The aim of the course is to provide knowledge and skills that allow the student to know how to orientate himself in the panorama of issues concerning hygiene and social medicine, with regard to health, epidemiological and social impact aspects. At the end of the course the student: - has become familiar with the basic concepts of hygiene and social medicine. - can critically orient itself between the different models of health systems, the fundamental means to prevent the main infectious and multifactorial diseases, the timing of prevention, elements of occupational safety, as well as the principles of health education and health promotion of single and community.
By the study of Social Medicine the student will be able to achieve the following training objectives.
In terms of knowledge and understanding: the student will have acquired knowledge on knowledge of the basic concepts of hygiene and social medicine, such as health, epidemiological and natural history of infectious diseases, with application focus on the main broad diseases social impact. The course will be articulated in a precise path that will start from the definition of health and will end with interventions to promote it and to prevent the onset of pathology.
In terms of ability to apply knowledge and understanding: The student at the end of the course will have acquired the knowledge to know how to move and orientate in the evolution and the current state of health legislation and to have learned the fundamental means to prevent the main infectious and multifactorial diseases, such as the timing of prevention, elements of occupational safety, and the principles of health education and the promotion of the health of the individual and of the community.
In terms of independent judgment: - develop the capacity for critical analysis of the evolution and transformation of health models, especially regarding the transition to the current state of health legislation and having learned the fundamental means to prevent the main infectious and multifactorial diseases, such as the timing of prevention, elements of occupational safety, and to know and practice the principles of health education and the promotion of the health of the individual and of the community.
In terms of communication skills: - being able to communicate the acquired knowledge, in terms of ideas, problems, themes and possible solutions, related to the strategies of health promotion suitable to today's socio-epidemiological fabric and to support the ability to know how to manage the multiplicity of experiential and communicative challenges, above all in the mother-child area.
In terms of learning ability: - develop the learning skills that are necessary for them to undertake subsequent studies, related to many of the sociological, pedagogical and psychological disciplines that also deal with health education and community issues, with a high degree of autonomy.
By the study of Social Medicine the student will be able to achieve the following training objectives.
In terms of knowledge and understanding: the student will have acquired knowledge on knowledge of the basic concepts of hygiene and social medicine, such as health, epidemiological and natural history of infectious diseases, with application focus on the main broad diseases social impact. The course will be articulated in a precise path that will start from the definition of health and will end with interventions to promote it and to prevent the onset of pathology.
In terms of ability to apply knowledge and understanding: The student at the end of the course will have acquired the knowledge to know how to move and orientate in the evolution and the current state of health legislation and to have learned the fundamental means to prevent the main infectious and multifactorial diseases, such as the timing of prevention, elements of occupational safety, and the principles of health education and the promotion of the health of the individual and of the community.
In terms of independent judgment: - develop the capacity for critical analysis of the evolution and transformation of health models, especially regarding the transition to the current state of health legislation and having learned the fundamental means to prevent the main infectious and multifactorial diseases, such as the timing of prevention, elements of occupational safety, and to know and practice the principles of health education and the promotion of the health of the individual and of the community.
In terms of communication skills: - being able to communicate the acquired knowledge, in terms of ideas, problems, themes and possible solutions, related to the strategies of health promotion suitable to today's socio-epidemiological fabric and to support the ability to know how to manage the multiplicity of experiential and communicative challenges, above all in the mother-child area.
In terms of learning ability: - develop the learning skills that are necessary for them to undertake subsequent studies, related to many of the sociological, pedagogical and psychological disciplines that also deal with health education and community issues, with a high degree of autonomy.
teacher profile teaching materials
1. Fundamentals of Social Medicine and Public Health
Introduction to social medicine and public health: definitions, scope, and objectives. Concepts of health, well-being, and quality of life according to WHO models. Historical and cultural evolution of social medicine. Determinants of health (biological, environmental, social, and behavioral) and health inequalities, with particular reference to educational contexts. Levels of prevention (primary, secondary, tertiary) and principles of health promotion and empowerment. Health education: strategies and tools for application in childcare services.
2. Elements of Epidemiology
Meaning, purposes, and methods of epidemiology. Descriptive and analytical epidemiology. Main types of epidemiological studies and their use in disease prevention and control. Epidemiology of infectious diseases: sources of infection, routes, and modes of transmission. Environmental and individual conditions that favor the spread of infections in childhood communities. Health indicators and epidemiological surveillance tools. Interpretation of health data to guide preventive actions.
3. Determinants, Risk Factors, and Health Protection
Genetic, chemical, physical, biological, and environmental factors that influence child health. Classification and characteristics of the main pathogens (viruses, bacteria, fungi, protozoa). Ecological model of disease: interaction between agent, host, and environment. The body's defense mechanisms: innate and adaptive immunity. Concepts of infection, colonization, and disease.
4. Prevention and Health Promotion
In-depth analysis of prevention levels and intervention strategies in educational settings. Health promotion in early childhood services. Development of empowerment and health literacy in children, families, and educators. The role of educators in promoting healthy lifestyles, including hygiene, nutrition, and physical activity.
5. Prevention and Control of Infectious Diseases and Risk of infection in Early Childhood Services
Natural and acquired, active and passive immunity. Types of vaccines and their mechanisms of action. National pediatric vaccination schedule. Passive immunoprophylaxis and post-exposure prophylaxis. Public health operational procedures: mandatory notification, isolation, disinfection, sterilization, and disinfestation. Reference health regulations for the management of infectious diseases in communities. Standard precautions and specific measures for educational staff. Personal hygiene, environmental hygiene, and hygiene of teaching objects and materials. Operational procedures in educational services. Management of suspected cases: criteria for removal and readmission. Role of educators in daily health surveillance and communication with families and health services.
6. Major Infectious Diseases of Childhood
Diseases transmitted by air (measles, rubella, chickenpox, whooping cough, meningitis), fecal-oral transmission (gastroenteritis, hepatitis A), direct contact (conjunctivitis, pediculosis, dermatophytosis), and parenteral transmission (hepatitis B, HIV). Major parasitic infections (oxyuriasis, giardiasis, toxoplasmosis). For each: etiological agent, mode of transmission, clinical picture, prevention and management in educational settings.
7. Chronic Diseases and Non-Infectious Conditions in Childhood
Multifactorial model of chronic diseases. Main conditions: obesity, diabetes, food allergies and intolerances, dental caries. Effects of secondhand smoke on children's health. Early identification and management in educational settings. Specific Learning Disabilities (SLD): early recognition, support strategies, and development of personalized plans shared with families and clinicians. Inclusion and management of special educational needs. Sudden Infant Death Syndrome (SIDS): risk factors and prevention.
8. Safety, First Aid, and Risk Management
Accident prevention in childcare settings. Principles of pediatric first aid: airway obstruction, loss of consciousness, febrile seizures. Emergency management and access to health services. Workplace Safety Regulations (Legislative Decree 81/2008): fundamental concepts, risk assessment, and management in educational settings.
9. Nutritional Hygiene in Early Childhood
Nutritional principles and needs during the different stages of early childhood. Breastfeeding: benefits and support. Formula feeding: indications and preparation. Complementary feeding: timing, methods, and recommended foods. Nursery school feeding (1–3 years): meal composition, typical menus, and management of special diets (allergies, intolerances, ethical and religious choices). Food safety: HACCP principles, food preservation, and prevention of food poisoning.
Programme
COURSE CONTENT1. Fundamentals of Social Medicine and Public Health
Introduction to social medicine and public health: definitions, scope, and objectives. Concepts of health, well-being, and quality of life according to WHO models. Historical and cultural evolution of social medicine. Determinants of health (biological, environmental, social, and behavioral) and health inequalities, with particular reference to educational contexts. Levels of prevention (primary, secondary, tertiary) and principles of health promotion and empowerment. Health education: strategies and tools for application in childcare services.
2. Elements of Epidemiology
Meaning, purposes, and methods of epidemiology. Descriptive and analytical epidemiology. Main types of epidemiological studies and their use in disease prevention and control. Epidemiology of infectious diseases: sources of infection, routes, and modes of transmission. Environmental and individual conditions that favor the spread of infections in childhood communities. Health indicators and epidemiological surveillance tools. Interpretation of health data to guide preventive actions.
3. Determinants, Risk Factors, and Health Protection
Genetic, chemical, physical, biological, and environmental factors that influence child health. Classification and characteristics of the main pathogens (viruses, bacteria, fungi, protozoa). Ecological model of disease: interaction between agent, host, and environment. The body's defense mechanisms: innate and adaptive immunity. Concepts of infection, colonization, and disease.
4. Prevention and Health Promotion
In-depth analysis of prevention levels and intervention strategies in educational settings. Health promotion in early childhood services. Development of empowerment and health literacy in children, families, and educators. The role of educators in promoting healthy lifestyles, including hygiene, nutrition, and physical activity.
5. Prevention and Control of Infectious Diseases and Risk of infection in Early Childhood Services
Natural and acquired, active and passive immunity. Types of vaccines and their mechanisms of action. National pediatric vaccination schedule. Passive immunoprophylaxis and post-exposure prophylaxis. Public health operational procedures: mandatory notification, isolation, disinfection, sterilization, and disinfestation. Reference health regulations for the management of infectious diseases in communities. Standard precautions and specific measures for educational staff. Personal hygiene, environmental hygiene, and hygiene of teaching objects and materials. Operational procedures in educational services. Management of suspected cases: criteria for removal and readmission. Role of educators in daily health surveillance and communication with families and health services.
6. Major Infectious Diseases of Childhood
Diseases transmitted by air (measles, rubella, chickenpox, whooping cough, meningitis), fecal-oral transmission (gastroenteritis, hepatitis A), direct contact (conjunctivitis, pediculosis, dermatophytosis), and parenteral transmission (hepatitis B, HIV). Major parasitic infections (oxyuriasis, giardiasis, toxoplasmosis). For each: etiological agent, mode of transmission, clinical picture, prevention and management in educational settings.
7. Chronic Diseases and Non-Infectious Conditions in Childhood
Multifactorial model of chronic diseases. Main conditions: obesity, diabetes, food allergies and intolerances, dental caries. Effects of secondhand smoke on children's health. Early identification and management in educational settings. Specific Learning Disabilities (SLD): early recognition, support strategies, and development of personalized plans shared with families and clinicians. Inclusion and management of special educational needs. Sudden Infant Death Syndrome (SIDS): risk factors and prevention.
8. Safety, First Aid, and Risk Management
Accident prevention in childcare settings. Principles of pediatric first aid: airway obstruction, loss of consciousness, febrile seizures. Emergency management and access to health services. Workplace Safety Regulations (Legislative Decree 81/2008): fundamental concepts, risk assessment, and management in educational settings.
9. Nutritional Hygiene in Early Childhood
Nutritional principles and needs during the different stages of early childhood. Breastfeeding: benefits and support. Formula feeding: indications and preparation. Complementary feeding: timing, methods, and recommended foods. Nursery school feeding (1–3 years): meal composition, typical menus, and management of special diets (allergies, intolerances, ethical and religious choices). Food safety: HACCP principles, food preservation, and prevention of food poisoning.
Core Documentation
Textbook of Hygiene and Public Health: Romano Spica V, Brandi G. Igiene, Educazione alla Salute e Sanità Pubblica. Quaderni Sanitari, Volume 5. Antonio Delfino Editore, Roma 2014.Reference Bibliography
Ministry of Health – National Vaccination Prevention Plan (PNPV) (current version). Italian National Institute of Health (Istituto Superiore di Sanità) – Guidelines for the management of infectious diseases in school communities. Legislative Decree 81/2008 and subsequent amendments – Consolidated Act on Health and Safety in the Workplace. Reference websites: – www.salute.gov.it – www.epicentro.iss.it – www.who.int/itAttendance
Attendance is not mandatory.Type of evaluation
The exam will consist of an oral examination.