Dental School

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

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

The teacher advises to deepen the theoretical topics of the lessons from the beginning of the course. For further information, the books are: ANGELETTI L.R., GAZZANIGA V., Storia, filosofia ed etica generale della medicina. Milano, Masson, 2014 MARINOZZI S. (ed.), Medicina, eugenica e Shoah. Sapienza University Press, 2017 Gerrig R.J., Zimbardo P.G., Anolli L.M., Psicologia generale, Pearson Italia, Milano-Torino, 2012. Le competenze relazionali in ambito sanitario. Per una formazione all'agire riflessivo di A. Cunti, F. Lo Presti, F. Sabatano ed. Carocci

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

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

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