Learning objectives
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 technical and specialist techniques, but also to demonstrate his ability to think and think critically about what is learned and experimented.
Prerequisites
It is indispensable to have passed the Second Year Apprenticeship Examination and have completed the entire duration of the study plan prior to the date of appeal.
Course unit content
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.
Rotating students will be gradually included in the specialized fields of the labs that are attending and will be asked to learn to act autonomously, 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.
Full programme
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 inappropriate non-conformities.
• Participate actively in improvement processes.
• Show reflective and critical analysis skills for improvement.
• Demonstrate how to recognize the priority of performing 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 designed to design the final thesis.
Bibliography
The teaching material will be provided to students by clinical tutors, co-ordinators of different training venues and DADP.
Teaching methods
Teaching and apprenticeship strategies are designed to consider the following pedagogical principles and values:
• use a learning model from experience;
• responding to the student by using self-directed learning methods by applying the pedagogical principles of adult learning;
• make tutoring (by experienced professionals) able to ensure constant supervision and facilitate the learning process of students;
• 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.
Students will therefore be required to use a notebook throughout the internship to note any doubts and critical points to discuss with tutors or DADP at different times of feedback to reach a critical thinking.
Assessment methods and criteria
The expected learning outcomes, dubbed in Dublin descriptors, are:
• Knowledge and understanding skill.
• Knowledge and understanding skills applied.
• Autonomy of judgment.
• Communicative Skills.
• Ability to learn.
The assessment of learning involves an Individual Interview which will be followed by a practical test 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, agreed in agreement with the Examination Committee, will be based on the assessment of the technical skills gained through the practical implementation of one of the activities envisaged in the training program.
Other information
Nothing to report.
