The service is intended to support the proper integration of students in the degree course through, in particular, specific tutoring activities aimed at students enrolled in the first year of the course, as well as to promote effective career advancement by students through, in particular, assistance in the compilation of individual programmes of study, ongoing guidance activities, designed to encourage students to choose the course of study that best suits their characteristics, as well as remedial activities for students in difficulty.
At the same time as enhancing the tools for assessing students' incoming skills, especially for those with a high drop-out rate, the University provides remedial teaching activities and ensures adequate tutoring services throughout the university course, calibrated to take into account the evaluation mechanisms of the courses of study, in order to pursue the result of improving the quality of the same, providing tutors for each individual degree course.
Guidance and ongoing tutoring, therefore, take on particular significance in view of the growing importance of the improvement and success, from an educational point of view, of regularly enrolled students, an aspect that cannot, however, disregard the initial level of basic skills of incoming students, which contributes significantly to the underperformance of enrolled students. In order to improve specific performance, the university has set out to develop a series of actions aimed at integrating and strengthening the core subject areas, as well as implementing supplementary preparatory and propaedeutic courses for examinations. In this sense, didactic tutoring can facilitate the completion of studies on time and, in particular, reduce first-year drop-outs. The aim is to guide and assist students throughout their studies, to make them active participants in the educational process, to remove obstacles to successful attendance of course units, including through initiatives tailored to the needs, aptitudes and requirements of individuals.
Tutoring and tutorial sessions also make it possible to support both the process aimed at increasing the number of students who enrol in the second year of the same degree class, having acquired an adequate number of university credits in relation to the cohort of enrolled students in the previous academic year, and the process aimed at increasing the number of graduates who obtain their final degree within the normal duration of the degree course.
The course has at its disposal the collaboration of employees of the National Health Service in the role of Directors of Professionalising Teaching Activities (DADPs), who assist the Course President and are responsible for the planning and coordination of teaching and training activities:
La Sala Rachele
Gotri Lucia
Merlini Cinzia
of the following didactic tutors who are responsible for facilitating the student's entire training pathway (revised due to the health emergency), also by planning personalised pathways:
AOUPR training location:
Cristina Casubolo
Pasquale La Torre
Sandrino Luigi Marra
Michele Minari
Giulia Pelosi
Rita Romano
Michele Martelli
Chiara Taffurelli
AUSLPC training location
Maurizio Beretta
Giovanna Casella
Massimo Guasconi
Daniela Opizzi
Sara Posla
Pierangela Pompini
Francesca Costa
Rosaria Sanfratello
AUSLPR training location
To be confirmed
Anatomy and physiology laboratory sessions were set up and rescheduled in the anatomy and pathology classroom for students from the three training locations and clinical sessions in distance learning mode.
Professionalising workshop activities and customised placements were implemented for students in difficulty (as per the forms customised and signed, including by the students).
The course also has approximately 900 nurses from the national health service at the three locations who provide 'clinical' tutoring during the student's practical placement, at a tutor/student ratio of 1:1, verifying that the learning pathway is regular and corresponds to the objectives of the placement. In order to ensure the maintenance of the tutoring skills of clinical tutors, a training course with experts on specific topics was initiated: tutoring strategies, the assessment process and learning models of the trainee student. The training was preceded and guided by a field study involving approximately 350 clinical tutors with the aim of describing tutoring skills.
