39337 - Public Law & Healthcare Systems Management (Modulo RA)

Learning outcomes

At the end of the module, the student possesses knowledge, to the extent of his/her competence, relating to the legal configuration of the state, i.e. the system of regulatory sources, the constitutional and administrative organisation of the state and public bodies, the rights of citizens, and the judicial system.

Course contents

The course aims at analysing and deepening the most significant aspects of the right to Health and of the Health Service as a public service, considering the constitutional norms and principles on which the complex national and regional legislative framework is based, introducing the fundamental principles and features of the national legal system and the sources of law.


Particular attention will be paid to the system of distribution of institutional competences, to the organisational aspects of public health, the USL and the hospital company, and to the involvement of private health facilities.


It is precisely the centrality of the health service that will make it possible to analyse the management models of the public health service, the essential levels of assistance, the ways of identifying the types of health services and the forms of protection and guarantees for users.


Appropriate treatment will also be given to the employment relationship with the public health service, as well as to the complex issue of training and liability.

Readings/Bibliography

R.Bin, D.Donati, G.Pitruzzella, Lineamenti di diritto pubblico per i servizi sociali, Giappichelli, 2021, limited to chapters I, III, IV, V, VI, VII, IX, X, XII, XIV.

Teaching methods

Lectures, combined with moments of dialogue and debate with students on topics in which they have shown particular interest.

Assessment methods

The lectures will be held in the first semester and, therefore, those who obtain a certificate of attendance will be able to sit the exam from the January/February session.


The examination consists of a written test.


At the student's request, the test may also consist of an oral discussion of a case dealt with in the lecture.


The assessment of the test will be carried out taking into consideration
- the knowledge of the institutional profiles


- the ability to analyse jurisprudential and doctrinal orientations;


- the ability to make connections between the different parts of the programme;


- the ability to develop critical arguments;


- the articulation of the exposition;


- the accuracy of the exposition.


The test will focus on topics related to those indicated in the 'Programme and Contents' section.


The verification of the expected knowledge takes place on the occasion of the examination, aimed at assessing the achievement of the envisaged training objectives.


Purely by way of simplification, the awarding of the final mark will be based on the following criteria


Sufficient or slightly more than sufficient preparation on the topics addressed, poor critical ability, difficulty in using technical-legal language → 18-21;




Fair or rather good preparation on the topics addressed, fair critical ability, good use of technical-legal language → 22-25;




Good or more than good preparation on the topics addressed, good critical ability, mastery of technical-legal language → 26-29




Substantially comprehensive preparation on the topics addressed, very good critical ability, full command of technical-legal language → 30-30L.





Dissertation


The thesis is assigned following a formal request by the student (to this end, sending an email to the lecturer is sufficient) and subsequent interview.


The thesis is assigned, as a rule, on the basis of the chronological criterion, in compliance with the maximum limit set by the Chair, also noting maturity and attendance of the Course and the convinced expression of interest in the specific Subject.


A copy of the thesis must be delivered to the lecturer at least one month before the relative discussion.

Teaching tools

Students who, for reasons dependent on disabilities or specific learning disorders (DSA), require compensatory tools may inform the teacher of their needs so that they can be referred to the contact persons and agree on the adoption of the most appropriate measures.

Office hours

See the website of Federico Laus