Knowledge and comprehension (Knowledge of principles and theoretical concepts of palliative care, both in oncological and non oncological diseases; Knowledge of medical treatment of the most common symptoms in end of life and in palliative care; competences in palliative prognostico scores; understanding of bioethical principles and their clinical applications. Achievement of basic knowledge in paediatric palliative care. Basic skills in "breaking bad news" and in psychological approach to fragilities and advances stages of diseases).

Application of acquired competences (be able to identify advanced stages of diseases and end of life in order to modulate clinical and therapeutical approach. Handle symptoms of advanced stages of disease both with pharmacological and non-pharmacological approach. Be able to communicate bad news to patients and caregivers in order to handle an advanced care planning. Be able to work in multi professional teams. Be able to plan, initiate, handle palliative sedation)

It could be important for students to have basis of medical therapy

Palliative medicine: definition, principles, legal aspects
- Oncological palliative care: clinical aspects and decisional pathways
- Non Oncological palliative care: clinical aspects and decisional pathways
- Giving bad news: tasks on comunication and relational aspects between health care professionists, patient and caregivers
- Bioethics in end of life care
- Palliative sedation

Oxford Textbook of Palliative Medicine (4th Edition. Hanks, Cherny, Christakis, Fallon, Kaasa, Portenoy. Oxford ed 2010)
Evidence Based Practice of Palliative Medicine. Goldstein and Morrison. Elsevier, Saunders. 2013
Palliative Medicine. A case-based Manual. 3rd edition. Oneschuk, Hagen, McDonald. Oxford ed. 2012
Palliative Care for Older People: Better Practices. World Health Organisation. Hall, Petkova, Tsouros, Costantini, Higginson. 2011 Legge 38/2010 Ministero della Salute
A Guide to symptom relief in Palliative Care. 6th edition. Regnard, Dean. Radcliffe Pub. 2010
Ngo Metzger et al "End-of-Life Care: Guidelines for Patient-Centered Communication" American Family Physician Vol 77, 2; 2008
SIIARTI "GRANDI INSUFFICIENZE D’ORGANO “END STAGE”:CURE INTENSIVE O CURE PALLIATIVE? “DOCUMENTO CONDIVISO”PER UNA PIANIFICAZIONE DELLE SCELTE DI CURA"
www.governo.it/bioetica/testi/Dichiarazioni_anticipate_trattamento
The National GSF Centre’s guidance for clinicians to support earlier recognition of patients nearing the end of life. September 2011
Come si muore in Italia: Storia e risultati dello studio Senti-MELC- Rivista SIMG, 2012;2:17-34. PLOS ONE
2013;8(3):1-12
Klick JC, Hauer J. Pediatric palliative care: J Curr Probl Pediatr Adolesc Health Care. 2010;40:120–151.
Kaldjian LC, Curtis AE, Shinkunas LA, Kannon KT. Review Article: Goals of Care Toward the End of Life: A Structured Literature Review. Am J Hosp Palliat Care. 2009; 6: 501–511.
Meyers FJ, Linder J, Beckett L, Christensen S, Blais J, Gandara DR: Simultaneous care: a model approach to the perceived conflict between investigational therapy and palliative care. J Pain Symptom Manage. 2004; 28:548–556
Lynn J. Living Long in Fragile Health: The New Demographics Shape End of Life Care. In: Jennings B, Kaebnick GE, and Murray TH (eds): Improving End of Life Care: Why has it been so difficult. Hastings Center Report, 2005, November/December
Moss AH, Lunney JR, Culp S, Auber M, Kurian S, Rogers J, et al. Prognostic significance of the ‘‘surprise’’ question in cancer patients. J Palliat Med. 2010;13:837–840.
Raccomandazioni della SICP sulla Sedazione Terminale/Sedazione Palliativa. RiCP 2008,1:16-36
Romanò M, Graziano G, Zucco F. Le cure palliative nel trattamento della insufficienza cardiaca avanzata. Rivista Italiana di Cure Palliative. 2006;4:37-44
Jaarsma T, Beattie JM, Ryder M, Rutten FH, McDonagh T, Mohacsi P, et al. Palliative care in heart failure: a position statement from the palliative care workshop of the Heart Failure Association of the European Heart Society. Eur J Heart Fail. 2009; 11: 433–443
Curtis JR. Palliative and end-of-life care for patients with severe BPCO. Eur Respir J. 2008;32:796-803
Mahler DA, Selecky PA, Harrod CG, Benditt JO, Carrieri-Kohlman V, Curtis JR, et al. American College of Chest Physicians consensus statement on the management of dyspnea in patients with advanced lung or heart disease. Chest. 2010;137(3):674–91
Meinero S, Alloatti S, Triolo G, Guarnieri A, Inguaggiato P, Bainotti S, Formica M. Non avvio o sospensione del trattamento dialitico cronico nell’adulto: considerazioni cliniche, relazionali, bioetiche e legislative. G Ital Nefrol 2007;24(1):43-50.
Di Giulio P, Toscani F, Villani D, Brunelli C, Gentile S, Spadin P. Dying with Advanced Dementia in Long-Term Care Geriatric Institutions: A Retrospective Study. J Pall Med 2008;7:1023-1028.

Basic principles of palliative care
- definition
- fields of application
- laws and legal aspects
- care settings and organisation
- multiprofessional team work
Oncological palliative care
- advanced phases of disease
- clinical approach to most common symptoms (pain, dyspnea, delirium, hotel obstruction, etc)
- breaking bad news
- palliative sedation
Palliative care in chronic degenerative diseases
- Fields of interest (cardiology, neurology, nephrology, pneumology, haematology, etc)
- peculiar situations in cardiology, pneumology, advanced dementia
- difficult clinical choices in advanced phases
- bioethical principles
- Simultaneous cares
Psycological and relational aspects
- Comunication: fundamentals and basis
- how to deal with difficult situations

Front lessons will be highly interactive and students will be stimulated to participate actively, by presenting case reports on observed, real cases or reporting on ethical dilemmas in fragile or and of life situations.

In relation to peculiar and personal interests, students will be given scientific advice, bibliography, pubblications

Grade 29-30 cum laude: the student has an APPROPRIATE knowledge of the subject with has excellent communication skills and masters medical-scientific language.
Grade 26-28: The student has a GOOD knowledge of the subject; clear exposition of topics using appropriate medical-scientific language;
Grade 22-25: the student has DISCRETE knowledge of the subject, although limited to main topics that are exposed quite clearly with a fair medical-scientific language;
Grade 18-21: the student has MINIMUM knowledge of the subject; topics are sufficiently and clearly exposed although language property is underdeveloped;
FAILURE: the student DOES NOT have the required MINIMUM KNOWLEDGE of the main contents of the teaching and is unable to independently apply the knowledge acquired. There is little or no ability to use specific language.

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This course explores topics closely related to one or more goals of the United Nations 2030 Agenda for Sustainable Development (SDGs)