Case Studies in Physiotherapy I

Scholar Year: 2022/2023

Courses

Head Teacher Responsability Aldina Augusta de Lucena Head Lúcia Maria Amaral Domingues Colaborador Teresa Paula Cardoso Ribeiro da Costa Mimoso Colaborador Ângela Patrícia Águas Bonaparte Vieira Colaborador Diogo André da Fonseca Pires Gestor de Ano

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,26 10,66 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,26 Aldina Lucena   0,13 Lucia Domingues   0,13 Orientação Tutorial Totals 4 42,64 Aldina Lucena   2,66 Ângela Vieira   2,66 Lucia Domingues   2,66 Teresa Mimoso   2,66

Teaching language

Portuguese

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

Knowledge and understanding of the specific characteristics of children, concerning different systems, according to the sensory-motor development and understanding of expected motor skills in the stages of neuro-development, relating them to the intervention of physical therapy.
To plan the assessment and intervention program for the child, regardless of their clinical condition (respiratory/neurological/ orthopedic, ...), integrating the family in the intervention cycle.
To identify risks of developing dysfunction of the movement and physical disability, proposing preventive and/or health promotion actions.
Based clinical reasoning in structuring the intervention in users with neuro musculoskeletal disorders.
Ability to develop an exercise program aiming to correct the movement dysfunction and reeducate the global stabilizers with stability in normal function, based on the motor control models and motor reprogramming.

Syllabus

Clinical reasoning, building meanings and judgments sustained against a particular professional context.
Solving problems, decisions to be taken and their consequences (namely in terms of the performed intervention approach or against unexpected problems and professional dilemmas/uncertainty and ambiguity).
Interpersonal communication and interdisciplinary time management.
Motor control and motor reprogramming models in neuro-musculoskeletal disorders. Clinical reasoning in users with neuro-musculoskeletal disorders

Teaching methodologies

This course focuses on the use of the methodology of case-based learning, whereas the clinical cases used are real.

Assessment methodologies and evidences

It takes place over two modules (Module 10 and Module 11) in the first semester and the final grade results from the established weighting of 50% in each module.
Evaluation activities Module 10:
Thematic work - 15%, Clinical Report - 65% and participation in tutorials - 20%.
Evaluation activities Module 11:
Simulated practice through video - 35%; Written work - 45%; and participation in tutorials - 20%.

Bibliografia

CONG, X. et al., Effects of Skin-to-Skin Contact on Autonomic Pain Responses in Preterm Infants, The Journal of Pain, Vol.13 (7) , pp 636-645, 2012.
BADR, L.K. et al. Pain Interventions in Premature Infants: What Is Conclusive Evidence and What Is Not, Newborn & Infant Nursing Reviews, Vol. 12(3), 2012.
K. MILLER et al. A novel technology approach to pain management in children with burns: A prospective randomized controlled trial, BURNS, 37 pp. 395-405, 2011 
De JONG, A.E.E. et al, Pain in young children with burns: Extent, course and influencing factors, BURNS, 40, pp 38-47, 2014.
COMERFORD, M. & MOTTRAM, S. L. Movement and stability dysfunction – contemporary developments. Manual Therapy., Vol.6(1), pp. 15-26, 2001
DESMURGET, M. & GRAFTON, S. Forward modeling allows feedback control for fast reaching movements. Trends Cogn Sci., Vol.4(11), pp. 423-431, 2000
GLOVER, S. Separate visual representations in the planning and control of action. Behav Brain Sci. Vol.27(1), pp. 3-24, 2004.