Speech and Language Therapy REPLICA B - ASL ROMA 6 - ARICCIA (RM)

Introduction to the course; motor system; sensory system; cranial nerves; higher cognitive functions; movement disorders; consciousness and its disorder; epilepsy; neuroradiology; neurosonology; sleep disorders; neurophysiological techniques; neuromuscular diseases; dementia; cerebrospinal fluid and its disorders; cerebrovascular diseases; subarachnoid hemorrhage-aneurysms; meningitis/encephalitis; headaches; multiple sclerosis; vegetative system and its disorders;brain tumors; cranial trauma.

To undertake the neurology course, it is helpful to have a series of cultural and curricular prerequisites that provide a solid foundation for learning and understanding complex neurological concepts. Some common cultural and curricular prerequisites include: Basic knowledge of biomedical sciences: An adequate foundational understanding of biomedical sciences such as anatomy, physiology, and pathology. Familiarity with the basic principles of how the human body functions provides a solid basis for comprehending neurological concepts. Interest in neurology: Interest and curiosity in the field of neurology are important cultural prerequisites. Being motivated to learn and delve into neurological concepts aids in assimilating complex information and fosters greater engagement in the course. Ability for independent study and self-learning: The course requires individual study skills and self-directed learning. The ability to organize study time, synthesize complex information, and integrate new concepts is crucial. Scientific approach: A scientific and critical approach is essential for understanding neurology. The ability to analyze acquired knowledge in clinical practice is fundamental. Communicative skills: Communication skills are crucial for collaborating with colleagues and patients in the context of neurology. The ability to communicate clearly and comprehensibly, both in written and verbal form, is vital for effective clinical practice.

Compendio di neurologia - tab edizioni; ISBN: 978-88-9295-114-3

Attendance in the course is expected to follow a specific mode, with students required to attend at least two-thirds of the lectures. Attendance will be recorded in the classroom to monitor student presence.

The examination method adopted to assess learning includes a multiple-choice quiz followed by a brief oral interview. The multiple-choice quiz will consist of a series of questions covering the main topics discussed during the course. Students will need to select the correct answer from the options provided. This format allows testing comprehension and the ability to apply the learned concepts. After the quiz, a short oral interview will be conducted. During this interview, students will have the opportunity to discuss their quiz answers and further delve into the topics covered. This phase allows students to demonstrate their critical reasoning skills and articulate their knowledge in greater depth. Furthermore, a mid-term self-assessment test is scheduled to allow students to evaluate their own level of learning. This test may consist of a quiz (similarly to the examination test) that students will complete individually. This process of self-assessment provides them with an opportunity to reflect on their knowledge and identify any gaps or areas for improvement. By employing this examination method that combines multiple-choice quizzes, oral interviews, and mid-term self-assessment tests, a comprehensive overview of students' learning is obtained. It enables them to demonstrate their knowledge, reasoning abilities, and autonomously assess their progress in the course.

The course offers various teaching modalities to promote student learning: Lectures: Topics are presented in the classroom. During these lectures, the instructor provides theoretical explanations, illustrates complex concepts, and uses visual aids such as slides, diagrams, or videos to facilitate understanding. Flipped classroom: Students receive study materials in advance (slides and handouts) to explore independently before the class. During in-class sessions, time is dedicated to furthering the topics, discussing case studies, problem-solving, and engaging in interactive activities. This way, students can apply the acquired knowledge and ask questions to the instructor for better comprehension. Quizzes and in-class activities: Multiple-choice quizzes or interactive activities may be administered during the lectures to assess student understanding and promote interaction. Quizzes can be used to test acquired knowledge, stimulate critical thinking, and provide immediate feedback to students on their performance. Discussion of clinical cases: Real or simulated clinical cases may be presented during the course to promote the practical application of theoretical knowledge. Students are encouraged to analyze the case, identify issues, and propose solutions or treatment plans based on the learned neurological knowledge. Individual study and group work: Students are required to dedicate time to individual study to delve deeper into the course content. Additionally, group assignments may be assigned to foster collaboration and discussion among students, encouraging the exchange of ideas and mutual learning. The use of various teaching modalities, such as lectures, flipped classroom, quizzes, discussion of clinical cases, and practical activities, aims to provide students with a comprehensive, engaging, and multidimensional learning experience in the field of neurology.