Frontal Lessons Research Articles

A school-based intervention to foster adherence to the Mediterranean diet in adolescents: the PROMEDLIFE project

Abstract The need to maintain the production of local foods characterized by a high nutritional index, update traditional food production methodologies by developing attractive tech-based approaches, promote healthy eating habits that meet consumers’ preferences and acceptability, as well as reducing the complexity of supply chains (Farm to Fork) must be addressed to ensure food and nutrition security. This is especially true in Mediterranean countries undergoing dietary and nutritional changes that affect their inhabitants’ health while creating many socio-economic and environmental challenges. PROMEDLIFE aims to increase adherence to the Mediterranean diet through a multi-actor approach by encouraging the adoption of a healthy eating lifestyle while decreasing the environmental and economic impact of food production and processing. It also aims to attain optimal food communication and education through training programs that target primary and secondary students as well as their families, from children to older adults. A 4-week nutritional and sensory educational intervention in high school students involves frontal lessons, a web-app for families enrolled, and games on nutrients, food groups, balanced meals and various eating occasions, healthy and sustainable diets. In addition, adherence to the Mediterranean diet, nutritional knowledge, sociodemographic and lifestyle data, picky eating, and food neophobia are investigated. Including nutritional lectures in the school curriculum of high schools promotes knowledge acquisition about healthy diet. However, a period longer than 4 weeks may be necessary to translate this knowledge into improved eating habits. The project is still ongoing, and follow-up data collection will be performed. Final analysis, including data on picky eating and food neophobia, as well as overall eating behavior at follow-up, will allow an evaluation of possible long-term changes.

A didactic experience for educating the youngest generations about seismic risk using an escape room

Effective risk communication is crucial for enhancing societal resilience. It’s not just about scientific strategies; it’s also about ensuring that communities are informed and prepared. Educating local populations, especially younger generations, is key to improving disaster readiness. Notably, engaging younger generations assumes significance, given their role as both the future of society and conduits for educating their families. Serious Games, specifically Escape Rooms, present a compelling tool for engaging and interacting with young people. These games, designed not primarily for entertainment but for educational purposes, facilitate active participant involvement, thereby enhancing learning. In our didactic approach, comprising a frontal lesson and an Escape Room, we sought to leverage the appeal of Serious Games to educate young people. This approach was particularly timely during the COVID-19 pandemic, where virtual experiences gained positive evaluations despite the inherent challenges. Italy frequently faces large magnitude earthquakes. Yet many Italians, especially young people, have low seismic risk awareness, hindering preparedness efforts. To address this issue, the use of games and interactive experiences proves promising. By involving young people, seismic risk awareness can be effectively raised, fostering a culture of safety. Throughout the implementation of the Escape Room exercise dedicated to seismic risk, we conducted an evaluation phase both before and after the activities. The insights gained from this evaluation process provided valuable feedback on the learning experience and the effectiveness of the science communication technique. Notably, the virtual nature of the escape room experience was positively evaluated, demonstrating its adaptability during the pandemic. It is imperative to acknowledge that participants in these activities were aged between 15 and 18 years old, requiring ethical considerations in the design and execution of the educational intervention. The findings are highly promising, indicating that students viewed the protocol as beneficial for understanding fundamental concepts in seismology and enhancing their perception of risk. Moreover, the protocol positively influenced students’ interest in science and geophysics. Furthermore, an aspect that remains unexplored is the extent to which the knowledge acquired by the participants was disseminated within their families, representing a potential area for future investigation.

Tsunami at school. An experimental strategy to increase students’ risk perception

We tested a methodology for assessing high school students’ tsunami risk perception and knowledge to improve their tsunami awareness. Our objective was to test whether the use of a structured questionnaire on tsunami risk perception could be used as a tool to assess students’ improvement after a lesson on tsunamis. For this purpose, we involved about 100 students from four classes of a high school (Polo Liceale Statale “Lazzaro Spallanzani”) in the town of Tivoli, in central Italy, about 20 km from Rome and 40 km from the seaside. We administered the questionnaire in three subsequent surveys (to 94, 96, and 109 students, respectively), the first of which without providing any information on which subject they would be dealing with. Students were asked to answer the 31 questions individually, each using her/his mobile phone during science class. After two months, all four classes were trained with a frontal lesson and a discussion on tsunami risk. Afterwards, we administered the questionnaire again and ran the second survey. Finally, we met the students one year later and administered the questionnaire again, then we compared the three survey results. The comparison shows that the students’ risk knowledge and perception, which was generally very low in the first survey, improved significantly after the lesson and the relative discussion. Although this result was somewhat expected, it has been possible to confirm and quantify the improvement. According to studies conducted using similar methods [Gray and Di Loreto, 2016; Ayllón et al., 2019], the active participation of students, the collaborative approach provided by teachers and researchers, and the use of a survey tool such as a questionnaire – which, despite being completed individually, fosters an environment of emotional sharing – all contribute to stimulating students’ curiosity and facilitating their learning in traditional educational settings. We then administered the questionnaire to the same classes one year later. The outputs of the third survey show a partial decrease in students’ awareness that nevertheless remains significantly better than in the first survey. This suggests that the students’ involvement in the learning process through the questionnaire and through an active discussion after watching videos and pictures works well, but also that a periodic reminder by the science teachers is needed to maintain a constant level of risk awareness and perception. We propose to replicate this approach by involving teachers in the survey, providing them with a recorded lesson with all the basic elements, to be shown between the first and second administration of the questionnaire, and with periodic (yearly) reminders.

Who Wants to Be a Geomorphologist? Gamification in a BSc Teaching Course

Despite the importance of Earth sciences in addressing the global challenges that humanity is presently facing, attention toward related disciplines has been witnessed to be globally declining at various levels, including education and university teaching. To increase students’ engagement and explore alternative teaching activities, a didactical experiment was carried out at the University of Florence (Italy); the teaching course, “basic elements of geomorphology”, was reorganized to include relevant elements of gamification. Parallel to the frontal lessons, a competition based on a recurring quiz game was conducted. This activity was called “Who wants to be a Geomorphologist?”, clearly paraphrasing a notorious TV show. During every lesson, a moment was included where the students used their mobile devices to access a series of quizzes that were previously prepared by the teacher to test the reasoning skills of the students and their abilities to make connections between distinct topics. A commercial educational app was used to organize the activity, run the quiz sessions, assign points, and update the leaderboard in real time. A quantitative evaluation procedure assessed the positive impacts in terms of supporting the learning process, improving the engagement in the teaching course, and fostering the liking for geomorphology.

Learning Italian as a Second Language in a Sample of Ukrainian Children: A Game-Based Learning Approach.

Game-based learning is an educational approach aimed at acquiring knowledge through the use of play. There are various studies that note the effectiveness of playing as an educational tool and the use of digital platforms as a tool that can increase its effectiveness. We wanted to investigate whether a game-based learning approach may determine an improvement in Italian as a foreign language in terms of vocabulary expansion. The sample consists of 48 Ukrainian children between 6 and 7 years old. There were 24 female children and 24 male children in the sample, divided into two groups: the control group (Gr1) learnt Italian through frontal lessons (traditional approach), the experimental group (Gr2) learnt Italian through games and activities (game-based learning). The results have shown that the experimental group had a major increase in Italian vocabulary. However, both groups had an increase in this sense. Game-based learning remains an effective and promising educational approach, but other variables must be taken into account. Furthermore, the scarcity of literature on foreign language learning through game-based learning creates the need for more studies.

P493 ASSOCIATION BETWEEN IMPROVEMENT IN PHYSICAL FITNESS AND ANTHROPOMETRIC PARAMETERS WITH MAINTENANCE OF PHYSICAL EXERCISE HABITS IN A POPULATION OF PATIENTS WITH ISCHEMIC HEART DISEASE UNDERGOING A REHABILITATION CYCLE WITH 6 MONTHS FOLLOW–UP

Abstract Background Increased physical activity is associated with a reduction in all–cause mortality and may increase life expectancy, an effect strongly linked to a reduction in the risk of cardiovascular (CV) disease. Regular aerobic exercise (EX) results in modest reductions in waist circumference (CIRC) (associated with CV mortality) and visceral adipose tissue. Vigorous intensity EX may offer greater benefits than moderate intensity. Aim of the study: To evaluate whether the continuation of EX after Cardiac Rehabilitation (CR) leads to an improvement in physical capacity and parameters related to CV pathology of patients (PZ) with ischemic heart disease (IC). Methods retrospective observational study on patients referred to the Outpatient CR of the O.C. S.M. del Prato (Feltre) from January 2018 to May 2021. Of the initial population of 270 PZ, 47 did not show up at the f.–up, 22 did not perform 6MWT at the f.–up and 33 had CR indications other than IC. The Outpatient CR consisted of 10 monthly sessions with 3 modalities: • educational (ED) + supervised EX • ED only • online (Covid period). Supervised EX: soft bodyweight gymnastics (30 min) + 30 minutes monitored moderate to vigorous supervised EX on stationary bikes and treadmills ED: frontal lessons (1–2 h) multidisciplinary (doctor, nurse, dietician, psychologist) aimed at improving the patient‘s management of CV disease and risk factors. On–line: soft bodyweight gymnastics (30 min) + ED by videoconference The f.–up was on average 6 months after the CR. Statistical processing with Jamovi 2.3.13 Materials and methods: At admission to CR and at f.–up, weight, height, CIRC, calculated BMI were measured, performed 6–minute walk test (6MWT) with Borg scale detection. At the f.–up a questionnaire was self–administered and adherence to EX, bodyweight exercise, how often, attendance at a gym, use of heart rate monitor (CF), etc. were declared. Conclusions The 6MWT improves in a statistically significant way in all PZs at f.–up except in those who declare not to perform EF. Significant improvements in CIRC, BMI and Borg were observed in PCS performing EX more frequently weekly (2–4 times), using CF and in PCS undergoing complete RC (ED + EX). No predictors of improvement at 6 months of the examined variables were identified.

MaestraNatura Reveals Its Effectiveness in Acquiring Nutritional Knowledge and Skills: Bridging the Gap between Girls and Boys from Primary School

MaestraNatura (MN) is a nutrition education program developed to both enhance awareness about the importance of healthy eating behaviour and skills on food and nutrition in primary school students. The level of knowledge about food and nutritional issues was assessed by a questionnaire administered to 256 students (9-10 years old) attending the last class of primary school and was compared with that of a control group of 98 students frequenting the same schools that received traditional nutrition education based on curricular science lessons and one frontal lesson conducted by an expert nutritionist. The results indicated that students in the MN program showed a higher percentage of correct responses to the questionnaire when compared with the control group (76 ± 15.4 vs. 59 ± 17.7; p < 0.001). Furthermore, the students attending the MN program were requested to organise a weekly menu before (T0) and when finished (T1) the MN program. The results evidenced an overall significant improvement in the score obtained at T1 with respect to those at T0 (p < 0.001), indicating a strong improvement in the ability to translate the theoretical concepts of nutrition guidelines in practice. In addition, the analysis revealed a gender gap between boys and girls, with boys showing a worse score at T0 that was ameliorated after the completion of the program (p < 0.001). Overall, MN program is effective in improving nutrition knowledge amongst 9-10-year-old students. Furthermore, students showed an increased ability to organise a weekly dietary plan after completing the MN program, a result which also bridged gender gaps. Thus, preventive nutrition education strategies specifically addressed to boys and girls, and involving both the school and family, are needed to make children aware of the importance of a healthy lifestyle and to correct inadequate eating habits.

Editorial: From Frontal Lesson to Other Forms of Teaching

Editorial: From Frontal Lesson to Other Forms of Teaching

Are Psychophysiological Wearables Suitable for Comparing Pedagogical Teaching Approaches?

This study describes how wearable devices can be used in elementary schools to compare some aspects of different teaching approaches. Upper arm wearables were used as an objective tool to compare three approaches when teaching science: (i) classical frontal teaching, (ii) embodied (kinesthetic) teaching, and (iii) a distance teaching approach. Using the wearables, the approaches were compared in terms of their impact on students’ psychological arousal and perceived well-being. In addition, short-term and long-term knowledge gain and physiological synchronization between teacher and students during the lecture were assessed. A synchronization index was defined to estimate the degree of physiological synchronization. During distance teaching, by means of measurements with wearables, students were significantly less physically active and significantly less psychologically aroused. Embodied teaching allowed significantly higher physical activation than during the other two approaches. The synchronization index for all three teaching approaches was positive with the highest values for distance and frontal teaching. Moreover, knowledge gain immediately after the embodied lessons was higher than after frontal lessons. No significant differences in the long-term knowledge retention between the three different teaching methods were found. This pilot study proved that wearables are a useful tool in research in the field of education and have the potential to contribute to a deeper understanding of the mechanisms involved in learning, even in complex environments such as an elementary school classroom.

Sustainability and Resilience Assessment in the Pandemic Emergency

The coronavirus pandemic has affected all production and service sectors. The crisis has led to the increased awareness of the fragility and vulnerability of our societies and our lifestyles. The speed at which it spreads has led first to a change of our behavior and our way of life but at the same time, it has also changed the way we consider our buildings and how we live in them. Considering the new visions aimed at sharing spaces, such as those of work with the coworking spaces or frontal lessons in the classroom, they must now be rethought. In tourism and catering, relations with customers are reviewed and public transport is radically rethought. In this context, the concept of resilience plays a key role. How resistant are we and our environment to crises like COVID-19? What is the significance of resilience in sustainability? Is there a link between the assessment of resilience and life cycle assessment? In this paper is represented a general framework to connect resilience and sustainability assessments.

Health promotion through collaborative health: a Tuscan model

Abstract Background chronic diseases affect in Italy about 39.1% of the total population and 85.3% of the over 75 years. A new experimental approach has been studied that, through the communities, activate collaborative processes to improve the health and well-being of population. The ASL Toscana Sudest for the three years 2017-2020 has acquired from the Self-management Resource Center (SMRC, University of Stanford California) licenses for implementing self-management programs for chronically ill people. The training process is subject to quality control by SMRC with annual report. Objectives the goal is to train participants in the solution of problems, to make decisions, to set objectives and define priorities, to undertake actions for clinical-emotional management and its social role. The self-management education processes carried out have been addressed primarily to the diabetes program. Results 57 conductors were trained through the administration of 30 hours of frontal lessons to nurses and lay people. Subsequently, the conductors implemented 77 programs in which a total of 750 people participated. Of these, 90% took part in at least four of the six seminars provided for in the program. In addition, a specific program has been launched for a group of 13 Bengali citizens resident in Italy with particular attention to the risk of development of dysmetabolic diseases and the possible correlation with Ramadan. Conclusions the engagement of the citizen in terms of Public Health manifests itself with a cumulative impact of small behavioral changes at the level of individuals, communities, and the population. Main message: the project aims to introduce the concept of ‘Collaborative Health' offering concrete examples of experiences already present in the Tuscan context, formulating possible recommendations for stakeholders for the innovation of the system and stimulating greater sustainability, appropriateness and equity of services and health models in Italy. Key messages Collaborative health is a winning strategy for health promotion. Chronic diseases are a main topic for health promotion.

Low-Invasive CO2-Based Visual Alerting Systems to Manage Natural Ventilation and Improve IAQ in Historic School Buildings

Children spend a large part of their growing years in schools, and as they are more sensitive to some pollutants than adults, it is essential to monitor and maximize the indoor air quality (IAQ) in classrooms. Many schools are located in historic and heritage buildings, and improving the IAQ, preserving the architectural features, poses a great challenge. The aim of the study is to evaluate the effectiveness of a low-invasiveness, low-cost, smart CO2-based visual alerting systems to manage natural ventilation and improve IAQ in historic school buildings. Indoor and outdoor parameters were monitored for three weeks in four schools with different levels of education (two classrooms per school; device installed in one only). Based on indoor CO2 concentration, air temperature and relative humidity, the device suggests when windows should be opened to ventilate. The comparison between the two classrooms show that the effectiveness of the device is highly dependent on the occupants: (i) reduction in the average CO2 concentrations of up to 42% in classrooms with frontal lesson and full occupancy, (ii) the device is not the most ideal solution for kindergarten due to the young age of the pupils, and (iii) it is more used during mild outdoor temperatures.

LEARNING THROUGH VIRTUAL TOOLS: VISIT A PLACE IN THE PANDEMIC ERA

Abstract. The concept of combining learning activities and Cultural Heritage is a highly effective approach, both in the pandemic era and no. Knowledge and awareness of a place cultural identity by the local community is itself a conservation action. Therefore, a training activity was tested at the “Liceo Leopardi” (Lecco) according to the guidelines of Italian work-school projects. It is an innovative didactic methodology that allows students to combine school training with practical experience in a public or private institution. Since 2015, it has been compulsory in Italy for all high school students. The didactic tool used to face innovative topics related to heritage digitisation and its remote access was the Virtual Tour of the Monumental Complex of Laorca. The VT is a very effective immersive tool and easy to use even for non-expert users. Through some frontal lessons and laboratory activities, the students learned the basic concepts about the acquisition techniques to realise multimedia data (artistic photography, light painting, panoramic photography, video, etc.) to enrich the Laorca complex VT frame. The didactic experimentation was very engaging for the students who created a cultural game for the younger middle school students. The game is structured like a path consisting of 10 phases, designed in two versions: one version played directly on-site and another available online within VT. The research presented aims at the CH digitisation for the involvement and participation of the local community in the territorial identity promotion. The didactic experiment involved students reinforcing the link with their territory.

MICROORGANISMS IN THE ALIMENTATION IN PRIMARY SCHOOL: THE LABORATORY DIDACTICS IN THE TEACHING - LEARNING PROCESSES OF LIFE SCIENCES

This study falls into the field research of Life Science didactics. According to the main Italian (Italian Guidelines for the Curriculum in the Primary School - 2012 Edition) and European law documents (Recommendation of the European Parliament and of the Council, 18 December 2006), and to the scientific research made on the subject, the most effective approach to Live Science teaching seems to be the one that uses laboratory didactics, allowing the student to be active protagonists of their learning. This work focuses on laboratory didactics and how they, integrated with the traditional teaching methods, could be more valid than the traditional method alone. The subject chosen was Microbiology, in particular microorganisms that interact with food (bacteria that could be beneficial of not for human health and yeasts that could transform food). In order to try this method, a preliminary investigation was carried out regarding the teaching methods usually adopted by teachers of Natural and Experimental Sciences of the Primary School involved in this research. The obtained results were useful to understand the methods used by the teachers and if the teaching of Microbiology was common. As it turned out, Microbiology and the subject of microorganisms in the alimentation is marginally considered in Primary School and this confirmed the originality of the project. The project was divided into two teaching phases. The first one regarded the bacteria and the importance of hand-washing before eating, the second one regarded yeasts and how the alcoholic fermentation could lead to processes like the leavening of bread. In both cases part of the activity was held in the classroom as frontal lesson, and part was in the laboratory, where students (children of the third class of primary school, approximately 8 years old) had the opportunity to work with optical microscopes, culture mediums in Petri’s capsules and with the application of the scientific method. Some simple tests were proposed after each activity, in order to verify and compare the efficacy of the two types of didactics. The results confirmed the initial hypothesis that, in the teaching-learning of Life Sciences, using laboratory didactics is more effective than a traditional approach. The scientific method, used in the experimentation, was very valid for a meaningful learning, and it produced skills that may also be used in other contexts. The use of scientific instruments, such as optical microscope, and techniques, such as microbial culture, gave value to the application of scientific method and kept the students very motivated and interested in the subject of Microbiology. All these activities can be proposed again to other students of primary and secondary school with some adaptations.

Exploring the residents’ perspective on smart learning modalities and contents for virtual urology education: Lesson learned during the COVID-19 pandemic

PurposeThe COVID-19 outbreak has substantially altered residents’ training activities.While several new virtual learning programs have been recently implemented, the perspective of urology trainees regarding their usefulness still needs to be investigated. MethodsA cross-sectional, 30-item, web-based Survey was conducted through Twitter from April 4th, 2020 to April 18th, 2020, aiming to evaluate the urology residents’ perspective on smart learning (SL) modalities (pre-recorded videos, webinars, podcasts, and social media [SoMe]), and contents (frontal lessons, clinical case discussions, updates on Guidelines and on clinical trials, surgical videos, Journal Clubs, and seminars on leadership and non-technical skills). ResultsOverall, 501 urology residents from 58 countries completed the survey. Of these, 78.4, 78.2, 56.9 and 51.9% of them considered pre-recorded videos, interactive webinars, podcasts and SoMe highly useful modalities of smart learning, respectively. The contents considered as highly useful by the greatest proportion of residents were updates on guidelines (84.8%) and surgical videos (81.0%). In addition, 58.9 and 56.5% of responders deemed seminars on leadership and on non-technical skills highly useful smart learning contents.The three preferred combinations of smart learning modality and content were: pre-recorded surgical videos, interactive webinars on clinical cases, and pre-recorded videos on guidelines. ConclusionOur study provides the first global “big picture” of the smart learning modalities and contents that should be prioritized to optimize virtual Urology education. While this survey was conducted during the COVID-19 outbreak, our findings might have even more impact in the future.

Un approccio attivo alla geometria piana nella scuola primaria

L’articolo descrive un’esperienza didattica realizzata in una classe quinta della scuola primaria: lo scopo dell’attività era di proporre una modalità di lavoro che permettesse agli alunni di attivare le loro potenzialità cognitive quando affrontavano situazioni geometriche nelle quali era loro richiesto di pianificare come si potessero calcolare le aree non note di figure geometriche. Tali situazioni sono spesso proposte in termini statici, attraverso lezioni frontali in cui il compito degli studenti è la fruizione. Le consegne hanno messo in evidenza quanto sia stretto il rapporto fra il linguaggio e gli aspetti iconici e figurali e come questo possa essere discusso con gli studenti. Mentre la discussione ha evidenziato diversi approcci ai significati coinvolti, confrontarsi con le situazioni proposte e interagire coi pari sembra aver aumentato la consapevolezza degli studenti circa il senso del calcolo delle aree.

Explorando la perspectiva de los residentes sobre las modalidades y contenidos de aprendizaje inteligente para la educación virtual de urología: lección aprendida durante la pandemia de la COVID-19

PurposeThe COVID-19 outbreak has substantially altered residents’ training activities.While several new virtual learning programs have been recently implemented, the perspective of urology trainees regarding their usefulness still needs to be investigated. MethodsA cross-sectional, 30-item, web-based Survey was conducted through Twitter from April 4th, 2020 to April 18th, 2020, aiming to evaluate the urology residents’ perspective on smart learning (SL) modalities (pre-recorded videos, webinars, podcasts, and social media [SoMe]), and contents (frontal lessons, clinical case discussions, updates on Guidelines and on clinical trials, surgical videos, Journal Clubs, and seminars on leadership and non-technical skills). ResultsOverall, 501 urology residents from 58 countries completed the survey. Of these, 78.4, 78.2, 56.9 and 51.9% of them considered pre-recorded videos, interactive webinars, podcasts and SoMe highly useful modalities of smart learning, respectively. The contents considered as highly useful by the greatest proportion of residents were updates on guidelines (84.8%) and surgical videos (81.0%). In addition, 58.9 and 56.5% of responders deemed seminars on leadership and on non-technical skills highly useful smart learning contents.The three preferred combinations of smart learning modality and content were: pre-recorded surgical videos, interactive webinars on clinical cases, and pre-recorded videos on guidelines. ConclusionOur study provides the first global «big picture» of the smart learning modalities and contents that should be prioritized to optimize virtual Urology education. While this survey was conducted during the COVID-19 outbreak, our findings might have even more impact in the future.

Global health challenges: Are future physicians prepared? The results of a 4 years training experience

Abstract Background Current health challenges are highlighting as Global Health (GH) is a discipline of growing importance for future physicians. Although its training is globally recommended, it has not universally entered the curricula of degree courses in Medicine and Surgery. A cycle of 6 seminars in global health has been promoted by researchers and public health residents of the Center for Research and Studies in GH of the Università Cattolica del Sacro Cuore (UCSC) in Rome, and offered for 4 consecutive years to medical students attending the UCSC. Objectives and Methods Main goal was increasing students knowledge and awareness in global health issues exploring their needs and perceptions about the impact of the topic on their future career. Two-hours frontal lessons held by experts and practical sessions (PBL) facilitated by promoters were planned on topics as determinants and inequalities in health, UHC, fragile and vulnerable population as migrants and victims of violence, SDGs, AIDS and emerging infectious diseases,international cooperation, maternal-child health. A pre-course, single event and post-course questionnaire was administered to participants. Results A mean of 48 students (± 15.7SD), 66.7% females, attending mainly the second(40.4%) and the third year (39%), joined each event. The analysis of the pre-course questionnaire has highlighted students' interest in healthcare inequalities, pandemics, migration, health in developing countries, healthcare systems. At the end, 92% of participants has considered the course interesting, 87% stated that the topic should be part of the degree course and 78% that it will influence their career. The methodology was considered adequate in 94% of cases underlining its strong incentive to work in team. Conclusions The strong interest of medical students in acquiring skills in global health seems to firmly encourage its inclusion and strengthening in study plans to prepare them properly to face the future challenges in health. Key messages Medical students consider the global health training relevant for their career encouraging its inclusion in the Medicine and Surgery curriculum. Practical sessions and team work could be useful tools to adequately train the future health workforce.

Calcium daily intake and the efficacy of a training intervention on optimizing calcium supplementation therapy: A clinical audit

Background and aimsCalcium is an essential element for human health, with key roles in the prevention and therapy of multifactorial conditions. Calcium dietary intake is often insufficient in the general population. The aim of this study was to perform a clinical audit for general practitioners (GPs) to understand the efficacy of training intervention on doctors' awareness about dietary calcium and supplements. Methods and resultsGeneral practice outpatients were enrolled (Before Clinical Audit, BCA) from the same sanitary district, and calcium dietary intake was evaluated with a validated questionnaire, also collecting information about the consumption of calcium and vitamin D supplements. Then, a training intervention with a frontal lesson and discussion with GPs involved was performed. After one month of this intervention, a second outpatient enrolment was performed (Post Clinical Audit, PCA) in the same general practices to evaluate differences in nutritional suggestions and supplement prescription by GPs.In BCA, the calcium dietary intake was low, with nobody reaching 1000 mg as suggested by the guidelines. Only 6.6% and 24.5% took calcium and vitamin D supplements, respectively; in the PCA, these percentages increased to 28% and 78% for calcium and vitamin D supplements, respectively (p < 0.01 PCA vs BCA). There were no differences in calcium dietary intake between BCA and PCA. ConclusionTraining intervention on GPs was successful to sensitize them regarding calcium intake problems; GPs tended to increase the prescription of supplements but not to suggest changes in dietary habits.

Un’esperienza di ricerca-formazione basata sulle competenze, nell’Istituto Comprensivo Melanzio-Parini di Castel Ritaldi

In recent years, the world of education has found itself facing a series of changes to meet the increasingly pressing needs of the world in which we live. From the methodological point of view, a series of innovative didactics have been developed, detached from the frontal lesson and from a transmitting idea of knowledge, favouring an active didactics where the student is at the centre of the learning process. In this article we present the results of a research-training aimed at verifying the effects of active and competencebased didactics in two classes (second and fifth) of primary school. To this end, the participating subjects were subjected, ex ante and ex post, to tests that verify their cognitive functioning, but also their approach and motivation to study. The results show an increase in the above mentioned dimensions for the experimental groups, compared to peer control groups, suggesting that these didactic interventions may have both a direct effect on the subjects’ learning, but also an empowerment effect of psychological and neuropsychological transversal dimensions.