Tuina I

Scholar Year: 2020/2021

Courses

Head Teacher Responsability Madalena Cristina da Rocha Martins Head Ana Luísa da Silva Seruca Colaborador

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 2 3 Lectures Type Teacher Classes Hours Theoretical Totals 1 2,00 Ana Seruca   1,93 Madalena Martins   0,06 Práticas-Laboratórios Totals 1 3,00 Ana Seruca   3,00

Teaching language

Portuguese

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

• To acquire a theoretical framework of historical and evolutionary path of Tui Na in the context of
Traditional Chinese Medicine
• To know the general principles of development of a clinical protocol of Tui Na
• To know the main diagnostic and therapeutic methodologies in Tui Na
• To acquire a basic theoretical and practical knowledge for the development of a clinical and technical
reasoning in the context of clinical practice in future curricular units.• To understand the theoretical foundations of Tui Na and TCM
• To interpret and analyze a Clinical Plan Tui Na
• To identify and differentiate the main therapeutic and manipulative techniques in Tui Na
• To relate the work methodology in Tui Na with concrete clinical cases and pathological situations
• To adapt the Tui therapeutic intervention In the light of Syndromes Differentiation of Energy of Traditional
Chinese Medicine
• To develop Clinical Reasoning Diagnosis and Treatment in Tui Na

Syllabus

1. Tui Na Introduction
2. Indications, Contraindications and Points for Attention in Tui Na
3. Methods of operations in Tui Na
3.1. Skin exam
3.2. Palpation of members
3.3. Points of Nod and Alarm
4. Methods of operations in Tui Na
4.1. Overview of treatment
4.2. Principles of choice points and points commonly used to treat
4.3. Therapeutic principles and strengthening and reduction with Tui Na
4.4. Tui cloth In
4.5. Clinical plug Tui Na
5. Tui Na Liangong
6. Manipulation of Tui Na
6.1. Category Definition
6.2. Major manipulations of the different categories
6.3. Developments of the manipulations of the different categories
6.4. Manipulations of Tui Na for adults
6.5. Manipulations of Tui Na Children
7. Approaches of Manipulation Tui Na Practice
8. Auxiliary Therapy
9. Key points for

Demonstration of the syllabus coherence with the UC intended learning outcomes

The integrated and progressive approach to the study plan will enable students to develop the knowledge
and skills set out in the objectives, ensuring consistency between the syllabus.
Being of course objectives provide a knowledge base in Tui Na that enables future practice, the syllabus
presented are occupied with the description and analysis of the main therapeutic and manipulative
techniques of Tui Na, as well as the main diagnostic and therapeutic methods essential to the development
of a Clinical Protocol in Tui Na. Allows still relate the basics of Tui Na with concrete clinical cases.

Teaching methodologies

Expositive, demonstrative, participative and problem solving. The unit can be effected by continuous
assessment or final evaluation.

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

The development of the classes held by harmonizing the teaching methodologies with the fundamental
objectives of the course.
The syllabus of the course focus on one particularly practical component - development of a clinical Tui Na
protocol and their implementation - is chosen to a mixed methodology in order to provide the student a
theoretical consolidation of knowledge combined with the possibility of technical training and practical
supervised.
Thus, will be intended to develop student’s skills and increase their awareness of the importance of the
issues addressed in the real and current context, contributing to a better environment and greater ease in
perception of the goals to be achieved. Students will learn to make conscious, reflecting and making
decisions on the issues and proposed alternatives, improving their skills in the topics under review. We will try to stimulate a dialogue in which everyone participates, through their own experience and
knowledge. Thus share shall be knowledge, doubts and questions in order to benefit student learning and
encourage greater motivation thereof. Find It will essentially ensure capacity building of "apply in different
contexts" the knowledge acquired under the influence of different factors and variables.
It will be encouraged to carry out individual research or group as an important contribution to achieving
the objectives set for the curricular unit.

Assessment methodologies and evidences

The final classification (FC) curricular unit for continuous evaluation is obtained from the marks obtained
in the written component (T) and the practical component (PL).
The written component consists of two written tests and is on theoretical a practical content. The minimum
grade in each frequency is 10 values. The laboratory component consists of two moments of practical
assessment conducted during the classes, must be equal to or greater than 10. The final grade is
calculated from the following formula: CF = 0.50 T + 0.50 PL. The classification of all assessment
instruments is expressed on a scale of 0 to 20, and the weighted value of the marks obtained must be equal
or greater than 10.

Bibliografia

Hongzhu, J. (2003). Chinese Tuina (Massage). Newly Compiled Practical English-Chinese Library of
Traditional Chinese Medicine. Shangai, China: Publising House of Shangai University of Tradicional
Chinese Medicine
Maciocia, G. (2004). Diagnóstico em Medicina Chinesa: Um Guia Geral. São Paulo: ROCA
Pritchard, S. (2010). Tuina – A Manual of Chinese Massage Therapy. London: Elsevier.
Yisheng, Z. (2000). Tuinalogy. University Textbooks of Traditional Chinese Medicine for Overseas
Advanced Students. Beijing, China: People’s Medical Publishing House.