Professional Development VI

Scholar Year: 2022/2023

Courses

Head Teacher Responsability Carmen Sofia Frade Caeiro Head Sandra Isabel Rei dos Santos Rodrigues Colaborador Teresa Luís Dias Colaborador Teresa Paula Cardoso Ribeiro da Costa Mimoso Gestor de Ano

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,66 5,33 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,66 Carmen Caeiro   0,66 Orientação Tutorial Totals 4 21,32 Sandra Rodrigues   2,66 Teresa Dias   2,66

Teaching language

Portuguese

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

At the end of the curricular unit, the students must demonstrate critical and independent thought to:
Analyse their professional practice, more specifically the professional and personal competences developed as well as the competences to develop in the future;
Demonstrate and justify personal and professional competences in a range of contexts of practice;
Identify learning needs and define learning goals in order to guarantee continuing professional development (taking into account the competences developed through previous experiences);
Define a plan, including feasible learning activities, of continuing professional development and lifelong learning (taking into account the learning needs and goals identified);
Define strategies to promote the record and systematic assessment of learning and continuous professional development;
Analyse the needs of contexts of clinical practice with the purpose to prepare their approach to the job market.

Syllabus

The programme includes the following topics:
Continuing professional development and lifelong learning;
Continuing professional development and professional portfolio: competences for professional practice and development of a plan for continuing professional development;
Approaches to the job market: search for jobs, development of curriculum vitae, letters of motivation, pitch messages, etc;
Preparing job applications in national and international contexts - Simulated analysis of applications.
Simulations of jobs interviews.

Demonstration of the syllabus coherence with the UC intended learning outcomes

This unit is focused on the development of competences for continuing professional development, as a strategy to ensure life long learning. It aims to promote the capacity to analyse and demonstrate personal and professional competences, identify learning needs and objectives and define strategies to achieve these learning objectives. In coherence with these aims, the contents are focused on the concept of continuing professional development and its relationship with the development of professional portfolio.
Considering the aim of preparing students for their initial approach to the job market, a range of topics is explored such as the job interview or the job appliances in national and international contexts.

Teaching methodologies

This unit is based on online tutorial sessions, where students are stimulated to reflect on their professional development. It involves tutorials in groups of 9 to 11 students, guided by a tutor, as well as autonomous preparatory work.

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

Tutorial sessions that facilitate students` reflection about their professional profile are used to promote competences for continuing professional development. Students have the opportunity to reflect about their previous experiences in clinical placements with the purpose to identify and present the personal and professional competences developed. They also analyse and discuss with the tutorial group their learning needs, which helps them to identify learning objectives and define a plan for professional development (this includes the discussion of strategies to achieve the learning objectives and to assess their progress). After this discussion, students have the opportunity to present an intermediate version of their portfolio, receiving feedback from the group. They also have feedback about the portfolio submitted for assessment (given by the tutor).
The methodology selected also facilitates the discussion about relevant topics associated to the initial approach to the job market. For example, students have the opportunity to simulate job interviews and receive feedback about their performance

Assessment methodologies and evidences

For the successful completion of this unit, the student must attend 80% of the tutorial sessions and must have at least 9,5/20 in the following activity: professional portfolio
The professional portfolio is used as a means to facilitate the continuing professional development and assesses the students` capacity to present their professional profile, including their analysis of the competences developed and to develop in the future. It also assesses the capacity to develop a plan of continuing professional development (taking into account the learning needs and goals identified).
If the student does not have success, a new professional portfolio is required at exam (normal or appeal). In this scenario, the classification of this unit is calculated based on the classification obtained in the professional portfolio (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

Bibliografia

Broughton, W., Harris, G. (2019) (Eds) on behalf of the Inter professional CPD and Lifelong Learning UK Working Group. Principles for Continuing Professional Development and Lifelong Learning in Health and Social Care. Bridgwater: College of Paramedics.
College of Physiotherapists of Ontario (2005) Professional Portfolio Guide. Quality Management Program.
Chipchase, L., Johnston, V., Long, P. (2012) Continuing professional development: the missing link. Manual Therapy. 17:89-91.
Europe region of the World Confederation for Physical Therapy (2016) European Vision for Continuing Professional Development. Briefing paper
Physiotherapy Board of Australia (2015) Guidelines: Continuing Professional Development.
Swati, S., Agarwal, N. (2017) Employability skills essential for healthcare industry. Procedia Computer Science. 122: 431-438.
The Chartered Society of Physiotherapy (2008) Keeping a Portfolio - Getting Started.
The Chartered Society of Physiotherapy (2015) CSP Education Position Statement: Continuing Professional Development.
The Chartered Society of Physiotherapy (2017) Quality Assurance Standards for physiotherapy service delivery.
World Confederation for Physical Therapy (2011) WCPT guideline for delivering quality continuing professional development for physical therapists.

Observations

During the unit other learning resources will be suggested.
This curricular unit was adapted to online in the context of COVID-19 pandemic.