History of Physiotherapy

Scholar Year: 2019/2020

Courses

Head Teacher Responsability Carla Mendes Pereira Head Maria Margarida Pires da Costa Sequeira Antão Coordenador de curso

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 2 Lectures Type Teacher Classes Hours Theoretical Totals 1 2,00 Carla Mendes Pereira   2,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

At the end of the curricular unit, the student must demonstrate:
- Knowledge and understanding of the origin of the profession and historical key turning points;
- Knowledge and understanding of the concepts of Health, impairment and function;
- Knowledge and understanding of the health models, respective key elements and evolution;
- Knowledge and understanding of the disability/ function models and respective key elements, objectives, evolution and applicability;
- Knowledge and understanding of the context and framework of physiotherapy (intervention areas, nature of the intervention process, theoretical models, evolution);
- Ability to analyse and critically reflect about the physiotherapy practice models in different clinical settings, taking into account assumption and theoretical supporting models.

Syllabus

Theme 1. The history and origin of the profession; the origin of the profession, its evolution in the context of world history and relationship with the evolution of the concept of health. The historical development in Portugal. The current and future challenges that guide / constrain the evolution of the profession.
Theme 2. National and international framework of the profession; functional contents; intervention contexts, areas of intervention, nature of the intervention process / cycle of intervention and decision-making.
Theme 3. Health and Health Models - Analysis of the concept and models of health, theoretical evolution and implications for practice.
Theme 4. Disability / function and professional practice; Definition and analysis of concepts, models of disability / functionality (Nagi / ICIHD 1 and ICIHD 2/ICF), and theoretical developments and implications for practice; Analysis of the physiotherapist in a specific context of practice, and exploration of the potential in this and other contexts.
Theme 5. Models of practice in physiotherapy. The development of the profession, models of practice and their dominant characteristics.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The contents and learning outcomes are organized by themes, allowing students to understand, in a first phase, the origin and evolution of physiotherapy as a profession, in the world and national context, as well as the relationship of its evolution in the context of universal history and of the evolution of health's concept (theme 1). This is followed by the understanding of the current reality of the profession, including its functional contents; contexts and areas of intervention (theme 2), as well as health/ health models (theme 3), disability / functionality models (theme 4) and practice models (theme 5). In this way, it is intended to contribute to the knowledge and capacity for critical analysis about the evolution of the profession and the adequacy of different models of physical therapist practice in different clinical contexts, given the theoretical assumptions that support them.

Teaching methodologies

Contents will be explored in lead lectures, Small group work and groups discussion; study visits and respective analysis and reflection.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The dominant methodology at this unit is expository, including thematic debates, which provides students with the opportunity to develop knowledge about the history of Physiotherapy and its framing in the universal and health history, as well as to develop their capacity for critical analysis on the topics discussed throughout the lectures. The strategies adopted aim to promote active learning, contributing to the integration of the contents and their transfer to the context of professional practice of Physiotherapy. The use of clinical scenarios, group work, discussion and analysis of models and their suitability in clinical cases/ situations, allows the student to develop critical analysis skills.

Assessment methodologies and evidences

This curricular unit does not require a final exam. To obtain approval in continuous assessment, the student must succeed (> 9.5 points) in the following activities:
- Written assessment (80%)
- Group work (20%)

In case of final exam, the assessment consists of an individual theoretical assessment (100%), covering all the topics of the unit.

Attendance system

In situations where it is not required the presence of the student in tutorials (students with student-worker status; students who are performing other academic activities, e.g. clinical education; students enrolled in another year of the course) the system defaults is not applied.

Assement and Attendance registers

Mandatory Bibliography

Observations

During the unit other learning resources will be suggested.