Course Syllabus
Obiettivi
Acquisire competenze nella gestione tutoriale dei casi PBL per studenti di Medicina (SMS).
Contenuti sintetici
La metodologia didattica sarà incentrata sul modello PBL (Problem-based Learning).
Il corso si basa su una presentazione formale del metodo PBL seguita da un'attività interattiva su modelli di casi, role-play con il coinvolgimento progressivo di tutti i partecipanti.
Programma esteso
Sessione 1
- Problem-based learning: auto valutazione iniziale
- Limiti e vantaggi dei metodi didattici convenzionali
- Introduzione al the PBL: principi, storia, obiettivi
- Spunti pratici per costruire un caso PBL
Sessione 2: pratica - casi pratici di PBL
Sessione 3 - Role-play nei casi PBL
Sessione 4: Valutazione della performance - Restituzione dei risultati
Prerequisiti
nessun prerequisito per -tutor
dal 3° anno per Studenti SMS
Modalità didattica
n. 8 ore di formazione teorica, metodologia del PBL, si articola in lezioni alternate a discussioni in aula con il supporto di materiale didattico.
Materiale didattico
Henk G Schmidt et al. The process of problem-based learning: what works and why.
Medical Education 2011: 45: 792–806. doi:10.1111/j.1365-2923.2011.04035.x
John A Spencer, Reg K Jordan: Learner centred approaches in medical education
BMJ VOLUME 318 8 MAY 1999
Elaine H. J. Yew et al. Is learning in problem-based learning cumulative?
Adv in Health Sci Educ (2011) 16:449–464 - DOI 10.1007/s10459-010-9267-y
D A Kilroy. Problem based learning. Emerg Med J 2004;21:411–413. doi: 10.1136/emj.2003.012435
Periodo di erogazione dell'insegnamento
second semester
Modalità di verifica del profitto e valutazione
presenza per oltre il > 75% del tempo
discussione orale alla fine della giornata
valutazione finale: idoneo /non Idoneo
Orario di ricevimento
su appuntamento (mail stefano.fagiuoli@unimib.it)
Sustainable Development Goals
Aims
The aim of the course is to prepare the tutors that shall be involved in conducting the PBL case discussions during the SMS (School of Medicine and Surgery) course at the ASST-Papa Giovanni XXIII hospital.
Contents
The teaching methodology shall be centered on the PBL (Problem-based Learning) model, The Course is based on a formal presentation of the PBL method followed by an interactive activity on Case-models, Role-play with the progressive involvement of all participants
Detailed program
Session 1
- Problem-based learning: initial self assessment
- Limits and advantages of conventional teaching methods
- Introduction to the PBL learning method: principles, history and objectives
- Practical tips to build a PBL case
Session 2 pratice
- PBL cases practice
Session 3 - Role-play in PBL clinical cases
Session 4 performance evaluation - Restitution of student’s performance
Prerequisites
none for tutors.
from 3 rd year for SMS Students
Teaching form
N. 8 hours of theorethical & practical formation.
The teaching methodology shall be centered on the PBL (Problem-based Learning) model,
The Course is based on a formal presentation of the PBL method followed by an interactive activity on Case-models, Role-play with the progressive involvement of all participants
Textbook and teaching resource
Henk G Schmidt et al. The process of problem-based learning: what works and why.
Medical Education 2011: 45: 792–806. doi:10.1111/j.1365-2923.2011.04035.x
John A Spencer, Reg K Jordan: Learner centred approaches in medical education
BMJ VOLUME 318 8 MAY 1999
Elaine H. J. Yew et al. Is learning in problem-based learning cumulative?
Adv in Health Sci Educ (2011) 16:449–464 - DOI 10.1007/s10459-010-9267-y
D A Kilroy. Problem based learning. Emerg Med J 2004;21:411–413. doi: 10.1136/emj.2003.012435
Semester
second semester
Assessment method
Attendance for > 75% of the whole course
oral discussion at the end of the day
the final assessment shall be : qualify/non qualify
Office hours
by appointment (mail stefano.fagiuoli@unimib.it)
Sustainable Development Goals
Staff
-
Stefano Fagiuoli
