Professional Development III

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 ,26 6,93 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,26 Carla Mendes Pereira   0,26 Orientação Tutorial Totals 4 27,72 Inês Santos   3,46 Teresa Dias   3,46

Teaching language

Portuguese

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

At the end of the course the student must demonstrate,

Knowledge and understanding of the following aspects:
- Core values of professionalism in physiotherapy, as well as ethical and moral principles in health;
- the Standards of Practice and the Code of Ethics in Physiotherapy;

Ethical reasoning:
- Ability to analyse their own values and beliefs, and the values of others, confronting them in a sphere of mutual respect;
- Ability to analyse an ethical problem, according to moral and ethical principles related to professional practice and legislation governing the practice of physical therapy;
- Ability to make ethical decisions considering the best interest of the patient, the society and the profession.

Syllabus

- Core values of professionalism (accountability, altruism, compassion, excellence, integrity, professional duty and social responsibility)
- Standards of Practice in Physiotherapy;
- Professional boundaries (e-learning module);
- Professional Code of Ethics;
- Ethical decision making model and its application to the following themes: confidentiality; social relationship with the patient; multicultural ethics and value conflicts.

Demonstration of the syllabus coherence with the UC intended learning outcomes

During the unit the aim is to develop students’ ability to analyse and make ethical decisions, according to moral and ethical principles related to professional practice and legislation governing the practice of physiotherapy, and the best interest of the patient/populations. According to this, the contents are focused on the Standards of Practice in Physiotherapy and the Professional Code of Ethics, as well as on the ethical decision making model and its application to the following themes: confidentiality; social relationship with the patient; multicultural ethics and value conflicts.

Teaching methodologies

Teaching strategies will include online tutorials (with groups of 9-11 students) to develop collaborative working. The unit will also include e-learning modules and autonomous work.
The teaching and learning strategies are based on the case-based learning approach. The narratives or other resources (such as, scenarios or excerpts from movies) are central for the development of the expected learning outcomes.

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

The dominant approach in the unit is the case-based learning, which is a strategy that provides the management of professional tasks, enables the integration of knowledge, its understanding, as well as the interpretation and problem-solving abilities. This methodology is the dominant in the unit due to its aims, not only for knowledge acquisition, but also for the development of the critical reflection and autonomous thinking. This approach provides a greater interaction and discussion within peers, implemented through tutorials classes, which are held in small groups of students and formal moments for knowledge exchange and discussion of ideas (e.g., group presentations and narrative analysis). Additionally, is also included the individual work using e-learning strategies (p.e.- http://www.collegept.org/Assets/website/elearning/E-LearningEthics/M3_CH_03/index.htm; http://www.collegept.org/Assets/website/elearning/E-LearningBoundaries/CH01v4/index.htm), which promotes a previous analysis of specific questions and the individual reflection about scenarios, before the collaborative discussion with peers.
The use of this methodology facilitates the understanding of the diversity of factors related to the ethical decision and how the clinical decisions occur in a cultural and social context. Moreover, the analysis of clinical narratives, written by peers (in Clinical Education I and II), promotes the simulation of different professional practice contexts.

Assessment methodologies and evidences

For approval in the unit, the student must complete successfully (with a grade > 9,5/20) a video in groups of 4/5 students (40%) and a written work (60%).
In the exam the student will perform a written work (100%).

Attendance system

Nothing to report.

Assement and Attendance registers

Bibliographical Notes

WCPT (2019). Patients’/Clients’ rights in Physical Therapy. World Confederation for Physical Therapy.
APFISIO (2021). Princípios e responsabilidades Éticas dos Fisioterapeutas. Lisboa: Conselho Diretivo da APF.
APFISIO (2021). Padrões da Qualidade em Fisioterapia. Lisboa: Conselho Diretivo Nacional.
Osman, A., Wardle, A., Caeser, R. (2012) Online professionalism and facebook – falling through the generation gap. Medical Teacher. 34: e549-e556.
Ventola, L (2014). Social Media and Health Care Professionals: Benefits, Risks and Best Practices, P&T, 39 (7),491-500.
WCPT/INPTRA (2019). WCPT/INPTRA Digital Practice Final Report vs.7


No decorrer das tutorias serão sugeridos outros elementos de suporte à aprendizagem dos estudantes.

Observations

This unit description was updated and approved according to the containment measures due to the outbreak of COVID-19 (under Order No. 55 of the President of the Polytechnic Institute of Setúbal of 11 March 2020).