Professional Development II

Scholar Year: 2022/2023

Courses

Head Teacher Responsability Carla Mendes Pereira Head Inês Charrua Pires dos Santos Colaborador Teresa Luís Dias Colaborador Maria Margarida Pires da Costa Sequeira Antão Gestor de Ano

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes 8 Lectures Type Teacher Classes Hours Orientação Tutorial Totals 4 32,00 Carla Mendes Pereira   2,00 Inês Santos   2,00 Teresa Dias   4,00

Teaching language

Portuguese

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

At the end of this unit the student should demonstrate:
Ability to communicate effectively:
- communicate with the patient/ family/ caregivers during the subjective assessment in order to understand their problems, needs and expectations;
- interact and involve the patient/ family/ caregivers in decision-making throughout the intervention cycle;
- evaluate their performance in communicating their clinical reasoning during the assessment and throughout the intervention cycle.

Critical and autonomous thinking to:
- analyse personal perceptions about the body and how they emerge in the therapeutic relationship in the context of professional practice;
- Analyse the influence of psychosocial and cultural factors on the understanding of the patient's problems, as well as their impact on their life and the way they view health, illness and disability.

Knowledge and understanding of:
- the essential characteristics of minority/ ethnic groups in Portugal (e.g gypsy, emigrants from the African Countries of Portuguese Official Language (PALOP), brasilians);

Syllabus

- Clinical communication in the context of Physiotherapy;
- Model for assessment of clinical communication;
- Model of care for cultural compentency in Physiotherapy
- Environmental and cultural factors related to health in ethnic minorities: emigrants from the PALOP, from Eastern European and gypsy group in Portugal.

Demonstration of the syllabus coherence with the UC intended learning outcomes

This unit focuses on the subjective assessment and aims to analyze not only “what do you ask?” (according with the goal of each question), but also “how do you ask it?” and “how to conduct the subjective assessment / interview” (considering the use of advanced and specific communication techniques). Subjective assessment represents a central element of the intervention. Through it, the physiotherapist provides information that allows: to understand the patient's problem(s); determine the objective evaluation tests; determine the type of intervention to the patient; develop therapeutic goals in collaboration with the patient; and, identify the contextual factors that can drive the patient's functional prognosis. At the same time, for an assessment of the patient's health status and for the development of an empathic therapeutic relationship, it is essential to associate the development of skills for effective communication. In addition, it is also essential to develop a capacity to adapt the interaction to cultural factors and the level of health literacy of the patient. In this sense, aspects such as: how culture can influence the understanding of the experience of being sick and how attitudes towards health are also discussed throughout the unit; as well as a way in which these latter aspects can influence decisions regarding treatment.

Teaching methodologies

Teaching strategies will include tutorials and individual work, within a case-based learning approach. The method used is role-play, through which students represent the role of the physiotherapist or of the patient/ family member/ caregiver in simulated clinical evaluation situations. Recording videos format enables further self-assessment as well as peer feedback during tutorials.

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

The use of a role-play strategy aims to simulate the subjective assessment to patients with musculoskeletal and cardiorespiratory disorders, promoting the development of skills for the use of specific communication techniques, as well as the integration of cultural and contextual factors, from a patient-centered care perspective.

Assessment methodologies and evidences

For approval in the unit, the student must complete successfully (with a grade > 9,5/20) a self-assessment essay about the adquired clinical and cultural competences, and not exceed in 20% the faults in tutorials. The students' performance throughout the tutorials is assessed by the tutor.

The final grade in the unit is obtained with the following formula:
G= SE*18/20 + PT
Wich means:
G= Grade of unit
SE- Self-Assessment Essay
PT- Performance in Tutorials, with the following scores: 0 (minimum level), 1 (proeficiency level) e 2 (excelent level).

In exam, the students' performance throughout the tutorials is not considered and the final classification corresponds to the grade in the self-assessment essay (100%).

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

Bibliographical Notes

During the unit other learning resources will be suggested.