MAURIZIO SIBILIO | HEALTH AND HUMAN SCIENCES
MAURIZIO SIBILIO HEALTH AND HUMAN SCIENCES
cod. 1060100048
HEALTH AND HUMAN SCIENCES
| 1060100048 | |
| DIPARTIMENTO DI MEDICINA, CHIRURGIA E ODONTOIATRIA "SCUOLA MEDICA SALERNITANA" | |
| EQF7 | |
| MEDICINE AND SURGERY | |
| 2016/2017 |
| OBBLIGATORIO | |
| YEAR OF COURSE 1 | |
| YEAR OF DIDACTIC SYSTEM 2016 | |
| PRIMO SEMESTRE |
| SSD | CFU | HOURS | ACTIVITY | ||
|---|---|---|---|---|---|
| SCIENZE UMANE E DELLA SALUTE - MOD PEDAGOGIA DELL’INCLUSIONE E DEL BENESSERE | |||||
| M-PED/03 | 2 | 24 | LESSONS | ||
| SCIENZE UMANE E DELLA SALUTE - MOD SOCIOLOGIA | |||||
| SPS/07 | 1 | 12 | LESSONS | ||
| SCIENZE UMANE E DELLA SALUTE - MOD PSICOLOGIA SOCIALE | |||||
| M-PSI/05 | 1 | 12 | LESSONS | ||
| SCIENZE UMANE E DELLA SALUTE - MOD BIOETICA | |||||
| MED/43 | 1 | 12 | LESSONS | ||
| SCIENZE UMANE E DELLA SALUTE - MOD CHIRURGIA GENERALE | |||||
| MED/18 | 1 | 12 | LESSONS | ||
| SCIENZE UMANE E DELLA SALUTE - MOD STORIA DELLA MEDICINA | |||||
| MED/02 | 1 | 12 | LESSONS | ||
| SCIENZE UMANE E DELLA SALUTE - MOD PEDAGOGIA CLINICA | |||||
| M-PED/01 | 2 | 24 | LESSONS | ||
| Objectives | |
|---|---|
| THE TYPE OF TEACHING IS AIMED AT THE DEVELOPMENT OF PSYCHOSOCIAL AND MEDICAL-REAL "PROFESSIONAL COMPETENCE" AND "PROFESSIONAL VALUES". IT SHALL BE BASED ON THE IMPORTANCE OF INTEGRATING THE BIOMEDICAL PARADIGM OF "CURE DISEASE" WITH THE PSYCHO-SOCIAL PARADIGM OF "TAKING CARE OF THE HUMAN BEING" IN METAPARADIGMA OF "COMPLEXITY OF CARE." THIS SPECIFIC MISSION IS THEREFORE TIME TO TRAIN A DOCTOR, FOR AN INITIAL VOCATIONAL LEVEL, WHO OWNS A DISCIPLINARY, CROSS-INDUSTRY AND INTEGRATED VISION OF THE MOST COMMON PROBLEMS OF HEALTH AND DISEASE. |
| Prerequisites | |
|---|---|
| BASIC CULTURAL KNOWLEDGE OF SECONDARY SCHOOL |
| Contents | |
|---|---|
| MED/02 ORIGINS OF MEDICINE; REVOLUTION HIPPOCRATIC; MEDICINE HELLENISTIC; ARAB; MEDIEVAL MEDICAL SCHOOLS IN ANCIENT ROME; THE SALERNO MEDICAL SCHOOL; ANATOMICAL AND PHYSIOLOGICAL AND THE REVOLUTION M-PED/03 AND M-PED/01 KNOWLEDGE AND ACQUISITION OF METHODOLOGIES TO FACILITATE A CLINICAL APPROACH AND AN EMPATHIC RELATIONSHIP IN CASE OF DISABILITIES. THE CLINICAL ASPECT, A FUNDAMENTAL AND INTEGRATING ELEMENT OF EDUCATIONAL SCIENCES, REPRESENTS THE COMPLEMENTARY NECESSARY CONDITION FOR THE INDIVIDUALIZED INTERVENTION FOR SUBJECTS WITH DISABILITY AND SPECIAL EDUCATIONAL NEEDS. THE COURSE FACES UP THE STUDY AND THE ANALYSIS OF DYNAMICS DERIVING FROM THE EDUCATIONAL RELATIONSHIP WITH THE DISABLED AND THE MULTI-SENSORIAL AND EMOTIONAL-AFFECTIVE CONSEQUENCES INVOLVED IN THE LEARNING PROCESS. THE FIELD OF APPLICATION ON THE CASES OBSERVED AS “DIFFERENT PROBLEMATIC SITUATIONS” HAS TO GRANT AN INTERCONNECTION BETWEEN EDUCATION, COGNITIVE STYLES AND EVOLUTIONARY PROCESSES OF LEARNING, ORIENTING THE STUDY TO “PEDAGOGIC CARE”, TO THE PREVENTION OF DISEASE, TO THE PROMOTION OF THE WELLBEING OF THE PERSON. THE FORMATIVE ACTION IN SPECIAL AND CLINICAL PEDAGOGY NECESSARILY INVOLVES A PARTICULAR “CLINICITY” OF THE RE-EDUCATIONAL INTERVENTION OF THE PEDAGOGIST, WHO WORKS IN A SPECIFIC SCIENTIFIC DIMENSION, TO FACILITATE AN “ACTION IN SITUATION”. THE PEDAGOGIC FIELDS OF COMPETENCE, NOT ONLY CONFINED IN A DIDACTIC AND SCHOOL CONTEXT, MUST OFFER TO THE STUDENT AUTONOMOUS AND EFFECTIVE TOOLS FOR A TOTAL AND QUALIFIED PROFESSIONAL INCLUSION IN THE WORLD OF EMPLOYMENT. M-PSI/05 DEFINITION AND OBJECT OF STUDY OF SOCIAL PSYCHOLOGY THE THEORETICAL MODEL OF LEWIN DYNAMICS OF SOCIAL GROUPS, ESPECIALLY FOR THE HEALTH CARE SETTING SOCIAL AND COMMUNICATIVE ASPECTS SPS/07 MAIN APPROACHES TO THE SOCIOLOGY OF HEALTH AS STRUCTURAL/FUNCTIONALIST, PHENOMENOLOGICAL, INTERACTION, RELATIONAL, SYSTEMIC AND RADICAL CONSTRUCTIVIST, ALL MODELS AND TECHNIQUES OF INTERVENTION UTILIZED IN DIFFERENT HEALTH AREAS. MED/43 GENERAL BIOETHICS: DEFINITION AND METHODOLOGY OF BIOETHICS, PRINCIPLES AND THEORIES IN ETHICS AND BIOETHICS. ETHICS, BIOETHICS AND LAW. THE CODE OF MEDICAL ETHICS. CLINICAL BIOETHICS: THE DOCTOR - PATIENT RELATIONSHIP; BEGINNING AND END OF LIFE.EUTHANASIA, AGGRESSIVE TREATMENT; THE CONCEPT OF BRAIN DEATH AND ORGAN TRANSPLANTATION; HUMAN GENETICS AND EUGENICS; RESEARCH ON HUMANS AND NON-HUMAN ANIMALS; JUSTICE AND THE DISTRIBUTION OF RESOURCES, SHORT-TERM KNOWLEDGE ON THE CENTERS OF BIOETHICS AND THE ETHICS COMMITTEES. MED/18 NOZIONI E FONDAMENTI DI CHIRURGIA GENERALE E DI EMERGENZA |
| Teaching Methods | |
|---|---|
| LECTURES AND TUTORIALS |
| Verification of learning | |
|---|---|
| ORAL INTERVIEW AND/OR WRITTEN TEST |
| Texts | |
|---|---|
| PALMONARI A, CAVAZZA N., RUBINI M. (2002), PSICOLOGIA SOCIALE. IL MULINO AA.VV. (2008), IL LINGUAGGIO DELLA SALUTE. COME MIGLIORARE LA COMUNICAZIONE TRA MEDICO E PAZIENTE. SPERLING & KUPFER MANNESE E., PENSIERO ED EPISTEMOLOGIA: SAGGIO SULLA PEDAGOGIA CLINICA, PENSA EDITORE, LECCE 2011. CAMBI F., BUGLIANI A., MARIANI A., ORTEGA Y GASSET E LA BILDUNG, UNICOPOLI, 2007. G. CERSOSIMO (2014), LA SCOPERTA DELLA SALUTE. FORME, RELAZIONI E INTERAZIONI DELLA COMUNICAZIONE SANITARIA LIGUORI, NAPOLI PARTS TO STUDY INTODUCTION, CHAPTERS 1,2,3 MICHELE ARAMINI, INTRODUZIONE ALLA BIOETICA, MILANO, GIUFFRÈ EDITORE, 2003 E. SGRECCIA, LA BIOETICA NEL QUOTIDIANO, MILANO, V E P EDITORI, 2006 CORONA F., SPECIAL EDUCATIONAL NEEDS, ARACNE EDITRICE, ROMA, 2014 AA.VV., DSA - ELEMENTI DI DIDATTICA PER I BISOGNI EDUCATIVI SPECIALI, ETAS - RCS LIBRI S.P.A., MILANO, 2013. P. CRISPIANI, PEDAGOGIA CLINICA DELLA FAMIGLIA CON HANDICAP. ANALISI E STRUMENTI PROFESSIONALI, JUNIOR, 2008 LESSONS SLIDES DIONIGI R. : CHIRURGIA – ELSEVIER 2011 PAVONE, M. (2014). L’INCLUSIONE EDUCATIVA. INDICAZIONI PEDAGOGICHE PER LA DISABILITÀ. MILANO: MONDADORI. |
| More Information | |
|---|---|
| OBLIGATORY ATTENDANCE FOR 75% OF THE HOURS ORE |
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