other facilities
He proves capable of framing the reason for hospitalization in the context of any chronicity, other critical issues and fragility of the patients
Knows how to indicate prevention and health education actions
Demonstrates knowledge and awareness about the organization of the National Health Service and the Regional Health Service
Respects the start and end times of the shift, dresses appropriately for the role, brings everything necessary with you
Demonstrates knowledge and awareness of the rules of the department (or clinic)
Interacts correctly with the medical, nursing and technical staff of the department
Demonstrates knowledge and awareness of the different roles and tasks of team members
Demonstrates an active attitude (asks questions, proposes to carry out activities).

The overall evaluation of the student derives from the judgment formulated by the individual 1 CFU modules that the student will have completed. A tutor assigned by the course, taking into account the individual judgments for the total of 5 credits foreseen for the TPVES, will express the overall judgment of suitability.

Educational objectives

At the end of the practical-evaluative internship the student in the general medicine settings:
Implements good practices in the doctor-patient relationship (interview, report, information, clarity, acquisition of consent)
Has the ability to take a medical history and perform a physical examination in an outpatient setting
Knows and knows how to apply clinical reasoning: the ability to identify priority or urgent problems and secondary ones and the ability to propose diagnostic hypotheses and to identify diagnostic tests with greater sensitivity and specificity to confirm or deny the hypotheses
Is able to interpret laboratory tests
Is able to interpret diagnostic imaging test reports
It focuses on decision-making processes relating to pharmacological and non-pharmacological treatment
Is able to fill in the hospitalization admission/discharge report and is able to fill in the discharge letter
Is able to evaluate the appropriateness of the indication for hospitalization and indicate rehabilitation or protected hospitalization paths in other facilities
He proves capable of framing the reason for hospitalization in the context of any chronicity, other critical issues and fragility of the patients
Knows how to indicate prevention and health education actions
Demonstrates knowledge and awareness about the organization of the National Health Service and the Regional Health Service
Respects the start and end times of the shift, dresses appropriately for the role, brings everything necessary with you
Demonstrates knowledge and awareness of the rules of the department (or clinic)
Interacts correctly with the medical, nursing and technical staff of the department
Demonstrates knowledge and awareness of the different roles and tasks of team members
Demonstrates an active attitude (asks questions, proposes to carry out activities)

Educational objectives

To be admitted to the final degree examination, students must have obtained all the credits required by the degree programme, except those related to the final examination, and must have successfully completed the Practical Evaluation Internship (TPV) required for qualification to practise as a medical doctor under current regulations.

The final examination consists of the discussion of a thesis on a medical or biomedical topic prepared under the supervision of a faculty member, demonstrating the student’s ability to apply the scientific method and critically analyse the results.

The final grade, expressed on a 110-point scale, is primarily based on the average grade obtained in curricular examinations and may be supplemented by the Degree Committee based on the quality of the thesis, the presentation and discussion, as well as additional merit elements such as completion of the programme within the regular duration, honours obtained in examinations and participation in international mobility programmes.

The honours distinction (cum laude) may be awarded, by unanimous decision of the Committee, to candidates achieving a final score of ≥ 113/110, in accordance with pre-established criteria defined by the Degree Programme regulations.