Internal Medicine, Neurology, PREVENTIVE AND REHABILITATIVE MEDICINE

Module PREVENTIVE AND REHABILITATIVE MEDICINE

(ACCORDING TO THE 5 DUBLIN DESCRIPTORS)

1. Knowledge and Understanding – The student must demonstrate knowledge and understanding of:

- the main risk factors for diseases and the different levels and types of prevention;

- the fundamentals of preventive medicine and the organization of the National Health System;

- the strategies and techniques for health promotion and health education aimed at individuals and the community;

- the principles of prevention applied to the concepts of chronicity, disability, and rehabilitation;

- the concepts of clinical risk, adverse events, and sentinel events, and the principles of appropriate care.

2. Ability to Apply Knowledge and Understanding – The student must be able to:

- apply theoretical knowledge to prevention, rehabilitation, and health promotion contexts;

- use conceptual and operational tools for the identification and prevention of risk factors;

- contribute to the design of preventive and rehabilitative interventions within healthcare services;

- interpret and apply guidelines and recommendations for clinical risk management.

3. Independent Judgment – ​​The student must demonstrate:

- critically evaluate the impact of risk factors on individual and community health;

- analyze clinical and organizational scenarios from a preventive and rehabilitative perspective;

- develop judgment skills in the areas of prevention, healthcare safety, and health promotion;

- place preventive activities within the biopsychosocial model.

4. Communication Skills – The student must be able to:

- use technical and scientific language appropriate to the contexts of preventive and rehabilitative medicine;

- communicate complex concepts related to prevention and health promotion clearly and effectively;

- interact knowledgeably within the multidisciplinary rehabilitation team, enhancing their professional role.

5. Learning Ability – The student must demonstrate:

- the ability to independently learn and rework the content covered;

- develop the ability to continuously update their knowledge in the areas of prevention and public health;

- critically use reference texts, guidelines, institutional documents, and the teaching materials provided.

Contribution of teaching to the objectives of the 2030 Agenda for Sustainable Development - GOAL 3: Health and Wellbeing (ensure health and well-being for all and for all ages):

- Target 3.4 By 2030, reduce premature mortality from non-communicable diseases by one third through prevention and treatment and promote health and well-being;

- Target 3.d Strengthen the capacity of all countries, especially developing countries, to prevent, reduce, and manage national and global health risks;

- Method: frontal lesson + any additional didactic material.

Frontal interactive lessons, supported by slides, videos, and tutorials

Any seminar

Preventive medicine and National Health System. Levels and methodologies of prevention

Risk factors: definition, methods, and identification techniques. The role of the healthcare professional operators

Prevention, chronicity, and disability. Rehabilitation and reintegration. Planning tools and preventive and rehabilitative assistance

Clinical risk, adverse event, and "sentinel" event: definition, prevention, and management. Guidelines and appropriateness of care

Textbooks of the Italian Minister of Health (consulation handbook)

Oral exam. Elements to be evaluated: relevance of the answers, quality of their contents, ability to connect with other topics within the program, ability to report examples, quality of technical language, and overall expressive ability.

To guarantee equal opportunities and in compliance with current laws, students can request a meeting in order to plan any compensatory and/or dispensatory measure, according to the educational goals and specific needs. In this case, it is advisable to contact the CInAP (Centre for Active and Participated Integration - Services for Disabilities and/or SLD) professor of the Department where the Degree Course is included.

How many levels of prevention are there, what are their objectives and related methodologies?

How are the guidelines for the prevention and management of clinical risk established?

What is the meaning of the bio-psycho-social model and which are its main applications?