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On March 9, 2020 attendance classes in Italian universities were suspended due to Covid-19 Pandemic. Thanks to the fast actions put in place by Sapienza University Governance and to the efforts made by all components of the university, the face-to-face courses were turned into on-line courses in only one week. This sudden change has been an even more exciting challenge for the Faculties of Medicine, whose members were also involved in the frontline battle against the virus. Anatomy academics, recognizing the challenges as opportunities to innovate anatomy teaching, set up at the same time: a specific survey to investigate students’ perspective on educational preferences and their mood; a longitudinal quantitative study to compare, for the first time in the same student’s population, exam grades after face-to-face classes and after online classes. The students, although with different motivations, considered valid both modes of attendance. Exam grades statistical analysis showed that anatomy exam marks after the online course had a higher average value (statistically significant) and with an excellent correlation factor, compared to the marks obtained at the end of the face-to-face course. Considering our data as a whole, we can suggest that face-to-face classes and online classes, rather than being interchangeable education modes, should be considered as modes with different characteristics that offer different educational benefits. These advantages may have different relevance for individual students, depending on their specific needs and individual preferences. This suggests the opportunity to propose customizable courses, centered on the student’s needs.

This article investigates miscommunication in sequences of talk where an oncologist asks about patients’ co-morbidities, that is, their other illnesses beyond cancer. Using conversation analysis, we examine ways in which the participants identify and manage two sources of miscommunication: a divergence in the doctor’s and the patient’s understandings about the scope of the question; and a divergence in the doctor’s and the patient’s (and sometimes their companion’s) understandings about the matters that the question targets. Our findings have implications for practice, highlighting ways in which clinicians and patients can manage these sources of miscommunication. These include practices to retrospectively or pre-emptively manage ambiguities and to check the accuracy of patients’ answers. Additionally, our study addresses some theoretical and methodological problems in the study of miscommunication. Our data consist of 25 video-recorded first consultations in an Italian hospital; the participants speak Italian.

The article explores collaborative diagnostic decision-making processes in the field of oncology through the discursive analysis of spontaneous interactions between doctors, collected during their daily work practice in a hospital in central Italy. The results highlight the key role played by the narratives in supporting decision-making in cases of difficult diagnosis. Rather than addressing them as individual problems of a logical-deductive nature, physicians use an abductive, dialogical and narrative thinking, sharing knowledge and resources available in the hospital community.Different narrative formats are used in the effort of balancing the specificity of individual cases and the general indications of evidence-based medicine (reference to clinical trials, guidelines). Implications for the education of physicians and for organizational interventions are discussed in the conclusions., Rassegna di Psicologia, V. 37, N. 1 (2020)

International students at universities are considered by the literature both as a “reward” value and as a vulnerable group. This article focuses on the experience of international students enrolled in a large Italian university with the purpose of documenting their studying and living paths and conditions, focusing on the identity construction triggered by the host context. As a result of qualitative and discursive analysis undertaken on (14) in-depth interviews, interpretative repertoires were identified as representing a progressive degradation of the (pre)constituted identity under the label of "international students", revealing blurred, temporary and precarious borders. Moreover, the students’ narratives bring forward a critical perspective on the reception system. Finally, the participants’ identity emerges as an intercultural one and, as such, constructed, negotiated and challenged (Mantovani, 2004) in the encounter / clash with the other. Limits and conclusions of the present study are discussed., Rassegna di Psicologia, Vol 35, No 3 (2018)

Identità e discorsi. Studi offerti a Franca Orletti

The present paper aims to provide an approach that allows to study the interplay of culture and psychological human functioning in comparative study designs. Starting out with a brief overview of how qualitative, cultural, and comparative research is addressed in the field of psychology we will take a Cultural Psychology approach to suggest that the unit of analysis for comparative research needs to be situated social interaction. We will then suggest an integrative approach that allows us to study social interaction both on a micro- and on a macro-level by combining discourse analysis of situated social interaction with ethnographic procedures that address the sociocultural embeddedness of these interactional practices. We illustrate this approach by examining analyses drawn on a comparative study program conducted on middle class families in Los Angeles and Rome. Finally, we will discuss some criteria of validity that particularly apply to the field of comparative research in Cultural Psychology.

ispartof: Lingua e società. Scritti offerti a Franca Orletti. pages:7-11 ispartof: Critica Letteraria e Linguistica pages:7-11 status: published

ispartof: Lingua e società. Scritti offerti a Franca Orletti. pages:253-260 ispartof: Critica Letteraria e Linguistica pages:253-260 status: published