Abstract
The article presents the results emerged from an annual research-training project (2019-2020), which represented one of the training actions launched within the Forward Ministerial Project, Training, research and development of community based strategies to prevent radicalization and support integration (MIUR ID 85901), of the Department of Education, Human Sciences and Intercultural Communication of the University of Siena. The research-training path involved thirty doctors, nurses and practitioners from the medical and health contexts of the Centre of Italy, who took part in a professional development course. The course aimed at offering participatory settings through active development methodologies and methods for learning from the experience (Marsick, & Neaman, 2018; Fabbri, 2019) useful for validating their practices starting from those situations that they perceive as "critical" and challengers. 30 individual semi-structured interviews were conducted and 5 focus groups. All interviews and focus groups were recorded and transcribed ad verbatim. Each participant was invited to draw up an e-portfolio that included an analysis grid for self-case studies, and reflective narratives. The textual material thus collected was subjected to textual analysis of the content in order to detect the emerging categories. The results of the content analysis and the main elicited reflections are here detailed.
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