General and applied Hygiene

1. Knowledge and Understanding

By the end of the module, the student must demonstrate in-depth knowledge of:

• Epidemiology and Demography: Understanding population dynamics (birth rates, fertility, infant and perinatal mortality rates) and the foundations of health statistics.

• Etiology and Prevention: Clearly distinguishing between cause and risk factor, and knowing the three levels of prevention (primary, secondary, and tertiary).

• Environmental Hygiene: Understanding health risks related to air pollution, water potability, waste management, and the indoor microclimate.

• Pathologies: Knowing the epidemiology and prophylaxis of major infectious diseases (e.g., hepatitis, STIs, tuberculosis) and chronic-degenerative diseases (cancer, diabetes, cardiovascular diseases).

• Maternal and Child Health: Understanding the principles of a healthy pregnancy, the risks of teratogenesis, and the organization of neonatal care.

2. Applying Knowledge and Understanding

The student will be able to:

• Plan Interventions: Design prevention strategies for community protection, with a focus on promoting healthy lifestyles (combating smoking and alcoholism).

• Manage Food Safety: Apply the principles of food hygiene throughout the entire food chain.

• Social Intervention: Identify environmental and social determinants of health to support individuals and families in vulnerable contexts (maternity, childhood development).

• Operational Prophylaxis: Collaborate in implementing surveillance and prevention protocols for both communicable and non-communicable diseases.

3. Making Judgements

The student must develop the capacity to:

• Evaluate the impact of environmental factors (pollution, waste) on public health and local community well-being.

• Critically analyze demographic and statistical data to identify emerging health needs within a specific territory.

• Recognize the appropriateness of occupational medicine and environmental prevention interventions in specific settings.

4. Communication Skills

The student will be able to:

• Conduct health literacy and counseling activities on sensitive topics such as sexually transmitted infections (STIs), addictions, and reproductive health.

• Engage with technical competence with professional figures in environmental and food surveillance (e.g., ASL, ARPA).

• Raise community awareness regarding the importance of vaccinations and cancer screenings (secondary prevention).

5. Learning Skills

The student must have developed:

• The ability to stay updated on new evidence regarding environmental risk factors and health determinants.

• An aptitude for monitoring the evolution of national and international guidelines on the prevention of chronic and infectious diseases.

Idelson-Gnocchi “Igiene Medicina sociale e di comunità” di McGraw-Hill , Eudes Lanciotti

- “Igiene” Cesare Meloni- Gabriele Pellissero, Zanichelli. 2007.

- Ildeson-Gnocchi , “Igiene”, Triassi, Agazzotti, Ferrante II ed. 2015.

The evaluation of the knowledge acquired by students is carried out through the written test aimed at verifying the learning of the various aspects of the topic

Elements to be evaluated: relevance of the answers, quality of their contents, ability to connect with other topics within the program, ability to report examples, quality of technical language, and overall expressive ability.

To guarantee equal opportunities and in compliance with current laws, students can request a meeting in order to plan any compensatory and/or dispensatory measure, according to the educational goals and specific needs. In this case, it is advisable to contact the CInAP (Centre for Active and Participated Integration - Services for Disabilities and/or SLD) professor of the Department where the Degree Course is included.

Learning assessment may also be carried out on line, should the conditions require it