INTERNSHIP YEAR 3
Learning outcomes of the course unit
The third year internship aims to consolidate and refine all the basic technical skills that will be the core curriculum of the student who is about to enter the workplace.
During this year, the student will not only be able to learn complex and specialized technical methods, but in particular to demonstrate his ability to think and think critically about what he has learned and experienced.
It is indispensable that the student passes the second year internship and completed the full-time attendance plan. Prior to the date of appeal.
Course contents summary
In the third year internship as well as in the first two years, we will continue to seek to stimulate and develop students in critical and motivational intelligence to facilitate the practical learning of sophisticated specialized analytical methods Those previously learned.
Rotary students will therefore gradually be included in the specialized fields of the attending workshops and will be asked to learn to act autonomously by developing reasoning skills to analyze the criticalities found for problem solving.
It will also be required to learn how to formulate an Operating Instructions and to show understanding of simple analytical / instrumental methods written in English.
The third year apprenticeship program envisages the rotation of students in all the laboratories frequented in the previous years, included in the specialized fields so that they can be guaranteed the consolidation of acquired knowledge and skills.
In particular, the student must learn:
- Perform manual and automated methods fully autonomy supervised by the clinical tutor;
- be able to detect and report inappropriately the non-conformities;
- actively participate in improvement processes;
- to demonstrate reflective and critical analysis capacity for improvement;
- to demonstrate the ability to recognize the priorities for carrying out the investigations required under emergency and emergency (supervision by the clinical tutor);
- be able to individually identify the scope of interest in which to propose a subject of study aimed at the design of the final thesis.
The teaching material will be provided to students by clinical tutors, co-ordinators of different training venues and DADP.
Teaching and apprenticeship strategies are designed to consider the following pedagogical principles and values:
- use a learning model from experience;
- empowering the student by using self-directed learning methods by applying the pedagogical principles of adult learning;
- tutoring (by experienced professionals) to ensure constant supervision and to encourage the student learning process;
- ensure the transparency of the evaluation process.
Students will be informed in advance of the standards that will be used to evaluate their performance and on what elements will contribute to the final vote.
It will therefore be necessary for them to use a notebook throughout the internship to note any doubts and critical points to discuss with the tutors or the DADP during the various moments of feedback aimed at achieving critical thinking.
Assessment methods and criteria
The expected learning outcomes, dubbed in Dublin descriptors, are:
- knowledge and comprehension skills applied;
- autonomy of judgment;
- communicative abilities;
- ability to learn.
The assessment of learning involves an individual interview followed by practical tests that will be carried out in one of the internships within the Parma Hospital-University Hospital attended by the student during the course year. This test, decided in agreement with the Examination Committee, will be based on the assessment of the technical skills obtained through the practical implementation of one of the activities envisaged in the training program
Nothing to report.