Academic Regulations of the Degree Courses Council of the Single Cycle Degree Programme in Medicine and Surgery

Academic Regulations of the Degree Courses Council of the Single Cycle (Bachelors+Masters) Degree Programme in Medicine and Surgery

The academic regulations have been unanimously approved by the Council of the Faculties of Medicine and Dentistry, Pharmacy and Medicine, and Medicine and Psychology, deliberated in accordance with Ministerial Decree 270/04.

1 - Definition of the educational objectives of class LM-41 Medicine and Surgery

The Degree programmes in Medicine and Surgery are taught over a duration of six years and have been established in the Faculties of Pharmacy and Medicine, Medicine and Dentistry, and Medicine and Psychology.

THE MINISTERIAL TABLE OF CLASS LM-41

Graduates of the single-cycle Degree Programme in Medicine and Surgery will be provided with:

the scientific basis and theoretical-practical preparation required by Directive 75/363/EEC for the practice of the medical profession; the methodology and education necessary for continuing education; and a level of professional, decision-making, and operational autonomy deriving from a training course characterised by a holistic approach to health problems and to healthy or sick individuals and in relation to their chemical-physical, biological, and social environment. For this purpose, the single-cycle Degree Programme includes 360 credits divided over six years of the course, of which at least 60 credits are to be acquired in training activities aimed at developing specific professional skills;

basic theoretical knowledge derived from the basic sciences, as well as its subsequent professional application; the ability to detect and critically evaluate data on the state of health and illness of the individual from a clinical point of view and with a unitary vision which also includes socio-cultural and gender factors, as well as the ability to interpret this data in light of basic scientific knowledge and the knowledge of physiopathology and organ and apparatus pathologies; the skills and experience, as well as the self-assessment ability, necessary to address and resolve priority health issues from a preventive, diagnostic, prognostic, therapeutic, and rehabilitative point of view; knowledge of the historical, epistemological, and ethical dimensions of medicine; the ability to communicate clearly and empathetically with the patient and family; the ability to collaborate with a variety of professional figures in various group health activities; the ability to apply the principles of health economy in medical decisions; the ability to recognise health problems in the community and act in a competent way.

The professional profile of graduates includes knowledge of:

the behaviours and attitudes of the professional profile; the fundamentals and methodology of physics and statistics useful to identify, understand, and interpret biomedical phenomena; biological organisation and basic biochemical and cellular processes of living organisms; basic processes of individual and group behaviour; mechanisms of transmission and expression of genetic information at the cellular and molecular level; the structural organisation of the human body and the main anatomical-clinical applications, from the macroscopic and microscopic level up to the major ultrastructural features and mechanisms through which this organisation is achieved during embryonic development and differentiation; the essential morphological characteristics of the systems, apparatuses, organs, tissues, cells, and subcellular structures of the human body, as well as their principal morphofunctional features; the biochemical, molecular, and cellular mechanisms that form the basis of the pathophysiological processes; the main laboratory methods applicable to the qualitative and quantitative study of pathogenetic determinants and significant biological processes in medicine; the functioning of the various organs of the human body, their dynamic integration into the apparatus, and the general mechanisms of functional control under normal conditions; the main functional findings in healthy individuals; the principal methodologies of imaging and radiation diagnostics and the principles of biomedical technology applications.

Graduates must also:

Have acquired and deepened knowledge regarding the existing interrelations between the basic and clinical sciences consistent with the level of complexity that is inherent in the state of health of a healthy or sick person, with particular regard to the interdisciplinary nature of medicine;

Have developed an integrated approach to the patient which includes critically evaluating not only all aspects of clinical care, but also the relational, educational, social, and ethical aspects involved in the prevention, diagnosis, and treatment of disease as well as in rehabilitation and recovery to the highest possible level of psychophysical well-being.

Graduates of the single-cycle Degree Programme in Medicine and Surgery may practice as physicians/surgeons in various roles and in various clinical, health, and biomedical fields.

For these purposes, graduates must have acquired:

knowledge of the organisation, structure, and normal functioning of the human body in order to maintain a state of health in healthy individuals and understand pathological changes; knowledge of the causes of human illness through the interpretation of fundamental molecular, cellular, and physiopathological pathogenetic mechanisms;

knowledge of basic biological defense mechanisms and pathologies of the immune system, as well as knowledge of the relationship between microorganisms and hosts in human infections and related defense mechanisms;

the ability to correctly apply methodologies to detect clinical, functional, and laboratory findings and critically interpret them from a physiopathological point of view for diagnosis and prognosis; the ability to assess cost benefit ratios in the choice of diagnostic procedures, taking into account the need for both the correct clinical methodology and evidence-based medicine principles;

adequate systematic knowledge of the most relevant diseases of the different apparatuses, including nosographic, etiopathogenetic, pathophysiologic, and clinical aspects, in the context of a unitary and global vision of human pathology; the ability to critically evaluate and correlate clinical symptoms, physical signs, and functional alterations in humans with anatomopathological lesions by interpreting the mechanisms of production and investigating their clinical significance; the ability to use clinical reasoning to analyse and solve the most common and relevant clinical and surgical concerns and the ability to evaluate epidemiological data and apply them in the promotion of health and disease prevention in individuals and communities;

knowledge of the principles on which an individual’s behavioural analysis is based and possession of adequate experience gained through extensive and ongoing interactive learning experiences in the field of physician-patient relations and communication; the ability to communicate with patients and their family members as well as with other health care providers; awareness of their own values and the values of others and the ability to properly use information, training, and health education methodologies; the ability to recognise the principal alterations in behaviour and subjective experience and identify preventive and rehabilitative treatment;

knowledge of anatomopathological frameworks as well as cellular, tissue, and organ lesions and their evolution in relation to the most relevant diseases of the different apparatuses, and knowledge regarding the contribution of the anatomopathologist to the decision-making process with reference to the use of histopathological and cytopathologic diagnostics (including colposcopy and oncocytology) in the diagnosis, prevention, prognosis, and therapy of individual patient illnesses, as well as the ability to interpret anatomical-pathological reports;

the ability to propose various diagnostic imaging procedures and assess the risks, costs, and benefits; the ability to interpret diagnostic images; knowledge of the indications and methodologies for the use of radioactive tracers as well as the ability to appropriately propose, through the assessment of risks and benefits, the therapeutic use of radiation; knowledge of radiation protection principles;

knowledge of the main and most up-to-date laboratory diagnostic methodologies in clinical, cellular, and molecular pathology; the ability to correctly propose various laboratory diagnostic procedures through the assessment of costs and benefits and the rational interpretation of laboratory data;

knowledge of physiopathological, anatomical-pathological, preventive, and clinical issues related to the bronchopneumological, cardiovascular, gastrointestinal, hematopoietic, endocrine-metabolic, immunologic and uronephrological systems, as well as their etiopathogenesis, diagnosis, and treatment; the ability to identify conditions in the above areas that require a specialist;

the ability to recognise the most frequent otorhinolaryngology, odontostomatologic and oral cavity diseases, as well as diseases of the locomotor and visual apparatuses, skin, and veins and their prevention, diagnosis, and treatment; the ability to identify conditions in the above areas that require a specialist;

the ability to recognise, through pathophysiologic, anatomopathological, and clinical studies, the main alterations in the nervous system, psychiatric pathologies, and pathologies of a social context by providing their etiopathogenetic interpretation and identifying their diagnosis and treatment;

ability and sensitivity in incorporating specialist issues into the determination of the overall health of individuals and their general health needs, and the ability to integrate the symptoms, signs, and structural and functional alterations of organs and apparatuses into a global and unitary assessment of the overall health status, aggregating them from a preventive, diagnostic, therapeutic, and rehabilitative point of view;

knowledge of physiological changes during aging and disease states in the elderly; the ability to plan medical and health care interventions for geriatric patients;

the ability to analyse and solve clinical problems of an internist, surgical, and specialist nature by assessing the relationship between benefits, risks, and costs in light of evidence-based medicine principles and diagnostic-therapeutic appropriateness;

the ability to analyse and solve oncologic clinical issues by addressing the therapeutic diagnostic path in light of evidence-based medicine principles; knowledge of pain relief and palliative care;

ability and sensitivity in applying the basic principles of health economics in medical decisions, with particular regard to the cost-benefit ratio of diagnostic and therapeutic procedures, hospital-home therapeutic continuity, and organisational appropriateness;

knowledge of the fundamental concepts of human sciences in terms of the historical evolution of medical values, including epistemological and ethical values;

the ability and sensitivity to critically evaluate medical actions within the health care team;

knowledge of the different classes of drugs, the molecular and cellular mechanisms of their action, the basic principles of pharmacodynamics and pharmacokinetics; knowledge of therapeutic drug use, the variability of responses in relation to gender, genetic, and pathophysiological factors; knowledge of pharmacological interactions and the criteria for the definition of therapeutic schemes; knowledge of the principles and methods of clinical pharmacology, including pharmacovigilance and drug epidemiology, the side effects and toxicity of drugs, and substance abuse;

preventive, diagnostic and rehabilitative knowledge of issues related to the state of health and illness in newborns, children, and adolescents, as far as the expertise of a non-specialist physician is concerned; the ability to identify conditions that require a specialist; the ability to plan essential medical interventions in relation to the main health problems based on the frequency and risk of pediatric diseases;

knowledge of physiopathological, psychological, and clinical issues affecting female fertility and sexuality and dysfunction from a medical sexological point of view; knowledge of natural and assisted procreation from an endocrine-gynaecological point of view, pregnancy, prenatal morbidity and delivery; the ability to recognise the most common forms of gynaecologic pathologies and identify basic preventive and therapeutic measures as well as the conditions that require a specialist;

knowledge of physiopathological, psychological, and clinical issues concerning male fertility and evaluation of male gametes, sexuality, and dysfunction from a medical sexological point of view; knowledge of natural and assisted procreation from an endocrine-andrological point of view; the ability to recognise the most common forms of andrological disease and identify basic preventive and therapeutic measures as well as the conditions that require a specialist;

the ability to recognise, in the immediate nature of the event, clinical emergencies and situations of urgency, taking into account the necessary first-aid measures to ensure survival and the best possible assistance; knowledge of intervention strategies in catastrophic situations;

knowledge of basic standards for the preservation and promotion of individual and community health and the knowledge of norms and practices to maintain and promote workplace health; the identification of situations of specialist competence; knowledge of key legislation regulating health organisations; the ability to indicate the principles and applications of preventative medicine in diverse communities;

knowledge of ethical standards and standards of professional responsibility; the ability to critically evaluate the ethical principles underlying the various possible professional choices; the ability to develop an interdisciplinary and multicultural mentality, especially in collaboration with other members of the health care team; knowledge of the rules and dynamics that characterise group work and an adequate experience in the general work organisation;

knowledge of the features of a multicultural society, with specific reference to diversity and diversification of values and cultures;

a thorough knowledge of the technological and biotechnological development of modern biomedicine, including the principles of scientific research in the biomedical field and the clinical-specialist areas; the ability to search, read, and interpret international literature for the purpose of planning research on specific topics; the development of a mentality for the critical interpretation of scientific data;

adequate experience in independent study and in planning ongoing training; the ability to perform bibliographic and continuing research; the ability to critically read scientific articles derived from the knowledge of the English language which enables the comprehension and continuing usage of international literature;

the written and oral mastery of at least one EU language, in addition to Italian;

the IT skills useful for the management of information service systems and for self-learning;

an adequate knowledge of family and outpatient medicine acquired through practical field experience.

In particular, specific professional skills in the fields of internal medicine, general surgery, pediatrics, obstetrics and gynaecology, as well as in medical and surgical specialty fields, will be acquired through professional training activities for a duration of not less than 60 credits, which will be integrated in a complementary way with other training activities at university health care facilities.

The duration of the single-cycle Degree Programme in Medicine and Surgery is 6 years.

In reference to the study plan, the university academic regulations comply with Directive 75/363/ EEC in regard to the training curriculum and with art. 6, paragraph 3 of Ministerial Decree n. 270/04.

PROFESSIONAL PROFILE AND OCCUPATIONAL AND CAREER OPPORTUNITIES FOR GRADUATES

The professional profile to be trained: physician/surgeon

In order to practice the medical profession, it is necessary to have a Degree in Medicine and Surgery, to pass the State exam, and to register on the Professional Register of the Provincial Order of Physicians and Dentists.

The medical physician has a biomedical-psychosocial professional profile. This profile requires the development of professional competences and values and is based on the integration of the biomedical paradigm of treating the disease with the psycho-social paradigm of taking care of the human being under the meta-paradigm of complexity of care.

This single-cycle Degree Programme aims to train a physician who possesses, at an initial professional level:

a multidisciplinary, inter-professional, and integrated vision of the most common problems of health and illness;

an education aimed at disease prevention, rehabilitation, and health promotion within the community and territory, with a focus on the principles of precision-medicine and a humanistic approach to medicine;

a profound knowledge of the emerging needs of patient-centred healthcare, which is focused not only on the disease, but also on the physical, psychological, social, cultural, and economic conditions of the patient.

Functions of professional practice

Physicians practice their profession within national health service structures or in affiliated or private health facilities in accordance with European Community, national, and regional regulations. Physicians practice with the aim of maintaining or achieving a complete state of health, including psycho-physical and social well-being, in individuals and society. During their professional practice, physicians collaborate with other health professionals and are able to work in a team and coordinate the work of the interprofessional (other health professionals) and professional (other physicians) groups with which they practice.

In order to perform their functions, physicians must strongly identify with their professional role (professionalism). This includes clinical competence, the habitual and correct use of knowledge, communication skills, technical skills, clinical reasoning, emotions, and values which are reflected on in daily practice for the benefit of the individual and the community, the commitment to pursue lifelong professional learning, health promotion, adherence to the ethical principles of the profession, and values such as personal integrity, honesty, altruism, humility, respect for diversity, and transparency with respect to conflicts of interest.

Physicians must therefore maintain: an ongoing commitment to patients and the ability to apply the best clinical practices in compliance with a high ethical profile; an ongoing commitment to society and the ability to understand and meet its expectations in terms of health care; an ongoing commitment to the duties of the profession while respecting the rules and codes of professional ethics; and an ongoing commitment to maintain their mental and physical well-being in order to improve their ability to care for patients’ health.

Greater levels of responsibility and coordination of interprofessional and intraprofessional working groups can be achieved through the acquisition of additional skills in subsequent training courses, such as specialisation schools, regional training schools for general practice physicians, PhDs, and second level professional development programmes.

Skills associated with professional functions

The skills associated with the physician's professional profile have been defined with reference to the international criteria defined by the "CanMEDS Physician Competency Framework", which is valid internationally. According to the concept of "continuum" defined in CanMEDS, the skills listed below will be acquired at an initial level.

Medical Expert: Expert physicians must put the patient at the centre of a high quality and safe treatment process which is based on updated knowledge, clinical skills, and professional values. Physicians must be able to gather information from the patient and interpret it in order to make clinical decisions that lead to a correct diagnosis and targeted therapeutic interventions. Physicians must be aware of the limits of their profession and their decisions must be based on the best clinical practices and scientific evidence, while also taking into consideration the patient's wishes and the economic resources of the health system of the country in which they operate. Their clinical practice must be ethical, up-to-date, able to guarantee an efficient use of available resources, and conducted in close collaboration with patients and their families, as well as with other members of the inter and intraprofessional working group and the community. The main objective of the single-cycle Degree Programme is to provide graduates with updated professional skills as well as lifelong learning skills, and to verify that they have been acquired through evaluation procedures. Knowing how to be a medical expert is central to the development of the profession, and includes other intrinsically linked skills, as specified below:

Communicator: The physician must be able to establish a relationship with patients and their family in order to facilitate the gathering and sharing of information essential for effective treatment. The physician will therefore be able to effectively listen to the patient's story about their illness and explore the symptoms that may be related to the disease. The physician will be able to explore patients’ perspectives of their idea of illness, their fears, and their health expectations, taking into account gender-related differences. Physicians must be able to integrate their scientific knowledge and apply it to the specific context of the patient, their socio-economic status, personal life history, current life, work, and educational and cultural level, and be able to detect social and psychological conditions. In order to put the patient at the center of the treatment process, it is necessary for the physician to communicate their decisions in such a way as to integrate the need for health with the wishes, values, and preferences of the patient. The development of communication skills is an integral part of the core curriculum of the individual courses and is assessed in the related exams.

Collaborator: The physician must be able to work efficiently and effectively with the other members of the intra and interprofessional group in order to provide safe, high quality, and patient-centred care. Effective collaboration requires relationships based on trust, respect, and sharing, and is able to ensure health care continuity. This requires the sharing of knowledge, perspectives, and responsibilities and a willingness to learn from one another.

Leader: The physician will be able to engage with other members of the group to contribute towards a vision based on high quality health care. The physician will then be able to contribute to the development of a health care practice with ongoing quality improvement through an effective collaboration with other health care providers at a local, regional, national, and worldwide level.

Health Advocate: In this role, physicians must put their own experience and influence at the service of the community in order to improve the general state of health and well-being. In this context, the health improvement should not be limited to improving the state of disease, but must also include disease prevention for the promotion and protection of health. This also implies health promotion equality, meaning that individuals and communities should not be disadvantaged on the basis of ethnicity, gender, sexual orientation, age, social class, economic status, or educational level. Physicians must be able to provide support to patients in accessing national health services in a timely manner. The medical-scientific methodology courses teach medical ethics, which are essential for physicians in order to perform their social role.

Scholar: The physician must demonstrate the commitment to achieve and maintain clinical practice excellence through the process of continuing education. Physicians will be able to teach other colleagues, make decisions based on evidence of scientific effectiveness (evidence-based medicine) and actively contribute to clinical innovations through translational scientific research. Physicians will also pursue excellence in their daily work through interactions with other colleagues and by seeking feedback regarding patient satisfaction and safety. They will be able to correctly integrate international scientific efficacy tests into their clinical practice as applied to individual patients with respect to their preferences and values.

Professional: The concept of professionalism implies that the physician must actively commit to the health and well-being of individual patients and the community through proper ethical conduct, high standards of professional behaviour, responsibility towards the profession and society, and maintaining a lifestyle that respects the profession. The awareness of one's own professional identity is central to this role, which requires a perfect mastery of art, science, and medical practice. Physicians must be aware that their professional role fully reflects what modern society expects of them, in terms of clinical competence, lifelong professional learning, health promotion, and complete adherence to ethical standards and values such as personal integrity, altruism, humility, respect for others and for diversity, and transparency with respect to potential conflicts of interest.

Career opportunities

The physician, after passing the State professional licensing exam and registering on the Professional Register of the Provincial Order of Physicians and Dentists, will have the opportunity to work in public or private hospitals or in other local health care structures, such as outpatient facilities, hospices, assisted living residences, drug and pathological addiction centres (SerT, SerD), psychiatric structures, and long-term care centres. They may also practice in treatment and research hospitals (IRCCS), at universities, or as self-employed professionals. Medical graduates can also apply for academic and research careers at universities, public institutions, or private organisations.

In order to be employed by national health service structures, graduates must obtain a specialisation through enrolling in a school of specialisation. In order to practice as a general practitioner, graduates must attend a regional school of general medicine training. In order to enroll in a specialisation school, graduates must pass a national exam. To enroll in a regional school of general medicine training, graduates must pass a regional exam.

SPECIFIC OBJECTIVES OF THE SINGLE-CYLE DEGREE PROGRAMME AND DESCRIPTION OF THE STUDY PLAN

The single-cycle Degree Programme in Medicine and Surgery includes 360 credits, divided over six years of study, of which at least 60 credits are to be acquired in practical training activities aimed at the development of specific professional skills (professional credits). The course is organised in 12 semesters and in no more than 36 integrated courses. Each integrated course is assigned a number of credits by the Didactic Board in compliance with the table of required training activities.

Each credit corresponds to a 25-hour student commitment. One credit may correspond to 12.5 hours of lessons or laboratory or guided exercises, or to 25 hours of professional training (in small groups with a teacher's guidance), assisted study (classroom or laboratory self-study, with teaching assistance), activities chosen by the student, or preparation for the final exam. At least 6 credits are assigned to language training activities, consistent with the degree Programme objective that graduates "must have acquired written and oral mastery of at least one language of the European Union other than Italian.”

The specific mission of the single-cycle degree Programme in Medicine and Surgery involves both biomedical and psychosocial components and is aimed at the development of professional competences and values. It is based on the importance of the integration of the biomedical paradigm of "curing the disease" with the psycho-social paradigm of "taking care of the human being" under the metaparadigm of "complexity of care".

The objectives of the single-cycle degree Programme are therefore aimed at training a physician at an initial professional level who possesses:

a multidisciplinary, inter-professional, and integrated vision of the most common problems of health and illness;

The teaching method adopted provides for a horizontal (different disciplines in the same semester or year) and vertical (similar or complementary disciplines over several years) integration of knowledge. The preclinical study years are aimed at establishing a solid educational and methodological foundation. As the course progresses, the teaching method is mainly centred on the ability to solve problems and make decisions, on early contact with the patient, and on establishing good clinical and relational skills with the patient.

The specific content of the courses and the training objectives are derived from the social expectations of the medical profession in regard to health needs and coincide with the essential knowledge and skills necessary for professional practice which are identified in a shared core curriculum. Professional credits and practical training activities ensure the acquisition of the essential skills identified in the core curriculum. An appropriate balance of vertical and horizontal integration is proposed in the study plan of the single-cycle degree Programme, which includes:

a) the basic sciences, which must be broad and include knowledge of evolutionary biology, molecular biology, and genetics, with a particular focus on the structure and function of the human organism under normal conditions in order to maintain conditions of health and correctly apply translational scientific research;

b) the knowledge of disease processes and the mechanisms that cause them, so as to be able to prevent, diagnose, and treat disease;

c) clinical and methodological medical practice taught through the wide use of tutorial-based teaching which will help students transform theoretical knowledge into personal experience so as to help them develop their own values and interests, and give them the professional skills useful for managing the complexity of medicine;

d) the human sciences, which are essential to understanding the physician figure and the profound values inherent in the profession with respect to the patient and society;

e) acquisition of a scientific, medical, clinical, and professional methodology which is applied to health problems of the individual and the community, taking into consideration population and gender differences.

The acquisition of training objectives is verified through objective evaluation tests which are reliable (not influenced by extraneous factors) and loyal (consistent with the teacher/student learning agreement). Evaluations are performed using valid methodologies suitable to the knowledge, skills, and competences to be verified.

The expected learning outcomes were developed by integrating the European Descriptors (the 5 Dublin descriptors) with those proposed by the Institute for International Medical Education (IIME), the Task Force for Assessment, and "The TUNING Project (Medicine) - Learning Outcomes / Competences for Undergraduate Medical Education in Europe". The learning objectives for the single-cycle degree Programme in Medicine and Surgery are attributed to the different methodological competencies envisaged by the Ministerial Decree of 16/03/2007, art. 3, paragraph 7. The objectives are also consistent with what is included in the "Core curriculum of the Degree Programme in Medicine and Surgery" proposed by the Permanent Conference of Medicine and Surgery degree Programme Presidents (available online: http://presidenti-medicina.it/core-curriculum/).

Knowledge required for access (DM 270/04, art 6, paragraph 1 and 2)

The admission requirements and modalities of access to the single-cycle degree Programme in Medicine and Surgery are governed by national laws and regulations. To be admitted to the degree Programme in Medicine and Surgery, candidates must have a high school diploma or another qualification obtained abroad which is recognised as equivalent.

An adequate initial knowledge of biology, chemistry, physics, mathematics, general culture, inductive and deductive reasoning, and text comprehension are required for admission to the Degree Programme. The possession of this required knowledge is verified during the entrance exam. If the minimum required score is not reached, specific training obligations (OFAs) will be assigned which must be satisfied during the first year of the course.

OFAs are required for students who obtained a mark on the national entrance exam lower than the annually determined minimum threshold. OFAs must be completed during the first year by attending specific recuperation courses, some of which may also be completed online. OFAs should preferably be completed in the first 30-45 days of the first academic year. For these courses, there is a final evaluation that can be completed online.

The fulfillment of OFAs by attending and passing the relevant recuperation course is mandatory for enrollment in the second year of the course. Passing the final exam of the integrated course on the same subject as the OFA exonerates the student from having to take the OFA evaluation exam, but attendance of the OFA recuperation course is mandatory.

Characteristics of the final exam (DM 270/04, Article 11, paragraph 3-d)

To be admitted to take the final degree exam, students must have attended all courses and passed the related exams.

The degree exam focuses on the discussion of an original dissertation by the student under the guidance of a supervisor. The nomination of a co-supervisor is also possible. Discussion of the dissertation will take place in front of a commission nominated in accordance with the Academic Regulations of the University and the Didactic Regulations of the Faculty and of the Degree Programme.

Degree exam commissions have 110 points at their disposal. Students are considered to have passed their degree exam with a minimum grade of 66/110. If the candidate obtains the highest mark, “distinction” (LODE) can be awarded unanimously. Degree exams are public.

EXPECTED LEARNING OUTCOMES ACCORDING TO THE EUROPEAN DESCRIPTORS OF THE TITLE OF STUDY (DM 16/03/2007, Article 3, paragraph 7)

Knowledge and understanding

Graduates must have the knowledge and understanding which enable them to describe and correlate the fundamental aspects of bio-molecular structure with pathological functions and processes, together with the main illnesses of the human being. They must demonstrate an understanding of the principles and skills of argumentation regarding social and economic issues as well as the ethics of human and professional action concerning health and disease.

In this regard, graduates will be able to:

1) correlate the structure and normal functioning of the organism as a network of biological systems in continuous adaptation, interpreting the morpho-functional anomalies found in the various diseases.

2) identify normal and abnormal human behaviour and be able to indicate the determinants and main risk factors of health and disease and of the interaction between people and their physical and social environment, taking into consideration differences in sex/gender and population.

3) describe the fundamental molecular, cellular, biochemical, and physiological mechanisms that maintain the homeostasis of the body and know how to describe the life cycle of the human being and the effects of growth, development and aging on the individual, the family, and the community, while taking into account gender and population differences.

4) illustrate the origin and natural history of acute and chronic diseases, and possess fundamental knowledge related to pathology, pathophysiology, epidemiology, health economics, and the principles of health management. Graduates will also have a good understanding of the mechanisms that determine equality of access to health care and the efficacy and quality of treatment, also in relation to existing gender differences.

5) interpret the global needs of patients and their families from a biopsychosocial point of view at any stage of illness, from diagnosis to the stages of incurability and terminality when they occur, adopting competent forms of communication and an interdisciplinary approach that takes into account the cultural, psychological, and spiritual factors (and not simply somatic needs) that modulate the relationships between patients, their families, and illness. Graduates will be able to discuss overall clinical problems and describe therapeutic diagnostic procedures, taking into consideration the patients’ centrality and knowledge of pain therapy, also in regard to evidence-based medicine.

6) correlate the principles of the action of drugs with their indications, taking into account gender and population differences, and be able to describe the main laboratory, surgical, physical, psychological, social, and other diagnostic interventions in acute and chronic illnesses, rehabilitation, prevention, and end-of-life care.

7) list and discuss the main determinants of health and disease, such as lifestyle, genetic, demographic, environmental, socio-economic, psychological and cultural factors in the population as a whole. This knowledge will be related to the state of international health and to the impact of globalization.

8) discuss the essential elements of professionalism, including the moral and ethical principles and legal responsibilities that underlie the profession.

These objectives are achieved through basic, professional, and related training activities which are organised in integrated courses, thus guaranteeing students a unitary and interdisciplinary preparation.

The general principles determining the organisation of integrated courses are based on FAIR educational theories (feedback, activity, individualisation, relevance), which provide frequent monitoring of the achievement of objectives by students, the centrality of the student within the training process, the customisation of time required by individual students, and the relevance of the proposed training objectives which are based on a national core curriculum.

Teaching forms include lectures, conferences, seminars, discussion groups, and journal clubs. The teaching / learning process also extensively uses small group tutorials, with teacher-tutors who collaborate in the student's learning process by facilitating learning (area tutors) and providing personal support (personal tutors) to students. The use of innovative teaching methods such as flipped classroom, clinical triggers, problem-oriented learning, experiential learning, problem solving, problem setting, decision making, and role playing is strongly encouraged.

Particular attention is also paid to topics of scientific research, through: 1) involvement in the planning of basic research in the first three years of the course, and 2) participation in research programmes during the internship period for the preparation of the final dissertation.

Particular attention is also given to the human sciences through the presence of integrated courses and vertical modules (medical-scientific methodology and human sciences) that accompany students from the first to the last year of the course. For this Dublin descriptor, it is particularly important to acquire the basic theoretical and cognitive prerequisites.

As a general rule valid for all integrated courses, evaluation tests will be based on written tests and/or oral tests. Students will also be assessed through practical training tests (self-assessment tests and progress interviews), written reports on assigned topics, and reflective writings, as well as through the evaluation of the overall profile according to predefined criteria. In addition to traditional oral and written exams, evaluations may also take the form of multiple-choice or short-answer tests.

Evaluation tests are chosen based on objectivity criteria and relevance to the educational objectives. These tests are particularly aimed at evaluating the cognitive and interpretative skills acquired by the student.

Ability to apply knowledge and understanding

Graduates must be able to apply their knowledge to the understanding and resolution of health problems of individuals, paying attention to gender, groups and populations, also regarding new issues and broad and interdisciplinary contexts. Clinical skills must regard the complexity of the health problems of the population, social groups and individual patients, a complexity which is characterized by population dimensions, pluri-pathology and the relationship between biological, socio-cultural and gender-specific factors.

For these purposes, graduates will be able to:

1) correctly compile a medical history, including social aspects, and perform an examination of the physical and mental state of patients. They will be able to apply the principles of clinical reasoning, knowing how to perform the basic diagnostic and technical procedures, analyze and interpret the results in order to correctly define the nature of a medical problem, correctly applying the appropriate diagnostic and therapeutic strategies based on their acquired knowledge and more specifically on precision medicine.

2) establish the diagnoses and therapies in individual patients, also taking into consideration specific gender differences and in accordance with the principles of precision medicine, recognizing every condition that endangers life, knowing how to manage correctly and autonomously the most urgent common medical needs.

3) treat diseases and take care of patients in an effective, efficient and ethical manner, promoting health and avoiding disease, fulfilling the moral obligation to provide medical care in the terminal stages of life, including palliative therapies of symptoms and pain and existential suffering, considering biopsychosocial issues and centred on the patient. They will be aware of the limits of healthcare, especially in incurable chronic degenerative diseases or diseases of the elderly, so that they can set up palliative therapy programmes in the terminal stages of the disease.

4) adopt adequate preventive and protective measures against diseases, maintaining and promoting the health of individuals, their families and the community. They will refer to the basic organization of health systems, which includes policies, organization, funding, restrictive cost measures and the principles of efficient management in the correct delivery of healthcare. They will therefore be able to correctly use local, regional and national surveillance data on demography and epidemiology in their health decisions.

5) respect professional values that include excellence, altruism, responsibility, compassion, empathy, trustworthiness, honesty and integrity, and the commitment to follow scientific methods, maintaining good relations with patients and their families, to safeguard wellbeing, cultural diversity and patient autonomy.

6) correctly apply the principles of moral reasoning and adopt the right decisions regarding possible conflicts in ethical, legal and professional values, including those that may emerge from economic hardship, ethnic or gender differences, or from the marketing of health care and new scientific discoveries. They will respect their colleagues and other health professionals, demonstrating their ability to establish collaborative relationships.

The achievement of these objectives will take place through the attendance of basic, core and related training activities, organized in "specific integrated courses", so as to guarantee the unitary and interdisciplinary vision of the teaching objectives of the degree course.

The general principles of the didactic organization of integrated courses are based on the FAIR educational theories (Feedback, Activity, Individualization, Relevance). These provide frequent feedback on the achievement of student objectives, the central role of students in the training process, the personalization of time requirements for individual students, and consider the relevance of the proposed training objectives, which refer to the core national curriculum.

The didactic forms foreseen include lectures, conferences, seminars, discussion groups and journal clubs. The teaching/learning process also extensively uses tutorials in small groups, with tutors who collaborate in students' learning paths with functions that facilitate learning (area tutors) and personal support to students (personal tutors) . The use of innovative teaching methods such as flipped classroom, clinical triggering, problem oriented learning, experiential learning, problem setting, problem solving, decision making, role-playing is strongly encouraged.

Particular attention is given to the acquisition of practical skills, through: 1) the study of the semeiological basics of clinical sciences at the patients' bedside and in simulation laboratories in the intermediate period (internship organized as guided tutorial activities from the 1st to the 3rd year of the course) ), 2) the attendance of inpatient wards and university outpatient clinics (clinical-clinical clerkship - from the 4th to 6th year of the course) and territorial ones, such as those of General Practitioners and other territorial structures (from the 4th to the 6th year of the course), in order to complete the clinical internship in the final years of the course and the internship period for the preparation of the final dissertation.

Particular attention is also paid to the topics of scientific research, encouraging: 1) involvement in the planning of basic research in the first three years of the course, 2) participation in research programmes during the internship period for the preparation of the final dissertation.

Particular attention is also given to the human sciences through the presence of integrated courses and vertical modules (medical-scientific methodology and human sciences) that accompany students from the first to the last year of the course. For this Dublin level, it is particularly important to acquire the basic theoretical and cognitive prerequisites.

As a general rule valid for all integrated courses, the certifications will be based on written tests and / or oral tests. Students will also be assessed through on-the-job training tests (self-assessment tests and intermediate interviews), written reports of the students on assigned topics, reflective writings and through the evaluation of the overall profile elaborated according to predefined criteria (portfolio). Examination tests can be articulated - as well as in the traditional methods of oral examination or written - also in a sequence of useful items to verify the acquired knowledge such as multiple choice tests or short written answers, organized on problems or cases interdisciplinary clinical trials (progress test), followed by tests to ascertain the clinical skills acquired. The latter can take place through the use of simulators, simulated patients and real patients. The use of methodologies such as the Structured Clinical Examination (OECD), the Mini-CEX (Mini Clinical Evaluation Exercise), the discussion of clinical cases (Case-based Discussion - CbD) are strongly encouraged.

The certification tests, which combine to compose the individual exams, will be chosen on the basis of criteria of objectivity and relevance to the learning objectives and will be particularly aimed at evaluating the interpretative and operational skills acquired by the student.

Making judgements

Graduates must have the ability to integrate knowledge and manage complexity, as well as to make judgments based on limited or incomplete information, including reflection on social and ethical responsibilities related to the application of their knowledge and judgments.

To this end, graduates will be able to:

1) demonstrate, in the performance of professional activities, a critical approach, a constructive scepticism and a creative attitude oriented towards research. They will be able to take into account the importance and limitations of information-based scientific thinking, obtained from various resources, to establish the cause, treatment and prevention of diseases.

2) formulate personal judgments to solve analytical and complex problems and independently seek scientific information, without waiting for it to be provided, using the bases of scientific evidence.

3) formulate hypotheses, collect and critically evaluate data, to solve problems, in the awareness of the role of complexity, uncertainty and probability in decisions made during medical practice. They will be able to effectively plan and efficiently manage their time and activities to cope with uncertainty, and exercise the ability to adapt to change.

4) exercise personal responsibility in taking care of individual patients, in compliance with the code of ethics of the medical profession.

5) exercise reflective thinking on one's professional activity as regards the relationship with patients and with other operators, the methods used, the results obtained, personal and emotional experiences.

The achievement of these objectives will take place through the attendance to the basic, characterizing and similar training activities, organized in "specific integrated courses", such as to guarantee the unitary and interdisciplinary vision of the teaching objectives themselves.

The general principles of the didactic organization of integrated courses are inspired by FAIR educational theories (Feedback, Activity, Individualization, Relevance). These provide frequent feedback on the achievement of objectives by the students, the centrality of the student within the training process, the customization on the time required by individual students, attention to the relevance of the proposed training objectives, which refer to the core national curriculum.

The didactic forms foreseen include lectures, conferences, seminars, discussion groups, journal clubs. The teaching / learning process also extensively uses tutorials in small groups, with tutors-tutors who collaborate in the student's learning process with facilitating learning functions (area tutors) and personal support to students (personal tutors) . The use of innovative teaching methods such as flipped classroom, clinical triggering, problem oriented learning, experiential learning, problem solving, problem setting, decision making, role-playing is strongly encouraged.

For this level, the frequency of hospital wards and university outpatient clinics-clinical clerkship - from IV to VI year of course) and territorial, such as those of General Practitioners and other structures of the territory (from IV to VI year of course), for the completion of the clinical internship in the last years of the course and the internship period for the preparation of the degree thesis represent the ideal context for the testing of judgment skills. An active tutorship and the use of reflective writings are essential tools in this phase.

Particular attention is given to the human sciences through the presence of integrated courses and vertical modules (medical-scientific methodology and human sciences) that accompany students from the first to the last year of the course. At this level, reflective and critical activities are particularly significant.

As a general rule for all integrated courses, certification will be in the form of written and/or oral tests. Students will also be assessed through on-the-job training tests (self-assessment tests and intermediate interviews), written reports of the students on assigned topics, reflective writings and through the evaluation of the overall profile in accordance with predefined criteria (portfolio). Exams can be articulated - as well as in the traditional methods of oral or written tests - also in a sequence of useful items to verify the acquired knowledge such as multiple choice tests or short written answers, organized on problems or clinical cases of an interdisciplinary nature (progress test), followed by tests to ascertain the clinical skills acquired. The latter can take place through the use of simulators, simulated patients and real patients. The use of methodologies such as the Structured Clinical Examination (OECD), the Mini-CEX (Mini Clinical Evaluation Exercise), the discussion of clinical cases (Case-based Discussion - CbD) are strongly encouraged.

Also for this descriptor, the certification tests, which make up the individual exams, will be chosen on the basis of criteria of objectivity and relevance to the learning objectives and will mainly aim to evaluate the cognitive and interpretative skills acquired by students.

Communication skills

Graduates must be able to communicate their conclusions, knowledge and rationale to specialists and non-specialists, as well as, in the manner required by the circumstances, to their patients clearly and unambiguously.

For this purpose, graduates will be able to:

1) listen carefully and be able to extract and summarize relevant information on all issues, understanding their contents, and exercising communication skills to help their patients and their relatives understand and involving them in decision making as equal partners.

2) demonstrate aptitude and ability to work in student and inter-professional groups.

3) demonstrate a good sensitivity towards cultural and personal factors that improve interactions with patients and the community.

4) demonstrate, in a simulation, how to deal with critical situations from a communicative point of view, including communication regarding serious diagnoses, sensitive topics related to sexual and reproductive issues, and on end-of-life situations.

Particular attention is given to the acquisition of practical skills, through the didactic laboratory and the information and communication technologies for virtual simulation. The attendance of hospital wards and university outpatient clinics (clinical training - clinical clerkship - from the 4th to 6th year of the course) and territorial ones, such as those of General Practitioners and other structures of the territory (from the 4th to 6th year of the course) in order to complete the clinical internship in the final years of the course and the internship period for the preparation of the final dissertation thesis represent the ideal context to test students’ communication skills.

The role of the human sciences in this level is of the utmost importance, contributing not only to technical communication skills, but also to human characteristics which are indispensable in an authentic therapeutic relationship. For this descriptor, the didactic methodologies of narrative medicine are used.

The certification tests, which combine to compose the individual exams, will be chosen on the basis of criteria of objectivity and relevance to the learning objectives of the Dublin descriptor and will be particularly focused on the assessment of the clinical and interpersonal skills acquired by the student.

Learning skills

Graduates must have developed those learning skills that allow them to continue to study mostly in a self-directed and autonomous way.

To this end, graduates:

1) will be able to collect, organize and critically interpret new scientific knowledge and health / biomedical information from the various resources and available databases.

2) will be able to obtain specific information about the patient from clinical data management systems, using information and communication technology as a valid support to diagnostic, therapeutic and preventive practices and for monitoring and monitoring health status, understanding the application and also the limitations of information technology.

3) will be able to identify their training needs, also starting from the audit activities of their student career, and plan self-training courses.

The didactic forms foreseen include lectures, conferences, seminars, discussion groups, journal clubs. The teaching / learning process also extensively uses tutoring teaching in small groups, with tutors who collaborate in the student's learning process with facilitating learning functions (area tutors) and personal support to students (personal tutors). The use of innovative teaching methods such as flipped classroom, clinical triggering, problem oriented learning, experiential learning, problem solving, problem setting, decision making, role-playing is strongly encouraged.

Particular attention is given to group activities and simulation laboratories, as well as to the frequency of hospital wards and university clinics (clinical-clinical clerkship training - from the 4th to 6th year of the course) and territorial ones, such as those of General Practitioners and other structures of the territory (from the 4th to the 6th year of the course), for the completion of the clinical internship in the last years of the course and the internship period for the preparation of the degree thesis.

Also for this descriptor, the certification tests, which make up the individual exams, will be chosen on the basis of criteria of objectivity and relevance to the learning objectives and will mainly aim to evaluate the operational and clinical skills acquired by students.

THE BIOMEDICAL-PSYCHOSOCIAL MODEL

The mission of the single-cycle degree programme involves the initial training of a professional medic that possesses a biomedical-psycho-social culture, and who has a multidisciplinary and integrated vision of the most common problems of health and illness, with an approach geared to the needs of the community, the territory and fundamentally to the prevention of disease and the promotion of health, and with a humanistic culture in all matters of medical interest. This specific mission responds more appropriately to the new needs of care and health, since it is centered not only on the disease itself, but rather on the patient, considered as a whole of soma and psyche and part of a social context.

The medical training is thus to be considered as the first part of an educational path which must continue through time, and so the knowledge that students must acquire at this stage has been calibrated, emphasizing the importance to self-learning, and not only experience in the hospital but also in the territory, and in epidemiology, not to mention importance given to the development of clinical reasoning, scientific reasoning and the culture of prevention.

The biomedical-psycho-social profile has been active since 1999, in the firm conviction that this educational pedagogical model can contribute to overcoming the dichotomy between the two training paradigms (biomedical profile and bio-psychosocial profile) still widespread today and improperly opposing. The educational organization, which has been widely tested, has in fact combined the two models, the bio-psycho-social one, linked above all to the affective/symbolic elements of the single patient and to the principles of holistic medicine, with the biomedical model linked to the scientific methods of the knowledge of nature, the experimental method and the quantitative and reductionist approach. These two paradigms have been integrated and coexist in our defined biomedical-psychosocial model, based on the importance of the concepts of "cure", "taking care" and "complexity". Other founding principles include those of freedom, responsibility, intersubjectivity and dialogicity.

The qualifying characteristics of the medical doctor to be trained include:

1) communication skills;

2) Self-learning and self-assessment skills (continuing education);

3) Ability to analyze and solve the problems connected with medical practice in full autonomy together with good clinical practice based on scientific evidence (evidence based medicine);

4) Ability to constantly update knowledge and skills, and possession of the methodological and cultural bases for the autonomous acquisition and critical evaluation of new knowledge and skills (continuing professional development);

5) Good interdisciplinary and inter-professional working practice (interprofessional education);

6) In-depth knowledge of the methodologies used for a correct approach to scientific research in the medical field, together with the autonomous use of the information technologies that are indispensable in clinical practice.

THE SPECIFIC EDUCATIONAL PROJECT, THE TEACHING METHOD

The key characteristics of the teaching method adopted in order to achieve the expected qualifying characteristics foresee the horizontal and vertical integration of knowledge, a teaching method based on a solid cultural and methodological basis obtained through the study of the pre-clinical disciplines and later predominantly centered on the ability to deal with problems (problem oriented learning), on early contact with patients, a good acquisition of clinical ability together with good communication skills.

The course therefore foresees a highly integrated, flexible and modifiable educational organization which represents a real laboratory of scientific experimentation, with the intention of promoting in students the ability to acquire well-integrated knowledge, which will remain with them for years to come. Students are thus considered a pivot of the training process, both in the didactic planning and in the improvement of their whole curriculum, in order to enhance their autonomy.

Students are also assured a solid base of clinical knowledge through the organization of certified internships based on tutorial teaching, together with a strong understanding of the medical-scientific method and the human sciences. This is because is due to the awareness that a true professional competence is achieved only after long contacts with patients, which is promoted from the first year of the course and integrated with the basic and clinical sciences, along their entire training path through a wide use of tutorial activities .

The didactic project of the degree programme is structured to provide the right balance of integration between: 1) basic sciences, which must be broad and provide knowledge of evolutionary biology and biological complexity aimed at providing knowledge of the structure and function of the human organism under normal conditions in order to maintain health, 2) clinical and methodological medical practice, which must be particularly solid, through a wide use of tutorials so students can transform their theoretical knowledge into useful personal experience and help them build their own set of values and interests, 3) human sciences, which must help future medics become fully aware of what it means to be a doctor.

Many of the essential contents of our Didactic Project, which have already been active since the 1999-2000 academic year, anticipate and integrate the European specifications for global standards in medical education of the World Federation on Medical Education on the subject of international basic standards and development of quality in the field of biomedical education (WFME Office, University of Copenhagen, 2007).

The specific characteristics of the Degree in Medicine and Surgery which aim to achieve the general, intermediate and specific objectives are summarized as follows:

1) In accordance with current legislation, the programming of objectives, programmes and teaching is multidisciplinary.

2) The teaching method adopted is interactive and multidisciplinary, with the daily integration of basic sciences and clinical disciplines and early clinical involvement of students, who are immediately oriented to a correct approach with patients (from the first year of course, with the psychosocial anamnesis at the patient's bedside, and in the second year of the course through the acquisition of the BLS techniques, professional traineeships organized as a guided tutorial activity with certification tests in the first and second year of the course ). The problems of basic and clinical sciences are therefore addressed in all the years of the course (total integration model), albeit in different proportions, but with a unitary and strongly integrated vision, also through varied forms of didactics and learning based on problems and the search for the most appropriate solutions through correct decision making.

3) Choice of the specific objectives of the basic courses based primarily on the relevance of each objective within the framework of human biology, and on the prerequisites with respect to current or foreseeable clinical issues, with particular attention being paid to scientific methodology.

4) Choice of the specific objectives of the core courses based primarily on the prevalence of epidemiology, the urgency of intervention, the possibility of intervention, severity and teaching exemplarity. The objectives also foresee the valorization of attendance in hospital wards and in outpatient clinics of the territorial structures and the valorization the relationship with patients, including from a psychological point of view.

5) The teaching adopts and strengthens the use of modern teaching tools, including the tutoring system, clinical triggers, problem oriented learning, experiential learning, problem solving, decision making, the methodology of flipped-classroom and the extensive use of seminars and conferences. The "Narrative Medicine" tool is also used.

6) The method foresees considerable use of supervisors, who are tutors who help students in their studies with facilitating learning functions (area tutors) and who provide support (personal tutors).

7) Particular attention is paid to the acquisition of practical skills, through: a) the involvement in the planning of basic research in the first three years of the course, b) the study of the semeiological bases of clinical sciences at the patient's bedside and in the laboratories (skill-lab and simulation centre) in the intermediate term (internship organized as a guided tutorial activity in the 3rd year of the course), c) the attendance of the wards and university clinics (clinical training-clinical clerkship - from the fourth to the sixth year of the course) and on the territory, such as those of General Practitioners (from the 4th to the 6th year of the course), for the completion of the clinical internship in the final years of the course and the internship period regarding the preparation of the degree thesis, d) participation in research programs during the internship period for the preparation of the degree thesis.

8) Particular attention is paid to the study of the English language.

9) Particular emphasis is placed on computer and multimedia methodologies also through e-learning, teledidactics and telemedicine experiences, and the appropriate use of bibliographic sources.

10) Valorization of Clinical Methodology - Human Sciences (Methodologies) through integrated courses that accompany students along their entire training path (I-VI year). Everyone is aware of the importance of methodology in medicine, not just regarding the knowledge of medical methodology and its rules according to the principles of evidence-based medicine, but also the clinical methodology applied to the individual patient. This integrated course immediately guides students towards a humanistic approach, which will accompany them in their scientific-professional training. This form of training will make it possible for them to refine their skills and acquire the correct and innovative means of clinical reasoning. This will take place through the application of "evidence-based medicine", of "evidence-based teaching" through the use of "guidelines", "concept maps" and "algorithms". This integrated course will also cover topics related to interdisciplinarity and inter-professionalism, health economics, the professionalism of the doctor, the social responsibility of the doctor, social and gender issues, relations with the so-called complementary and alternative medicines, prevention, chronic patient education, addiction disorders and palliative care for terminally ill patients. The gradual acquisition of the method is accompanied by the humanistic education of students. In this way, students can grow scientifically, while also developing a greater sensitivity to ethical and socio-economic problems, which makes it possible for them to interact with patients in their entirety as a sick people, according to the concept of whole person medicine. In this way, the approach attempts to respond to the growing need to bring the figure of the doctor closer to that of the sick patient, and away from purely technological medical practice. In this context, the teaching method also attempts to use the so-called narrative medicine, together with reflection grids, and the role play technique as important tools to help students acquire true emotional and professional competence (used by Psychologists and by the Psychiatrists in the Methodology and the Psychiatry courses).

11) Student assessment is also carried out through ongoing tests (self-assessment tests and intermediate interviews), written student reports on assigned topics (portfolio), and through the evaluation of the overall profile established according to predefined criteria. The exams can be organized - apart from the traditional methods of oral or written tests - also in the form of a sequence of useful items to verify the knowledge acquired (knows and knows how) such as multiple choice tests or short written answers organized on problems or clinical cases of an interdisciplinary nature, followed by tests to ascertain the acquired clinical skills, such as the Objective Structured Clinical Examination (shows how) or the mini-Clinical Evaluation Exercise, the Direct Observation of Procedural Skills and the use of the Portfolio (does). As a general rule, for all integrated courses, formal evaluations will be based on written or oral tests. The Maastricht Progress Test is used in the evaluation of students to verify the actual competence achieved. Once the experimentation phase has been completed, the Progress Test will be used systematically not only as a measure of students' competence, but also as an efficient tool for feedback, continuous self-assessment and comparison of student preparation on a national scale.

2. Admission to the single-cycle Degree Programme

The prerequisites required for a student who wishes to enroll in the single-cycle Degree Programme in Medicine and Surgery should include: good human contact ability, group work skills, the ability to analyse and solve problems, and the ability to autonomously acquire new knowledge and information and critically evaluate it (Maastricht, 1999). In addition to the scientific knowledge necessary for the first year of the course, students should also have the attitude and motivation which is important in the training of a good physician who knows how to properly manage the social responsibilities inherent in the profession. To be admitted to the single-cycle Degree Programme in Medicine and Surgery, students must have a high school diploma or another qualification obtained abroad which is recognised as equivalent. Students must also have an adequate initial preparation as required by current legislation which regulates restricted access programmes at a national level as well as the availability of teaching staff, teaching facilities (classrooms, laboratories), and health care facilities that can be used for practical departmental activities, in accordance with the recommendations of the EU’s Advisory Committee on Medical Training and regulations of the university and Faculty.

a. Available places

The number of places available in the first year of the course is defined in accordance with current rules on access to university courses.

b. Training debt

The organisation of the single-cycle Degree Programme requires that students admitted to the first year of the course have adequate initial training, obtained in previous studies.

In order to eliminate any training debt, the Degree Programme Council organises preparatory educational activities during the first semester of the first year of the course which must be attended by students with training debt. These educational activities are guaranteed by teachers who have been assigned by the Degree Programme Council.

Results obtained in the educational activities will be verified during the evaluation of the corresponding courses.

3. Training credits

The credit is the unit of measure of the student commitment necessary for the accomplishment of every training activity required by the academic system to obtain a degree.

Each university credit, which corresponds to an average student commitment of 25 hours, usually equivalent to no more than 12,5 hours of theoretical-practical teaching, or 20 hours of assisted study within the teaching structure. Each professional training credit corresponds to 25 hours of work per student.

The 25 hours of work corresponding to each credit are divided into:

a) hours of lessons;

b) hours of tutorial teaching activities carried out in laboratories, health care departments, clinics, or day hospitals;

c) seminar hours;

d) hours spent by the student in other training activities provided for by the academic system;

e) hours of self-study necessary to complete the training.

For each course, the fraction of the time commitment that must remain reserved for personal study and other individual training activities is determined in these regulations.

The suspension of attendance for a number of years greater than six requires enrolment to a year of the course as determined by the competent Didactic Board, both for full-time and part-time students.

An ad-hoc teaching committee, appointed annually by the Degree Programme Council, ensures consistency between the credits allocated to the training activities and the specific training objectives.

4. Academic system

The Degree Programme Council and the Faculty Council define the academic organisation, in compliance with current law, which provides for the teaching of basic and professional training as well as supplementary and integrative training as chosen by the student, in order to sit the final exam. Each training activity is divided into subject areas which are made up of specific courses which cover relevant scientific disciplines.

The academic system requires the completion of 360 credits over 6 years in which each year includes an average of 60 credits of teaching activities, with possible minor variations in relation to the particular aggregation of integrated courses, relative modules, and other teaching activities in each year of the course.

For students enrolled part-time, the 360 total credits are divided into an average of 40 credits a year for nine years. In this study plan, there may also be possible minor variations in relation to the particular aggregation of integrated courses, relative modules, and other teaching activities in each year of the course. The part-time study option is available upon request.

Attached to these academic regulations are:

1) the study plan and corresponding exams; the assignment of teachers as referred to in art. 1, paragraph 9, of the Ministerial Decree of 16 March 2007, and the specific teacher requirements with respect to the disciplines taught;

2) the list of integrated courses, their scientific disciplines of reference, and their possible articulation in modules, as well as the training activities, specific training objectives, and corresponding credits for the six years of the course;

3) the tables regarding progression within the Degree Programme and reductions to the course of study

The modifications to these annexes, including the study curriculum, have been approved by the Degree Programme Council by a majority of those present and do not entail the forfeiture of these regulations.

a. Courses

The academic organisation defines the objectives assigned to each of the subject areas and identifies the most appropriate teaching forms for their attainment as well as the training activities to be completed in integrated courses. If teaching tasks are assigned to more than one teacher in the same course, a coordinator is appointed. The coordinator is appointed on a yearly basis by the Degree Programme Council.

The coordinator of an integrated course, in agreement with the Technical Commission for Didactic and Pedagogical Planning, has the following functions:

• serves as a reference figure to students of the course;

• proposes the assignment of teaching tasks in agreement with teachers and tutors according to the educational objectives of the course;

• proposes to the Technical Commission for Didactic and Pedagogical Planning the teaching time distribution agreed upon among the teachers of the course;

• coordinates the preparation of the exams;

• presides over the exam commission of the course;

• takes responsibility for the proper implementation of all the teaching activities necessary for the achievement of course objectives;

• defines the number of exams that must be taken to sit the final degree exam.

b. Forms of teaching

Within the Degree Programme, the subdivision of credits and teaching time is defined in the various forms of teaching activities as follows:

-A lecture

A lecture is the discussion of a specific topic identified by a title and forms part of the educational curriculum. A lecture is given by a professor or university researcher and is available to students regularly enrolled in a given year of study, and may take place with students divided into small groups.

-A seminar

A seminar is a teaching activity that has the same characteristics as the lecture but is carried out simultaneously by several teachers, even in different subject areas (or with different competences), and, as such, is recorded in the register of lessons. Clinical-pathological conferences established in the context of clinical teaching are also recognised as seminars. Seminars can be of an interuniversity nature and carried out in the form of videoconferences.

-Tutorial teaching activities

Tutorial teaching activities are a form of interactive teaching for a small group of students. This teaching activity is coordinated by a teacher-tutor whose task is to facilitate students in the acquisition of knowledge, skills, and behavioral models useful for the practice of the profession. Tutorial teaching involves the analysis of problems, the mobilisation of the methodological skills required for their solution and for decision-making, and the execution of organisational and relational tasks in the context of practical exercises and/or internships in clinical settings, laboratories, etc.

For each tutorial activity, the Degree Programme Council defines precise training objectives which are evaluated during the exam.

The Degree Programme Council appoints teacher-tutors from among the professors and researchers according to current regulations.

-Electives

The Degree Programme Council, on the recommendation of the Technical Commission for Didactic and Pedagogical Planning and teachers, organises the choice of electives from which the students may choose for up to a total number of 8 credits.

Elective activities include internship electives conducted in research laboratories or clinical departments with bi or triweekly attendance for a total time commitment of not less than 25 hours per credit.

Type of electives

- Seminars, tutorials, monograph courses, certified participation in conferences (with prior approval from the semester coordinator, the administration, or the Technical Commission for Didactic and Pedagogical Planning) and discussion of clinical cases also by telecommunication methods (intended as interactive learning courses in small groups in order to facilitate a better teacher-student interaction);

- internship electives or clinical and laboratory tutorials in Italy and abroad (to be considered as in-depth training in settings such as the operating room, the delivery room, first aid, or in a research lab for achieving a specific goal).

Electives may also take the form of seminars and attendance in general medicine outpatient clinics, according to Faculty rules.

ELECTIVE	HOURS	CREDITS
Seminar/monodisciplinary tutorial	2	0.20
Seminar/pluridisciplinary tutorial	≥2	0.25-0.30
Elective internship	25	1
Monograph course	Minimum of 5	0.50

Choice of electives by students

Each student independently chooses their electives from among the educational offerings. Electives are conducted at times that do not interfere with other forms of teaching activity.

Certification and evaluation of electives

Credits are acquired only if electives are 100% attended.

Electives can be organised throughout the year, even outside the periods of teaching activity.

For each elective activity offered, the Degree Programme appoints a person to evaluate the commitment of each individual student to the achievement of the defined training objectives. The electives attended, with their corresponding credits and evaluation, are certified by the teacher in a special booklet for this purpose.

The calendar of electives is published before the beginning of the academic year, or before the beginning of each teaching period, together with the calendar of compulsory educational activities.

Electives are official teaching activities and should be registered together with lessons.

The evaluation of the electives completed by the student is taken into account in determining the final exam grade of the course which organised the elective.

Attendance of electives is compulsory for the acquisition of credits as required by the academic system, and can also be evaluated for the assignment of the thesis.

-Professional training activities

During clinical training, the student is required to attain specific professional skills in the field of internal medicine, general surgery, paediatrics, obstetrics and gynaecology, as well as medical and surgical specialties. For this purpose, the student is required to complete professional training activities in health care facilities identified by the Degree Programme Council and during defined periods for a total of at least 60 credits. Within these 60 credits, 15 credits are available, upon request, to be used as an evaluative internship for the State licensing exam to students who have passed all the exams up to, and including those of, year IV.

The mandatory internship is a form of tutorial teaching activity in which the student performs practical activities with a wide degree of autonomy, simulating professional activity.

In each stage of the internship, the student is required to work under the direct supervision of a teacher-tutor. Teaching functions of the teacher-tutor are the same as those for tutorial teaching carried out in the teaching courses.

The clinical skills acquired during professional training activities are evaluated during the final exam of the course that organised the professional training activities.

The Degree Programme Council may identify non-university health care facilities where internships may take place, either in part or entirely, after evaluating and accrediting their educational adequacy.

-English language modules

The Degree Programme Council prepares English language modules that allow students to acquire the linguistic skills necessary to read and understand the content of scientific works on biomedical topics and to communicate with patients and health care professionals in English-speaking countries. In addition to the English language course, the Degree Programme Council offers students the availability of a language laboratory equipped with interactive teaching material in order to achieve the language objectives.

The Degree Programme Council entrusts the teaching of the English language course to a professor or researcher (also of scientific discipline sector L-LIN/12). Alternatively, the Degree Programme Council may contract with an expert in biomedical disciplines who is a native English speaker.

-Preparation of the thesis

The student has 18 credits available for the preparation of the thesis and the final exam. The academic regulations specify the rules for the thesis (see sections 13 & 14).

5. Procedures for assigning teaching tasks

For the purposes of teaching organisation, the Faculty Board, on the recommendations of the Degree Programme Council:

1. defines its educational purpose according to the general objectives described by the professional profile of the Degree Programme in Medicine and Surgery, applying them to the situation and local needs so as to make effective use of teaching and scientific resources.

2. approves the study curriculum of the Degree Programme, ensuring that it is consistent with its objectives and integrates - in a maximum of 36 courses - the specific and essential training objectives (core curriculum) of the subject areas.

3. ratifies, in respect to individual competences, the assignment of teaching tasks to individual teachers in order to achieve the training objectives of the core curriculum.

6. The Degree Programme Council: composition and organisation

The president, vice-president, and the Technical Commission for Didactic and Pedagogical Planning make up the Degree Programme Council.

The Degree Programme Council is composed of:

the professors who belong to it;
researchers, according to DPR 382/1980 and 341/1990, who perform teaching activities for the degree Programme; contracted teachers of the Degree Programme who teach courses and language lectures;
student representatives who are enrolled in the Degree Programme. For the elected and the electoral colleges, the rules reported in the Faculty Regulations are valid.

The council members referred to in "a” and “b" form the legal number.

Deliberations concerning the teaching staff are held in a session reserved for the interested parties.

The Degree Programme Council is chaired by the president. The president is elected by the Degree Programme Council from among the professors and remains in office for three academic years. The active electorate is reserved for professors and researchers who are members of the Degree Programme Council. The president directs and coordinates the activities of the Degree Programme, convenes and chairs the Degree Programme Council and the Technical Commission for Didactic and Pedagogical Planning and represents the Degree Programme in academic and external forums, in compliance with the resolutions of the Degree Programme Council.

The vice-president is elected by the Degree Programme Council in the same way as the president, from among the professors. The vice-president assists the president in all of his/her functions and assumes the president’s duties when necessary. The vice-president remains for the same term as the president.

The president normally notifies the Council at least 10 days before the meeting, with a communication sent by e-mail. The convocation must state the date, time, and location of the meeting, as well as the agenda. The president also convenes the Degree Programme Council for special sessions at the request of at least half of the members of the Technical Commission for Didactic and Pedagogical Planning or at least 20% of the members of the Degree Programme Council.

The functions of the Degree Programme Council comply with the provisions of the Faculty regulations.

The Degree Programme Council, upon the mandate of the Faculty Council, establishes the Technical Commission for Didactic and Pedagogical Planning

The Technical Commission for Didactic and Pedagogical Planning is chaired by the president of the Degree Programme Council and is composed of teachers and, as necessary, other qualified professionals chosen on the basis of their specific technical skills in the educational field and in relation to the training needs and resources of the Degree Programme.

The Technical Commission for Didactic and Pedagogical Planning is composed of the president and the vice-president of the Degree Programme, the semester teaching coordinators, the coordinator of the professional training activities, and a student representative, selected by the Degree Programme Council from among its members. The president can appoint to the Technical Commission for Didactic and Pedagogical Planning no more than three chosen members from among the professors to whom specific delegations may be assigned.

Members of the Technical Commission for Didactic and Pedagogical Planning remain in office for three academic years, corresponding to those of the president.

Failure to participate in the Technical Commission for Didactic and Pedagogical Planning meetings three times in a row without having written justification, or for five consecutive times with justification, implies the automatic forfeiture of Commission membership for members appointed by the president and for the student representative, and forfeiture of Commission membership and of the appointment of teaching semester coordinator for the teaching semester coordinators.

The Technical Commission for Didactic and Pedagogical Planning, in consultation with the Degree Programme coordinators and the teachers of the scientific sectors related to the subject fields of the class, exercises the following preliminary functions with regard to the Degree Programme Council:

identifies the training objectives of the core curriculum and assigns training credits based on the total time commitment required of students for their achievement;
determines the educational objectives of the teaching courses that are essential to the educational outcomes of the Degree Programme;
proposes, with the consent of interested parties, the assignment of courses to professors and researchers, taking into account the educational needs of the Degree Programme, the experience of teachers in the scientific-disciplinary sectors, their interests, and their workload;
plans, with the coordinators and teachers, the assignment of teaching tasks to professors and researchers aimed at achieving the training objectives of each course, while ensuring teaching effectiveness and respect for individual skills;
identifies the teaching methodologies appropriate to the achievement of the individual educational training objectives;
organises the choice of electives and proposes them to the Degree Programme Council for approval.

The Technical Commission for Didactic and Pedagogical Planning also:

discusses with teachers the method of preparation for the exams, in line with the pre-established training objectives;
organises the permanent monitoring of all teaching activities with the quality assessment of their results, also through student assessments of teaching quality;
promotes initiatives of continuing education on pedagogy for teachers, in agreement with the Permanent Teaching Monitoring Committee of the Faculty;
organises a permanent tutoring service for students in order to facilitate progression in their studies.

At the end of the academic year, the Technical Commission for Didactic and Pedagogical Planning must present a written report describing the activities performed to the Degree Programme Council.

The functions performed by the members of the Professional Commission for Didactic-Pedagogical Planning are recognised as institutional tasks and therefore certified by the academic authorities as activities related to teaching.

Teaching semester coordinators are appointed by the Degree Programme Council and convene the integrated course teaching coordinators and a student representative of the semester with organisational and proposal functions for the Technical Commission for Didactic and Pedagogical Planning

The Degree Programme Council or the Technical Commission for Didactic and Pedagogical Planning can set up teaching committees and define their goals, tasks and deadlines. The designation of the members of these committees is based on specific competence and representativeness. Failure to attend the committee meetings three times in a row without giving written justification, or five consecutive times with justification, implies automatic forfeiture of membership.

7. Tutoring

Three distinct tutor figures are defined:

a) the first is that of the counselor, who is a teacher that students can contact for suggestions and advice regarding their academic career. The counselor to whom the student is assigned by the Degree Programme Council is the same throughout the duration of the studies. All Degree Programme teachers and researchers are required to make themselves available to perform their duties as counselors.

b) the second figure is that of the teacher-tutor to whom a small number of students are assigned in order to complete the tutorial activities provided for in the educational planning document. This tutorial activity represents an official teaching duty. Each teacher-tutor is required to coordinate his/her functions with the teaching activities of the courses that share the same training objectives and may also prepare the materials to be used in tutorial teaching.

c) the third figure is that of the evaluative tutor, a teacher-tutor who supervises the student in the evaluative internship which corresponds to 15 credits and is available to students who have completed the fourth year of the course and are ready to prepare for the State licensing exam. This figure has the task of evaluating students and supervising them during the course of their activities.

8. Attendance Obligations

Students are required to attend formal, informal, and professional training activities of the single-cycle Degree Programme for a maximum of 5500 hours.

Attendance is verified by the teachers of the integrated courses by adopting the assessment procedures established by the Degree Programme Council, on the recommendation of the Technical Commission for Didactic and Pedagogical Planning.

Attendance of compulsory teaching activities of the course is necessary for the student to take the exam.

Students who have not met the attendance obligation of 67% of the total hours for each course of a given year must repeat the course during the following academic year.

Students who are not enrolled in the Degree Programme in Medicine and surgery in the Faculty, but who are attending up to two integrated courses "ex art. 6 "especially in the first two years of the course, are allowed to attend these courses without regard for the restricted number of places, subject only to the structural limits of the classrooms and the laboratories used. Similarly to enrolled students, these students will attend courses of the Degree Programme in section "A", "B", "C" , or "D" based on the first letter of their last name.

For serious documented health reasons, missing attendance may be recuperated during the next academic year.

9. Autonomous learning

The Degree Programme guarantees students the availability of a number of hours equal to no fewer than half of those expected to reach 360 credits which are completely free of educational activities in order to allow them the time to devote to autonomous and guided learning.

These hours are reserved for:

individual use, or for use in small groups, independently or as assigned by teachers, of teaching aids provided by the Degree Programme for self-learning and self-assessment. The teaching aids (texts, simulators, mannequins, audiovisuals, computer programs, etc) will be placed in spaces managed by Faculty staff;
internships at university facilities chosen by the student, aimed at achieving particular training objectives;
personal study for exam preparation.

10. Educational organisation

The teaching activities of all years of the course start during the first week of October. Registration for each of the course years takes place before October 1st.

Before the beginning of the academic year and at least two months in advance of the start date of the courses, the Degree Programme Council approves and publishes the educational planning document prepared by the president with the assistance of the Technical Commission for Didactic and Pedagogical Planning, which defines:

1. the Degree Programme study plan;

2. the locations of training activities and post-graduate internships;

3. optional educational activities;

4. the calendar of educational activities and exam dates;

5. the study programmes of the individual courses;

6. the teaching tasks assigned to teachers and tutors.

The Degree Programme Council proposes the use of financial resources to the department and to the Faculty Council, with particular reference to filling the positions of professors and researchers.

11. Progression to subsequent years

Progression from one year to the next is allowed regardless of the number of exams taken. However, the possibility of taking the exams for the following years is determined by the rules in the table below:

*To take the exams of*	*students must have passed*
Year II	2 exams of the first year
Year III	All the exams of the first year
Year IV	All the exams of the first two years and one exam of the third year
Year V	All the exams of the first three years
Year VI	All the exams of the first four years and two exams of the fifth year

Since compliance with prerequisites is verified at the time a request is made for a certificate of exams taken or when the student applies to take the final degree exam, it is the student’s responsibility to comply with the rules reported above.

Educational Prerequisites

*To take the exam of*	*students must have passed the exam of*
Biochemistry	Chemistry and Introduction to Biochemistry
Human Anatomy	Histology and Embryology
Human Physiology	Biology and Genetics
Pathology and Physiopathology	Human Physiology
Integrated Pathology I, Integrated Pathology II, Integrated Pathology III, Pathological Anatomy	Pathology and Physiopathology

Further prerequisites may be defined and recommended by the competent Degree Programme Council

A lack of attendance for six or more years of the course requires enrollment to a year of the course as determined by the Didactic Board, both for full-time and part-time students.

12. Limitations on study duration

Out-of-course students enrolled in Degree Programmes of older academic systems forfeit their status as students if they fail to take exams for 8 consecutive academic years, both for full-time and part-time students.

Full-time or part-time “out-of-course” students enrolled in Degree Prorammes of the academic systems defined in Ministerial Decree 509/99 and Ministerial Decree 270/04 must pass the missing exams after completing their university career within a period of twice the normal duration of the Degree Programme, unless otherwise specified in the Faculty regulations. [For example, a full-time student enrolled in a Degree Programme must pass the exams of the Degree Programme within 6 years (legal duration of the course) + 12 (twice the legal duration), therefore within 18 years.]

13. Verification of learning

The Degree Programme Council, on the recommendation of the Professional Commission for Didactic-Pedagogical Planning, establishes the type and number of exams necessary to evaluate the learning of the students and, upon the recommendation of the integrated course coordinators, the composition of the relevant commissions.

The total number of curricular exams cannot exceed the number of official courses established by the academic system, and must not exceed 36 in the six years of the course.

The assessment of learning can take place through training assessments and certifications.

Training Evaluations

Training evaluations are exclusively intended to detect the effectiveness of learning and teaching in relation to certain content.

ongoing progress tests, when implemented, have no certification value, and are not compulsory (for the student) and do not relieve the student from any portion of the integrated course material during the final exam. The only purpose of the progress tests are to help students check their state of preparation.
final exams take place at the end of the semester and evaluate the preparation of the student in relation to the education received during the semester. Results of the final exam are registered in a special booklet with a mark out of 30. Once a course exam is successfully passed, students do not have to repeat the exam. However, the student must demonstrate knowledge of the material in future exams of other courses.

Official evaluations

Official evaluations (final exams) are instead aimed at evaluating and quantifying with a numerical mark the achievement of the objectives of the courses and certifying the degree of individual preparation.

Final exams must only take place during dedicated exam sessions.

Evaluation times must not coincide with times in which official teaching is carried out, nor with other activities that may limit the participation of students in these exams.

Exam sessions:

- First semester: The ordinary exam session is scheduled at the end of the corresponding teaching cycle (January/February), with resits in June, July, and September.

- Second semester: The ordinary session is scheduled at the end of the corresponding teaching cycle (June / July), with resits in September and January of the following year.

Special exam sessions (before Christmas or Easter) may be established outside periods of teaching activity upon approval of the competent commissions.

In each exam session the exam dates for each course are specified and are spaced at least two weeks apart. There are at least two exam dates per course for each exam session.

For students “out-of-course” additional exam dates may be scheduled. Students are enrolled "out-of-course" if they have attended the Degree Programme for the entire duration without having obtained the final degree or without having passed all the examinations required for admission to the final exam.

The exam calendar will be posted, with adequate advance notice, on the bulletin board and website of the Degree Programme.

The exam commission is made up of at least three course teachers and is usually chaired by the course coordinator. In the event of the absence of one or more members of the commission on the date of an exam, the president of the commission may order the replacement of the official member with an alternate member.

Different methods of evaluation are allowed and more than one method may be used for different phases of the same exam:

- traditional oral and objective and structured written tests (for the evaluation of cognitive objectives);

- practical tests and simulations (for the assessment of clinical, organisational, and interpersonal skills).

14. Training activities for the preparation of the final exam

The student has 18 credits available for the preparation of the degree thesis at clinical or basic university facilities. This preparation, referred to as the degree internship, must be completed outside of the time devoted to official teaching activities and electives and must not be requested before December of the fourth or fifth year of the course.

Students who intend to complete the degree internship at a given facility must submit a formal request to the director of that facility accompanied by their curriculum (list of exams and the marks obtained in each of them, list of optional activities completed, internships in laboratories or clinics, or any other activity carried out for training purposes).

The director of the facility must verify the availability of places after consulting with other teachers of that facility. If the thesis request is accepted, a tutor is assigned who may be chosen by the student. The tutor is responsible for checking and certifying the activities carried out by the student in that facility.

Internships completed abroad may, upon request, be counted towards the internship for the preparation of the thesis.

15. The degree exam

The degree exam involves the discussion of an original thesis by the student under the guidance of a tutor.

To be admitted to take the degree exam, the student must:

1. have attended all courses, and passed the related exams;

2. have obtained 360 credits in the 6 years of the single-cycle Degree Programme;

3. have submitted:

a. the application to the Rector and the documents required by the university to the Student Administrative Office within the timeframe required by the Administrative Office;

b. to the designated employees of the Faculty administration:

1. a declaration that the thesis and the graduation application were submitted to the Administrative Office;

2. a printout from INFOSTUD of all exams taken and the relative marks;

3. a statement of participation in international exchange programmes and the duration;

4. Progress Test certifications (only if the result was superior to the Faculty average in the year of referral).

The final degree exam takes place in the following periods:

Session I (SUMMER): JUNE, JULY, SEPTEMBER;

Session II (AUTUMN): OCTOBER, NOVEMBER;

Session III (WINTER): JANUARY

An additional exam session in the month of March may also be offered (in this case students must pay the first installment of university fees, as stated in the Study Manifesto).

Beginning with the 2011/2012 academic year, the following criteria contribute to determining the degree mark, expressed out of one hundred and ten:

a) the unweighted average of the marks obtained in the curricular exams, expressed out of one hundred and ten;

b) the points awarded by the graduation commission during the thesis discussion, up to a maximum of 7 points:

1. Type of research (experimental study, presentation of case studies, case reports, compilation study): maximum score 4 points; the experimental nature of the degree thesis, which will be determined by the commission, must be supported by the originality and/or innovativeness of the study conducted, as well as in respect to the scientific methodology adopted, which originates from conclusions based on original scientifically valid evidence. (Meta-analytic reviews and retrospective analyses of multicentre case studies and large databases can also be considered "experimental");

2. Presentation quality: maximum 1 point;

3. Mastery of the topic: maximum 1 point;

4. Discussion skills: maximum 1 point;

c) points attributed within the legal duration of the course: maximum 3 points*;

d) points for honours distinctions obtained in the final exams (at least 3-6): maximum 2 points;

e) points for participation in international exchange programmes (at least 3-6 months): maximum 2 points

*attribution of these points is not applicable for students who have opted for the part-time study option

Exemplary Table- Attribution of points for final degree mark

Type of research (experimental study, presentation of case studies, case report, compilation study):		maximum 4 points	7
Presentation quality		maximum 1 point
Mastery of the topic		maximum 1 point
Discussion skills		maximum 1 point

Course duration	I Session of graduation	3 points	3
	II Session of graduation	2 points
	III Session of graduation	1 point

Honours	≥6	2 points	2
	≥3	1 point	2

Participation in international exchange programmes (ex. Erasmus)	Number of months ≥6	2 points	2
	Number of months ≥3	1 point	2

Total			14

* A mark higher than the Faculty average on the Progress Test is equivalent to an honours mark.

The overall score, determined by the sum of the scores for items "a - e" is rounded up or down to the nearest whole number.

Honors can be awarded by unanimous opinion of the commission for candidates who obtain a final score ≥ 113.

The use of any didactic tools (slides, transparencies, PPT presentations, etc.), including no more than 10 slides (in addition to an initial slide indicating the title of the thesis and name of the candidate and examiner), should be considered as an aid to the graduate and should not contain speaking parts, only graphs, figures, and tables.

16. Recognition of studies undertaken at other universities or for other Degree Programmes

Studies undertaken in Degree Programmes in Medicine and Surgery of other EU universities, as well as the credits obtained, are recognised by decision of the Degree Programme Counsil after examining the curriculum and the course programmes of the University of origin.

For the recognition of studies carried out in Degree Programmes in Medicine and Surgery of non-EU countries, the Degree Programme Council entrusts a specific commission to examine the curriculum and exams passed in the country of origin.

Upon approval of the commission, the Degree Programme Council may approve the recognition of credits obtained.

Credits obtained by a student who transfers to the Degree Programme in Medicine and Surgery from a Degree Programme at a different University may be recognised if they are judged to be equivalent to the training objectives of one or more courses included in the Degree Programme.

From the University Diploma courses and the three-year Degree Courses

Students enrolled in the Degree course in Medicine and Surgery, and enrolled or graduated in the University Diploma Courses or Bachelors Degree Programmes, cannot normally validate the exams they have taken, but it is possible that some of the ECTS credits obtained can be validated .

Validation of exams and Course abbreviations - Students enrolled in other Faculties

The resolution below is valid for students who have passed their admission exam for a Degree in Medicine and Surgery and who will apply to validate any exams taken in other Degree Courses/Faculties of our University. The tables below, for purely illustrative purposes, are valid for students who, enrolled or graduated in other courses, ask a validation and/or course abbreviation.

Validated exams will maintain the same score, and where there are more validated exams, the scores will be averaged.

In order to be admitted to the second year of the course, students must have passed at least half the exams included in the study plan for the first year.

When students are admitted to the second year of the course, they must attend an attendance rate of at least 67% of the missing courses. After having approved the validation of a defined number of credits, the CCLM provides for the regular registration of students in one of the six years of the course, adopting the criterion established for the transition to the following years.

The enrolment in a specific academic year is, however, subject to the effective availability of places, which is verified by the Student Administration Office.

Exemplary tables for the validation of exams and for course abbreviations

(Please note that the tables are for illustrative purposes only, therefore can be subject to variations)

From the Degree Course in Biological Sciences (1st level degree - three years):

Exams taken at CL in Biological sciences	Exams/ECTS credits partially/entirely validated by the CLM in Medicine and Surgery
Cellular Biology and Histology (9 ECTS credits) + Developmental Biology (9 ECTS credits)	Histology and Embriology - 5 ECTS credits- It is compulsory to do the exam with a 3 ECTS credit lack regarding the contents in Human Embriology (2 ECTS credits) and Human Histology (1 ECTS credit)
Cellular Biology and Histology (9 ECTS credits)	Histology and Embriology - 5 ECTS credits- It is compulsory to do the exam with a 3 ECTS credit lack regarding the contents in Human Embriology (2 ECTS credits) and Human Histology (1 ECTS credit)
Physics (9 ECTS credits)	Medical Physics (6 ECTS credits)
General and Inorganic Chemistry (9 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
General and Inorganic Chemistry (9 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
Cellular Biology and Histology (9 ECTS credits) + Genetics (9 ECTS credits)	Biology and Genetics (12 ECTS credits)
Genetics (9 ECTS credits)	Biology and Genetics 6 ECTS credits. It is compulsory to do the exam with a 6 ECTS credit lack regarding the contents in Biology
Cellular Biology and Histology (9 ECTS credits)	Biology and Genetics 6 ECTS credits. It is compulsory to do the exam with a 6 ECTS credit lack regarding the contents in Genetics
Molecular Biology (9 ECTS credits)	Biochemistry 3 ECTS credits. It is compulsory to do the exam with a 11 ECTS credit lack regarding the contents in Biological Chemistry
Biological Chemistry (9 ECTS credits)	Biochemistry 11 ECTS credits. It is compulsory to do the exam with a 3 ECTS credit lack regarding the contents in Molecular Biology
Molecular Biology (9 ECTS credits) + Biological Chemistry (9 ECTS credits)	Biochemistry (14 ECTS credits)
English (3 ECTS credits)	Basic MMS for 2 ECTS credits
Calculus, Biostatistics and IT Methods for biology in year one (12 ECTS credits)	Pass/fail- basic medico-scientific Methodology (I) The ECTS credits obtained in Medical Statistics and Information Technology. It is compulsory to attend and take the pass/fail exam regarding the remaining contents depending on the CCLM in question.

From Pharmacy:

Exams taken at CLS/CLM in Pharmacy	Exams/ECTS credits partially/entirely validated by the CLM in Medicine and Surgery
Physics (8 ECTS credits)	Medical Physics (6 ECTS credits)
General and Inorganic Chemistry (10 ECTS credits) + Organic Chemistry (10 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
General and inorganic chemistry (10 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
Human Anatomy (8 ECTS credits)	Human Anatomy (I-II-III) - 10 ECTS credits - It is compulsory to attend and do the pass/fail exam in Human Anatomy II and the final exam of Human Anatomy for 9 ECTS credits excluding the contents that have already been assessed
English (4 ECTS credits)	Base and Pre Clinical MMS for 4 ECTS credits

From Chemistry and Pharmaceutical Technology:

Exams taken at CLS/CLM in Chemistry and Pharmaceutical Technology	Exams/ECTS credits partially/entirely validated by the CLM in Medicine and Surgery
Physics (8 ECTS credits)	Medical Physics (6 ECTS credits)
General and Inorganic Chemistry (9 ECTS credits) + Organic Chemistry I and II (9+8 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
General and Inorganic Chemistry of year I (9 ECTS credits) + Organic Chemistry I (9 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
General and Inorganic Chemistry (9 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
Human Anatomy (5 ECTS credits)	Human Anatomy (I-II-III) - 4 ECTS credits - It is compulsory to attend and do the pass/fail exam in Human Anatomy I and II and the final exam of Human Anatomy for 15 ECTS credits excluding the contents that have already been assessed
English (4 CFU)	Base and Pre Clinical MMS for 4 ECTS credits

From Biotechnologies:

Exams taken at CL in Biotechnologies	Exams/ECTS credits partially/entirely validated by the CLM in Medicine and Surgery
Physics (6 ECTS credits) + Applied Physics of year II (5 ECTS credits)	Medical Physics (6 ECTS credits)
Physics (5 ECTS credits)	Medical Physics (6 ECTS credits)
Applied Physics (5 ECTS credits)	Medical Physics (6 ECTS credits)
Cellular Biology (9 ECTS credits + Genetics (9 ECTS credits)	Biology and Genetics (12 ECTS credits)
Genetics (9 ECTS credits)	Biology and Genetics 6 ECTS credits. It is compulsory to do the exam with a training debt of 6 ECTS credits regarding the contents of Biology
Cellular Biology (9 ECTS credits)	Biology and Genetics 6 ECTS credits. It is compulsory to do the exam with a training debt of 6 ECTS credits regarding the contents of Genetics
Anatomy and Human Physiology (6 ECTS credits)	Human Anatomy (I-II-III) - 4 ECTS credits - It is compulsory to attend and do the pass/fail exam in Human Anatomy I and II and the final exam of Human Anatomy for 15 ECTS credits excluding the contents that have already been assessed

General and Inorganic Chemistry (6 ECTS credits) + Organic Chemistry I (9 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
General Microbiology, Microbial biotechnologies and elements of medical microbiology I (12 ECTS credits)	Microbiology 4 ECTS credits. It is compulsory to do the exam with a training debt of 2 ECTS credits regarding the contents of Parasitology and of 1 ECTS credit regarding the contents of Virology
Bioethics and legal economic issues (4 ECTS credits)	Pass/fail exam – Basic medico-scientific methodology (I) The ECTS credits of Bioethics can be validated. It is compulsory to attend and do the pass/fail exam for the remaining contents in accordance with the CCLM
Biochemistry and Biochemical Biotechnologies (12)	Biochemistry (14 ECTS credits)
English (5 ECTS credits)	Base and Pre Clinical MMS for 5 ECTS credits

From Chemistry:

Exams taken at CL in Chemistry	Exams/ECTS credits partially/entirely validated by the CLM in Medicine and Surgery
General and Inorganic Chemistry (13 ECTS credits) + Organic Chemistry I and II (9+9 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
General and Inorganic Chemistry with laboratory (13 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
Inorganic Chemistry I and II (6+9 ECTS credits)	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
Physics I and II (9+9 ECTS credits)	Medical Physics – (6 ECTS credits)
English (3 ECTS credits)	Basic MMS for 2 ECTS credits

From Dentistry and Dental Prosthetics:

Exams taken at CLS/CLM in Dentistry and Dental Prosthetics	Exams/ECTS credits partially/entirely validated by the CLM in Medicine and Surgery
Normal Human Anatomy (10 ECTS credits)	Human Anatomy (I-II-III) - 12 ECTS credits - It is compulsory to attend and do the pass/fail exam in Human Anatomy I and II and the final exam of Human Anatomy for 7 ECTS credits excluding the contents that have already been assessed
Physiology (10 ECTS credits)	Physiology (I-II-III) - 5 ECTS credits - It is compulsory to attend and do the pass/fail exam in Physiology I and II and the final exam of Physiology for 8 ECTS credits excluding the contents that have already been assessed
Biology and Genetics (10 ECTS credits)	Biology and Genetics -5 ECTS credits - It is compulsory to attend and do the final exam in Biology and Genetics for 8 ECTS credits excluding the contents that have already been assessed
Medical Physics (6 ECTS credits)	Medical Physics – (6 ECTS credits)
Medical Chemistry (7 ECTS credits) + 2 ECTS credits for ADE: Stoichiometric Calcuation	Chemistry and Propaedeutic Biochemistry (9 ECTS credits)
Histology (7 ECTS credits) + 1 or 2 ECTS credits for ADE: Biotechnological and Clinical Applications of Histology	Histology and Embryology (8 ECTS credits)
Biochemistry and Molecular Biology (7 ECTS credits)	Biochemistry for 8 ECTS credits with recognition of attendance/pass-fail for Biochemistry I and obligation to attend Biochemistry II and do the final exam in Biochemistry for 6 ECTS credits
Behavioural Sciences and Scientific Methodology (11 ECTS credits)	Basic Medical Scientific Methodology (I-II-III) It is compulsory to attend and do the pass/fail exam regarding the non-assessed contents in accordance with the CCLM
General Pathology (7 ECTS credits)	General Pathology and Phyisiopathology for 7 ECTS credits It is compulsory to attend and do the final exam for 10 ECTS credits excluding the contents that have already been assessed

Microbiology and Hygiene (relative only to the 7 ECTS credits of Microbiology)	Microbiology 5 ECTS credits It is compulsory to do the exam with a training debt of 2 ECTS credits regarding the unassessed contents
English (7 ECTS credits)	Oral English exam (I, II, III for 8 ECTS credits)

17. Validation of the Degree in Medicine taken at foreign universities

The degree in Medicine and Surgery obtained at foreign universities can be validated where there are bilateral agreements or international conventions which foresee degree equivalence.

In accordance with the regulations concerning the free movement of graduates within the European Union, the Degrees issued by Universities of the EU will be validated without prejudice to the assessment of the documents certifying their curricular adequacy.

Where there are no agreements between States, based on the combined provisions of Articles 170 and 332 of the T.U. regarding university education, the academic authorities can grant equivalence on a case-by-case basis. For the purpose of this validation, the CCLM:

ascertains the authenticity of the documentation provided and the reliability of the Faculty of origin, based on the certifications of specifically qualified Central Bodies;
examines the curriculum and assesses the congruity, regarding the current academic system, the didactic-training objectives, the teaching programmes and the credits obtained at their University of origin;
provides that students must pass their final clinical exams (eg Internal Medicine and General Surgery II / III, Pediatrics, Obstetrics and Gynecology, Medical-surgical emergencies, Medical-scientific methodology: Hygiene and Public Health, Medical-scientific methodology: Legal Medicine). The degree dissertation must also be prepared and discussed.

If only a part of the credits obtained by foreign graduates is considered to be in accordance with the academic system in force, the CCLM will register students in one of the six years of the course according to the criterion established for the transition to subsequent years (see point 11 of this Regulation).

The enrollment in a given academic year is however conditioned by the availability of places within the programmed number previously approved by the CCLM.

Traineeships carried out before or after graduation in foreign (EU and non-EU) institutions cannot be validated for admission to the Professional Qualification Examination.

For non-EU graduates, the provisions of Presidential Decree of 31 August 1999, n. 394 are applied.

18. Validation of exams under the old Academic System (Tab. XVIII pre ’86)

Students of previous academic systems or systems being deactivated are guaranteed the possibility to complete their studies through a supernumerary enrolment in the current system (DM 270/2004), according to the conversion tables, with validation of their exams taken and placement in the appropriate academic year of course and related attendance obligations.

Alternatively, students may request validation of their exams passed and equivalence according to the conversion table of the Academic System Tab. XVIII / 1996 with validation of relative course attendance; the exams must be taken at the current Single Commissions, nominated by the Dean, which must verify the passing of educational debts deriving from the obsolescence of the contents of the courses followed.

With regard to the decommissioning of the Old Pre-86 Academic Systems - Tab. XVIII '96, applications for reintegration from academic forfeiture cannot be accepted, given that today the norm is regulated at European level and this requires all the guarantees regarding the quality of didactic training foreseen in the new system. Therefore, reintegration will be possible only by enrolling in the new Academic System and inherent regulation.

Conversion table

Conversion table from pre ’86 Academic System to the Regulation of D.M. 270/04

Exam	Integration N.O.D. (ex DM 270/04)	Exams of Old Academic System
1	Medical Physics	Medical Physics
2	Chemistry and Propaedeutic Biochemistry	Chemistry and Propaedeutic Biochemistry
3	Biology and Genetics	General Biology and Zoology including Genetics and the Biology of races
4	Histology and Human Embriology	Histology and General Embriology
5	Biochemistry	Biological Chemistry
6	Basic Medico-Scientific Methodology	*History of Medicine; Health Psychology Statistics; Epidemiology*
7	Human Anatomy	Normal Human Anatomy (biennial)
8	Human Physiology	Human Physiology (biennial)
9	Microbiology	Microbiology
10	Scientific Medical Clinical Methodology	*Medical Semeiotics + Surgical Semeiotics*
11	Immunology and Immunopathology Pathology and General Phyisiopathology	General Pathology (biennial) + Immunology
12		General Pathology (biennial) + Immunology
13	Laboratory Medicine	*Chemistry and Clinical Microscopy*
14	Integrated Pathology I	*Special Medical Pathology and Clinical Methodology (biennial) +* *Special Surgical Pathology and Clinical Propaedeutics (biennial)*
15	Integrated Pathology II
16	Integrated Pathology III
17	Integrated Pathology IV
18	Integrated Pathology V
19	Anatomical Pathology and Anatomical Correlations Anatomo-cliniche	Anatomical Pathology + Histology (oral exam); Anatomy + Histology HistologyHisIstologia Patologia II
20	Diagnostic Imaging	Radiology
21	Diseases of the Nervous System	Clinical Neurology
22	Pharmacology and Toxicology	Pharmacology
23	Integrated Medical Scientific Methodology	*Clinical Methodology;* Hygiene
24	Psychiatry and Clinical Psychology	Clinical Psychiatry
25	Diseases of the Locomotor System and Rheumatology	Clinical Ortopedics
26	Dermatology and Plastic Surgery	Clinical Dermatosopilopathy
27	Pathologies of the Sensory Organs	Clin. Ophthalmology; Clin. Optics; Clin. Dentistry
28	English (I, II, III, IV, V)
29	Medical Scientific Methodology: Public Health System	*Programming and Organization Health Services; Occupational Medicine*
30	Paediatrics	Clinical Paediatrics
31	Gynaecology and Obstetrics	Clinical Obstetrics and Gynaecology
32	Medical Scientific Methodology: Legal Medicine	Legal Medicine and Insurance
33	Internal Medicine and General Surgery I	General Clinical Medicine and Medical Therapy (biennial) General Clinical Surgery and Surgical Therapy (biennial)
34	Internal Medicine and General Surgery II
35	Internal Medicine and General Surgery III
36	Medico-Surgical Emergency	*Clin. Surgical Emergency and First Aid; Medicine of First Aid*

Conversion table from pre ’86 Academic System to ’97-’98 Academic System

Exam	Integration ’97-’98 Academic System (Sing. Commis.) Commissio (SinleCommissioni Uniche)	Validated Exams Old Academic System (pre’86)
1	Chemistry and Propaedeutic Biochemistry	Chemistry and Propaedeutic Biochemistry
2	Physics and Statistics	Medical Physics
3	Biology and Genetics	General Biology and Zoology including Genetics and Biology of races
4	Histology and Embryology	Histology and General Embryology
5	Biochemistry (C.I.)	Chemical Biology
6	Human Anatomy (C.I.)	Normal Human Anatomy (biennial)
7	Physiology, Biophysics, Gen. Psychol. and Nutrition	Human Physiology (biennial)
8	Microbiology	Microbiology
9	English
10	Immunology and Immunopathology	*Immunology*
11	Human Sciences (C.I)	*History of Medicine*
12	Laboratory Medicine (C.I.)	*Chemistry and Clinical Microscopy*
13	Pathology and Gen. Physiopathology	General Pathology (biennial)
14	Semeiotics and Clinical Methodology	*Medical Semeiotics / Surgical Semeiotics*
15	Systematic Pathology I	Special medical Pathology and clinical Methodology (biennial) Special Surgical Pathology and Clinical Propaedeutics (biennial)
16	Systematic Pathology II
17	Systematic Pathology III
18	Pharmacology (C.I.)	Pharmacology
19	Anatomical Pathology (C.I.)	Oral exam in Anatomical Pathology; Anatomy + Pathological Histology
20	Diagnostic Imaging and Radiotherapy	Radiology
21	Diseases of the Nervous System	Clinical Neurology
22	Psychiatry and Clinical Psycologcy	Clinical Psychiatry
23	Dermatology and Plastic Surgery	Clinical Dermatosopilopathy
24	Pathology of the Sensory Organs	Clin. Ophthalmology; Clin. Optics; Clin. Dentistry
25	Diseases of the Locomotor System and Rheumatology	Clinical orthopaedics
26	Geriatrics	*Gerontology and Geriatrics*
27	General and Specialist Paediatrics	Clinical Paediatrics
28	Gynaecology and Obstetrics	Clinical Obstetrics and Gynaecology
29	Hygiene, Public Health and Occupational Medicine	Hygiene
30	Medico-Surgical Emergency	*Clin. Surgical Emergency and First Aid; Medicine of First Aid*
31	Internal Medicine and General Surgery I	General Clinical Medicine and Medical Therapy (biennial) General Clinical Surgery and Surgical Therapy (biennial)
32	Internal Medicine and General Surgery II
33	Internal Medicine and General Surgery III
34	Legal Medicine	Legal Medicine and Insurance

19. Assessment of teaching efficiency and efficacy

Each Degree Course is subject to an annual assessment concerning:

- the organizational efficiency of the Degree Course and its teaching facilities;

- the quality and quantity of services available to students;

- the ease of access to information relating to each area of teaching activity;

- the effectiveness and efficiency of the teaching activities, including those which assess student learning;

- teacher compliance to the resolutions of the CCLM;

- the didactic performance of teachers in their judgment of the Students;

- the quality of teaching, with particular regard to the use of IT and audiovisual teaching aids;

- the organization of tutorial assistance to students,

- the average academic performance of students, determined according to the regularity of their curriculum and the results achieved during their study path.

The CCLM, in agreement with the Evaluation Unit of the Faculty, indicates the criteria, defines the operating procedures, establishes and applies the most suitable tools to carry out the assessment of the above-listed parameters. It also governs the educational processes to ensure their continuous improvement, as foreseen in the Quality Assurance models.

The commitment and educational activities carried out by the teachers is assessed, the results of which are brought to the attention of the individual teachers, discussed in the CCLM and also considered for the purpose of the distribution of resources.

The CCLM programmes and carries out, also in collaboration with Degree Courses in Medicine and Surgery of other institutions, objective and standardized checks of the knowledge acquired and retained by the Students during their study path (progress tests). These checks aim exclusively to assess the effectiveness of the courses and the ability of the students to retain information and the rational models acquired during their studies.

20. Pedagogical training of teaching staff

The CCLM periodically organizes, at least once every two years, pedagogical updating initiatives regarding planning techniques and teaching and assessment methodologies for its teachers of all levels. Through the participation in these initiatives, teachers obtain certification concerning their teaching commitment and an evaluation of the didactic efficiency of the Degree Course.

This activity is promoted and coordinated by the Technical Commission for Didactic and Pedagogical Planning (CTP) of the CCLM, in agreement with the Permanent Didactic Observatory of the Faculty.

21. Website of the Degree Course

The Degree Course has a website containing useful information for students and teaching staff.

In the WEB pages of the Degree Course, which are updated before the start of each academic year, the following must be available for consultation purposes:

- the Academic System;

- the didactic programme including the calendar of all the planned teaching activities, the programmes of the Courses, the dates set for the exam sessions of each Course, the place and time when individual Teachers are available to receive students;

- the rules;

- any online teaching aids for self-learning and self-evaluation purposes.

22. Transitional rules

Students already enrolled in the degree course can opt for the new Academic System.

For the Regulations prior to former Ministerial Decree 509/99, the CCLM and the Faculty Council, in their respective roles, on the basis of pre-established equivalence tables and equivalence hour-credits, having examined the curricula of the students, deliberate the form of transition from the old to the new Academic System, including validation any clinical activities carried out.

All the exams / ECTS credits of the ex DM 509/99 Academic System are fully recognized in terms of exams and relative credits as foreseen in the new curriculum of the degree program under Ministerial Decree 270/04.

The ECTS credits of the Elective Education activities of ex DM 270/04 of the single academic years are validated for students who have obtained, for the same years of the course, the ECTS credits related to the elective activities of ex DM 509/99

The regulations concerning the assessment of the degree exam, as laid out in art. 15 of this regulation, will be applied both to students who will transfer to the new system, and to students who decide to remain in the former DM 509, not before the first graduation session of the 2011-2012 academic year.

Any further special cases not covered these transitional rules will be resolved case by case with a resolution of the CCLM.

23. General Academic System CLMMC

Faculty of Pharmacy and Medicine and Medicine and Dentistry – Sapienza University of Rome

Basic training activities

Disciplinary field	Sector	ECTS
General discipline for the training of a doctor	BIO/13 Applied biology FIS/07 Applied Physics (cultural, environmental heritage, biology and medicine) M-PSI/01 General Psychology MED/01 Medical Statistics MED/03 Medical Genetics	18
Structure, function and metabolism of molecules of biological interest	BIO/10 Biochemistry BIO/11 Molecular Biology	22
Human morphology	BIO/16 Human Anatomy BIO/17 Histology	22
Integrated biological functions of organs, systems and human apparatus	BIO/09 Physiology ING-IND/34 Industrial Bioengineering ING-INF/05 IT Systems ING-INF/06 Electronic and IT Bioengineering	18
Total number of ECTS credits for basic activities from DM minimum 60		80

Core training activities

Disciplinary field	Sector	ECTS
General and Molecular Pathology, Immunopathology, General Physiopathology, Microbiology and Parasitology	MED/04 General Pathology MED/07 Microbiology and Clinical Microbiology	20
Physiopathology, Clinical Methodology, Clinical Propaedeutics and Medico-surgical Systems	BIO/14 Pharmacology M-PSI/08 Clinical Psychology MED/06 Medical Oncology MED/08 Anatomical Pathology MED/09 Internal Medicine MED/10 Diseases of the Respiratory System MED/11 Diseases of the Cardiovascular System MED/12 Gastroenterology MED/13 Endocrinology MED/14 Nephrology MED/15 Diseases of the Blood MED/16 Rheumatology MED/17 Infectious Diseases MED/18 General Surgery MED/24 Urology MED/42 General and Applied Hygiene	14
Laboratory Medicine and Integrated Diagnostics	BIO/12 Clinical Biochemistry and Clinical Molecular Biology MED/05 Clinical Pathology MED/07 Microbiology and Clinical Microbiology MED/08 Anatomical Pathology MED/36 Diagnostic Imaging and Radiotherapy VET/06 Parasitology and Parasitic Diseases of animals	8
Clinical Psychiatry and Behavioural Disciplines	BIO/14 Pharmacology M-PSI/08 Clinical Psychology MED/25 Psychiatrics MED/39 Childhood Neuropsychiatry	4
Neurological Disciplines	MED/26 Neurology MED/27 Neurosurgery MED/34 Physical Medicine and Rehabilitation MED/37 Neuroradiology	6
Clinical aspects of Medico-surgical Specialization	BIO/14 Pharmacology M-PSI/08 Clinical Psychology MED/03 Medical Genetics MED/06 Medical Oncology MED/08 Anatomical pathology MED/10 Diseases of the Respiratory System MED/11 Diseases of the Cardiovascular System MED/12 Gastroenterology MED/13 Endocrinology MED/14 Nephrology MED/15 Diseases of the Blood MED/16 Rheumatology MED/17 Infectious Diseases MED/19 Plastic Surgery MED/21 Thoracic Surgery MED/22 Vascular Surgery MED/23 Cardiac Surgery MED/24 Urology MED/29 Maxillofacial Surgery MED/35 Skin and Venereal Diseases	20

Clinical Medico-surgical aspects of the Sensory Organs

MED/28 Odontostomatological Diseases
MED/30 Diseases of the Visual System
MED/31 Otorhinolaryngology
MED/32 Audiology

Clinical Medico-surgical aspects of the Locomotor System

MED/33 Diseases of the Locomotor System
MED/34 Physical Medicine and Rehabilitation

Clinical aspects of General Medicine and Surgery

MED/09 Internal Medicine
MED/18 General Surgery

Pharmacology, Toxicology and the principles of Medical Therapy

BIO/14 Pharmacology
MED/09 Internal Medicine
MED/25 Psychiatry

Paediatric Disciplines

MED/03 Medical Genetics
MED/20 Childhood and Paediatric Surgery
MED/38 General and Specialist Paediatrics
MED/39 Child and Adolescent Psychiatry

Obstetric and Gynaecological Disciplines, Reproductive Medicine and Medical Sexology

MED/03 Medical Genetics
MED/05 Clinical Pathology
MED/13 Endocrinology
MED/24 Urology
MED/40 Genecology and Obstetrics

Anatomopathological Disciplines and Clinical Anatomical Correlations

MED/08 Anatomical Pathology
MED/09 Internal Medicine
MED/18 General Surgery

Radiology and Radiotherapy Disciplines

MED/06 Medical Oncology
MED/09 Internal Medicine
MED/18 General Surgery
MED/36 Diagnostic Imaging and Radiotherapy
MED/37 Neuroradiology

Surgical Emergency

BIO/14 Pharmacology
MED/09 Internal Medicine
MED/11 Diseases of the Cardiovascular System
MED/18 General Surgery
MED/22 Vascular Surgery
MED/23 Cardiac Surgery
MED/25 Psychiatry
MED/33 Diseases of the Locomotor System
MED/41 Anaesthesiology

Medicine and Public Health and the Workplace and Legal Medicine

MED/42 General and Applied Hygiene
MED/43 Legal Medicine
MED/44 Occupational Medicine

Community Medicine

MED/09 Internal Medicine
MED/17 Infectious Diseases
MED/34 Physical Medicine and Rehabilitation
MED/38 General and Specialist Paediatrics
MED/42 General and Applied Hygiene

Evidence based Interdisciplinary Clinical Training and Medicine

BIO/09 Physiology
BIO/14 Pharmacology
BIO/16 Human Anatomy
BIO/17 Histology
MED/03 Medical Genetics
MED/04 General Pathology
MED/05 Clinical Pathology
MED/06 Medical Oncology
MED/07 Microbiology and Clinical Microbiology
MED/08 Anatomical Pathology
MED/09 Internal Medicine
MED/10 Diseases of the Respiratory System
MED/11 Diseases of the Cardiovascular System
MED/12 Gastroenterology
MED/13 Endocrinology
MED/14 Nephrology
MED/15 Diseases of the Blood
MED/16 Rheumatology
MED/17 Infectious Diseases
MED/18 General Surgery
MED/19 Plastic Surgery
MED/20 Childhood and Paediatric Surgery
MED/21 Thoracic Surgery
MED/22 Vascular Surgery
MED/23 Cardiac Surgery
MED/24 Urology
MED/25 Psychiatry
MED/26 Neurology
MED/27 Neurosurgery

MED/28 Odontostomatological Diseases
MED/29 Maxillofacial Surgery
MED/30 Diseases of the Visual System
MED/31 Otorhinolaryngology
MED/32 Audiology
MED/33 Diseases of the Locomotor system
MED/34 Physical Medicine and Rehabilitation
MED/35 Skin and Venereal Diseases
MED/36 Diagnostic Imaging and Radiotherapy
MED/37 Neuroradiology
MED/38 General and Specialist Paediatrics
MED/39 Child and Adolescent Psychiatry
MED/40 Gynaecology and Obstetrics
MED/41 Anaesthesiology
MED/42 General and Applied Hygiene
MED/43 Legal Medicine
MED/44 Occupational Medicine
MED/45 General, Clinical and Paediatric Nursing Sciences
MED/46 Technical Sciences of Laboratory Medicine
MED/47 Obstetric and Gynaecological Nursing Sciences
MED/48 Nursing Sciences and Neuro-psychiatric Techniques and Rehabilitation
MED/49 Applied Technical Dietetic Sciences
MED/50 Applied Technical Medical Sciences

Human Sciences, Healthcare Management Policies

BIO/08 Anthropology
IUS/09 Institutions of Public Law
M-DEA/01 Demoethno-anthrological Disciplines
M-PSI/05 Social Psychology
MED/02 History of Medicine
MED/42 General and Applied Hygiene
SECS-P/06 Applied Economics
SECS-P/07 Business Administration
SECS-P/10 Company Organization
SPS/07 General Sociology

Scientific English and Language, IT and Relational Skills, Medical Pedagogy, Advanced and Distance Communication Technologies

INF/01 Computer Science
L-LIN/12 Language and Translation - English
M-PED/01 General and Social Pedagogy
M-PED/03 Didactics and Special Pedagogy
MED/01 Medical Statistics
MED/02 History of Medicine

Medicine of Motor Activity and Wellbeing

M-EDF/01 Methods and Didactics of Motor Activity
M-EDF/02 Methods and Didactics of Sports Activities
MED/09 Internal Medicine
MED/10 Diseases of the Respiratory System

MED/11 Diseases of the Cardiovascular System
MED/13 Endocrinology
MED/50 Applied Technical Medical Sciences

Total number of ECTS credits for core activities from DM minimum 180

182

Related or Supplementary Activities

Sector

ECTS

BIO/09 Physiology
BIO/10 Biochemistry
BIO/13 Applied Biology
BIO/14 Pharmacology
BIO/16 Human Anatomy
BIO/17 Histology
FIS/07 Applied Physics (cultural, environmental heritage, biology and medicine)
ING-IND/11 Environmental Physics
M-PSI/01 General Psychology
MED/01 Medical Statistics
MED/02 History of Medicine
MED/03 Medical Genetics
MED/04 General Pathology
MED/05 Clinical Pathology
MED/06 Medical Oncology
MED/07 Microbiology and Clinical Microbiology
MED/08 Anatomical Pathology
MED/09 Internal Medicine
MED/10 Diseases of the Respiratory System
MED/11 Diseases of the Cardiovascular System
MED/12 Gastroenterology
MED/13 Endocrinology
MED/14 Nephrology
MED/15 Diseases of the Blood
MED/16 Rheumatology
MED/17 Infectious Diseases

MED/19 Plastic Surgery
MED/20 Childhood and Paediatric Surgery
MED/21 Thoracic Surgery
MED/22 Vascular Surgery
MED/23 Cardiac Surgery
MED/24 Urology
MED/25 Psychiatry
MED/26 Neurology
MED/27 Neurosurgery
MED/28 Odontostomatological Diseases
MED/29 Maxillofacial Surgery
MED/30 Diseases of the Visual System
MED/31 Otorhinolaryngology
MED/32 Audiology
MED/33 Diseases of the Locomotor System
MED/34 Physical Medicine and Rehabilitation
MED/35 Skin and Venereal Diseases
MED/36 Diagnostic Imaging and Radiotherapy
MED/37 Neuroradiology
MED/38 General and Specialist Paediatrics
MED/39 Child and Adolescent Psychiatry
MED/40 Gynaecology and Obstetrics
MED/41 Anaesthesiology
MED/42 General and Applied Hygiene
MED/43 Legal Medicine
MED/44 Occupational Medicine
MED/45 General, Clinical and Paediatric Nursing Sciences
MED/46 Technical Sciences of Laboratory Medicine
MED/47 Obstetric and Gynaecological Nursing Sciences
MED/48 Nursing Sciences and Neuro-psychiatric Techniques and Rehabilitation
MED/49 Applied Technical Dietetic Sciences
MED/50 Applied Technical Medical Sciences
SECS-P/07 Business Administration
SPS/09 Sociology of Economic and Labour Relations
VET/06 Parasitology and Parasitic Diseases of animals

Total number of ECTS credits for related and supplementary activities from DM minimum 12

Reasons for inclusion in related activities in sectors foreseen in the class (BIO/09, BIO/14, BIO/16, BIO/17, MED/01, MED/02, MED/03, MED/04, MED/05, MED/06, MED/07, MED/08, MED/09, MED/10, MED/11, MED/12, MED/13, MED/14, MED/15, MED/16, MED/17, MED/18, MED/19, MED/20, MED/21, MED/22, MED/23, MED/24, MED/25, MED/26, MED/27, MED/28, MED/29, MED/30, MED/31, MED/32, MED/33, MED/34, MED/35, MED/36, MED/37, MED/38, MED/39, MED/40, MED/41, MED/42, MED/43, MED/44, MED/45, MED/46, MED/47, MED/48, MED/49, MED/50, SECS-P/07, VET/06, BIO/10, BIO/13, FIS/07, M-PSI/01)

The related and supplementary activities taken into consideration concerned SSD already foreseen for the core activities, and were considered to be particularly useful for the completion of the multidisciplinary integration of Evidence-Based Medicine (EBM) and problem solving. Furthermore, the courses include advanced and complementary teaching for the medical profession.

Other training activities (Ministerial Decree 270 art.10 §5)

Disciplinary field		ECTS
To be chosen by the student (art.10, paragraph 5, letter a)		8
For the final exam and foreign language (art.10, paragraph 5, letter c)	For the final exam	18
	Knowledge of at least one foreign language
Further training activities (art.10, paragraph 5, letter d)	Other languages
	IT skills
	Training and Orientation apprenticeships (including assessed ones for the State Exam)	60
	Other knowledge which can facilitate entry into the labour market
Per internships and traineeships at enterprises , public or private institutions, professional orders (art.10, paragraph 5, letter e)
Total ECTS credits of other activities		86

Note relative to the other activities Linguistic competence is guaranteed through the assignment of credits in the core activities.

Total ECTS credits in order to obtain the qualification (range 338 - 504)

360

The study plans are subject to the annual planning and approval of the Degree Councils which are delegated by decision of the Faculty Council.

24. Diploma Supplement

In order to facilitate student mobility in Europe, in addition to the introduction of the ECTS credit, the Universities must provide each graduate, together with their diploma, an additional certificate (diploma supplement) which gives, in bilingual version, a detailed description of the study path. This document is also useful to enter the labour market.