Clinical Education II

Scholar Year: 2022/2023

Courses

Head Teacher Responsability Maria Margarida Pires da Costa Sequeira Antão Head Adelaide Conceição Rodrigues Fonseca Colaborador Aldina Augusta de Lucena Colaborador Inês Charrua Pires dos Santos Colaborador Isabel Carolina de Carvalho Bastos de Almeida Colaborador Rafael Filipe Belga de Assunção Colaborador Sandra Isabel Rei dos Santos Rodrigues 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 11 Lectures Type Teacher Classes Hours Estágio Totals 1 11,00 Adelaide Fonseca   0,13 Aldina Lucena   1,33 Inês Santos   0,06 Isabel Almeida   2,66 Margarida Sequeira   2,00 Rafael Assunção   1,33 Sandra Rodrigues   0,13 Teresa Dias   0,13

Teaching language

Portuguese/English

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

Knowledge and understanding of the theoretical basis of the assessment and intervention.
Ability to:
• Identify problems and needs in partnership with the patient and to define the physical therapy intervention goals
• Analyse the results of the evaluations demonstrating scientific knowledge and appropriate clinical reasoning;
• Make informed decisions regarding the diagnosis and treatment plan based on the best available evidence, theoretical knowledge and physiotherapy best practice 
• Take responsibility for intervention respecting the rights, dignity and individuality of the patients, caregivers and team;
• Record all relevant aspects of the intervention cycle in the logbook; 
• Communicate effectively with patients, caregivers and colleagues or other professionals.
• Plan the continuing professional development, demonstrating a commitment to Excellency and actively contributing to the development of the profession

Syllabus

A. Clinical activities: 
Assessment and intervention in a minimum of 3 patients in the clinical placement area (one of the 3 mandatory areas; adults or elderly):
a) Use of appropriate communication strategies and assessment tools to identify the patients problems, in partnership with them, and demonstrating adequate clinical reasoning; 
b) Definition of the diagnosis and the expected outcomes to set the basis for planning the intervention in partnership with the patient and using the best available evidence 
c) Identification of at least one outcome indicator for each patient; 
d) Recording appropriately all the intervention cycle.
B. Scientific / educational activity: Critical analysis of a scientific paper and its presentation to an audience;
C. Reflective Activity: Self-assessment of learning needs and planning of activities to develop them; development of the learning contract. Parallel Record - Registration of significant events not covered by clinical records

Demonstration of the syllabus coherence with the UC intended learning outcomes

This course focuses on the development of assessment, intervention and reasoning skills in the context of professional practice and also on critical reflection and self-development. The student will have the opportunity to develop the skills through the experience with patients in one of the mandatory areas (musculoskeletal, cardio-respiratory and neurological conditions).
Additionally the planned contents enable the students to critically reflect on their performance and learning and to plan its continued development, particularly through the learning contract and activities on the Logbook. The supervision and permanent feedback of the Clinical Educator and the discussion with peers are important features that facilitate the process of learning and skills development in the context of real clinical practice

Teaching methodologies

This course is based on learning in the context of professional practice. The development of the skills in the undergraduate profile is the result of a collaborative work between students, clinical educator (CE) and teaching staff. The student has an active role in learning and the CE role is mainly centred on the feedback given to the student.
Instruments used include structured activities that guide students in the development of the expected competencies and facilitate feedback from the CE.

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

The development in each student of the expected competency profile at the end of the degree is the result of a collaborative work between the student, the clinical educator and teacher of ESS, promoting increased autonomy of students in the context of professional practice.
Learning and teaching methodologies include learning in clinical setting through professional practice with patients (adults or elderly) with different clinical conditions, using a collaborative model (2 students / clinical educator), under permanent supervision from the Clinical educator and monitoring by the teaching staff at ESS_IPS.
The methods used include instruments that define activities to be undertaken, which guide students in the development of the expected competencies and facilitate feedback from the clinical educator. The performance criteria represent a reference framework for the qualified physical therapy practice, allowing students to understand what they have to develop and guiding clinical educators to the relevant aspects they should consider for feedback and assessment.
The learning contract is a central element, that organizes the whole process of learning in the context of professional practice by promoting students’ self-management skills, a key element their personal and professional development. It focuses on self-evaluation and planning of learning activities, according to the skills to be developed. It also allows the clinical educator to know the student and to facilitate the learning process.
The logbook includes a set of activities, according to the areas and target skills of the course ensuring equity between students learning in different contexts. It gives students the opportunity to develop and / or demonstrate the skills already in place.
The Performance Evaluation is meant to express the student's performance in the different areas of competence during the clinical placement. This includes the critical analysis of the scientific article, which should be relevant to the context of practice The public presentation of this critical analysis aims to create an opportunity for discussion on a topic involving different professionals of the service.
The evaluation of the performance with a patient assesses the student’s performance in a real time intervention with a patient, followed by a discussion where the student must demonstrate adequate clinical reasoning skills.
The parallel register enables the student to record significant events that occured during the placement and are not to be recorded in clinical records. Recording these events and the subsequent reflection has an important role in student learning and development

Assessment methodologies and evidences

The evaluation has formative and summative components, focusing on the performance of the skills required for professional practice in a real context, The student is assessed and classified at different levels depending on their performance by the CE and Teacher.
To pass the student must attend 90% of the hours and get at least 9.5 in the evaluation activities: learning contract, logbook, student performance and student performance with a patient, with ratings expressed in the final grade.

Attendance system

the student must attend 90% of the hours

Bibliografia

References for this unit are dependent on the clinical area where the placement takes place.