Tutor – Attualità, Proposte e Ricerche per l’Educazione nelle Scienze della Salute https://oajournals.fupress.net/index.php/tutor <p><strong>TUTOR&nbsp;</strong>is an&nbsp;international, peer reviewed, open-access journal aimed at promoting the nature and scope of the knowledge that is directly relevant to all domains of medical education and practice.<em>&nbsp;</em></p> <p>The nature of <strong>TUTOR</strong> is to attract submissions from medical educators across the world. Research papers, review articles, short communications, perspectives and letter to the editors will be accepted. In addition, we would welcome medical educational research carried out for the purposes of Masters or PhD degrees.</p> <p>The journal is published by the Firenze University Press publishing team on behalf the <strong><a href="http://www.pedagogiamedica.it/">Italian Society of Medical Pedagogy</a> (SIPeM)</strong>. The aims of <strong>TUTOR</strong> are very flexible and cover the whole range of education and training in medical and clinical education and allied health education and medical sciences, including dentistry, nursing, midwifery and physiotherapy.</p> Firenze University Press en-US Tutor – Attualità, Proposte e Ricerche per l’Educazione nelle Scienze della Salute 1971-7296 <p>Authors retain the copyright and grant the journal right of first publication with the work simultaneously licensed under a <strong>Creative Commons Attribution 4.0 International Public License (<a href="https://creativecommons.org/licenses/by/4.0/">CC-BY-4.0</a>)</strong>&nbsp;that allows others to share the work with an acknowledgment of the work's authorship and initial publication.</p> <p><a href="http://creativecommons.org/licenses/by/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by/4.0/88x31.png" alt="Creative Commons License"></a><br>This work is licensed under a <a href="http://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons Attribution 4.0 International License</a></p> Introduction and implementation of problem based learning in preclinical years: a survey on students’ perspective https://oajournals.fupress.net/index.php/tutor/article/view/9630 Today’s sprouting medical technology demands that students are more innovative in their approach towards medical practice. Problem based learning (PBL) has proven to be one of the most efficacious disciplines aimed at improving problem-solving skills and self-directed learning. The objective of this study was to review students’ perspectives on the implementation and effectiveness of PBL at Avalon University School of Medicine (AUSOM). A cross-sectional questionnaires survey was conducted among basic science students with qualitative and quantitative questionnaires. The response recorded and the data analysed using Stata-15 (StataCorp LLC). Most students believed PBL was beneficial to learning.<strong> </strong>82.18% (n=83) agreed that they benefited from PBL and 91.09 % (n=92) were in concordance PBL provided a positive learning environment to enhance their understanding. The most important objectives of PBL identified by the students were to improve the presentation skills, enhance depth of understanding and develop critical thinking. PBL is helpful in improving students understanding of the basic medical science courses, allowing for self-improvement. PBL allows students to actively engage in the collaborative active learning process. It is imperative PBL should be introduced early in pre-clinical years and implemented effectively to enhance the learning environment with the favourable outcome. Oluwatosin Oyadiran Sajjad Huda Manish Mane Manohar Praveen Veetil Yogesh Acharya Copyright (c) 2018-11-27 2018-11-27 18 1-2 12 16 10.14601/Tutor-24254 Presentazione del numero https://oajournals.fupress.net/index.php/tutor/article/view/9628 Bruno Moncharmont Fabrizio Consorti Copyright (c) 2018-11-27 2018-11-27 18 1-2 4 4 10.14601/Tutor-24252 L’attualità del libro di testo: opinioni a confronto https://oajournals.fupress.net/index.php/tutor/article/view/9629 Fabrizio Consorti Oliviero Riggio Guido Gnocchi Umberto Rosso Copyright (c) 2018-11-27 2018-11-27 18 1-2 5 11 10.14601/Tutor-24253 Rete didattica contro la violenza alle donne: un’esperienza presso il Corso di Laurea in Infermieristica dell’Università degli Studi di Torino, sede di Ivrea https://oajournals.fupress.net/index.php/tutor/article/view/9631 Speaking about gender violence we refer to every act that involve or resemble a physical, sexual or psychological harm or pain inflicted to a woman, including threats. This topic is of social interest and has a negative impact on women’s health. It is evident that we need to arise the awareness of health professionals form a multidisciplinary perspective about this theme. Following this considerations, some teachers of the Università degli Studi di Torino, Degree in Nursing, dedicated an area to this topic in the Venue of Ivrea, creating at the same time a “Didactic Network Versus Violence against Women”. This path leads to the creation of a dedicated conference every year. The objective of this network is to train future nurses to address this delicate issue in a professional manner, empathic and respectful, and help to create awareness among the younger generation, through the activation of a critical thought. Barbara Bessolo Fabrizia Cogo Silvana Faccio Enrico Finale Vincenza Palermo Roberto Quarisa Elvira Signaroldi Diego Targhetta Dur Copyright (c) 2018-11-27 2018-11-27 18 1-2 17 21 10.14601/Tutor-24255 “DIARI DI UN CORPO” Materiali da un laboratorio di didattica medica A cura di Ciro Gallo, Salvatore Cardone e Paolo Prota https://oajournals.fupress.net/index.php/tutor/article/view/9632 Laura Recchia Copyright (c) 2018-11-27 2018-11-27 18 1-2 22 23 10.14601/Tutor-24256