|
|
Experience and Reflexion V
Scholar Year: 2023/2024
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| LICTF |
22 |
|
4º |
2,0 |
|
54,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
A. Demonstrate reflective ability in relation to the profession and its exercise;
B. Identify future personal and professional development pathways and reflect on your position in relation to them;
C. Identify self-protection strategies in professional practice;
D. Demonstrate self-assessment ability regarding the acquisition of specific skills and generic skills expected for a newly graduated professional;
E. Demonstrate having collected a diverse network of professional contacts;
F. Program an action plan for the beginning of professional activity.
Syllabus
I. Being a Speech Language Therapist
- How do I see myself, how do others see me?
- Where am I on my personal journey, where do I want to go?
- Personal work style.
- Strong and weak areas
- Fears
II. Self-protection mechanisms in professional practice
- Emotional competence, clinical competence, ethics
III. Speech Therapy
- What is my conception of Speech Therapy?
- What are my priorities when I do therapy?
- Conceptions about factors relevant to therapy outcomes
IV. Balance of skills acquired during the course (based on the NetQues list) - self-assessment and critical reflection
V. Future prospects for personal and professional development
- Procedures to be developed in order to start professional activity
- Job search
- Training (Congresses / PG's / Master's / PhD)
- Employability
- Entrepreneurship
- Internationalization
- Investigation
- Clinical Education
- Contacts network, development support figures
Demonstration of the syllabus coherence with the UC intended learning outcomes
Each syllabus entry corresponds to distinct learning objectives, mostly of an evaluative level. The learning objectives recruit knowledge and experiences that allow the student to evaluate his learning path and, in an integrating and consolidating logic, to envision his development needs in order to start his professional practice and for his training throughout his life. The evaluation asks for reflective and descriptive elements corresponding to each learning objective, which will be added by the student in a reflective portfolio.
Teaching methodologies
Dialogue lecture
Practical exercise class
a) During the suspension period of classroom activities, due to the containment of the COVID-19 pandemic, teaching methodologies were implemented in distance learning.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
This curricular unit aims at a guided elaboration of a balance of each student's course iand their perception of preparation for the beginning of their professional life. In the first classes, group dynamics exercises are performed to place students in this regressive and self-assessing position; there is also a joint discussion and reflection and sharing of experiences of greater or lesser perception of professional competence / self-concept.
The creation of a network of contacts continues, started in the 2nd year, and concludes the need to build professional networks.
At this curricular unit, students are also provided with knowledge regarding self-protection mechanisms in professional practice.
All work in class results in the individual elaboration of a reflective and self-evaluating portfolio, where all these themes are worked on by the student, individually, from their own experiences as a student and person / professional in development.
Assessment methodologies and evidences
Continuous assessment methods and criteria
Individual component * [100%]
- Written work
* [The individual component must be greater than or equal to 9.5 points.]
Exam evaluation methods and criteria
- Written work (100%)
b) During the period of suspension of classroom activities, due to the containment of the COVID-19 pandemic, the evaluation methodologies were implemented in distance learning
Attendance system
See Academic Regulation
|
|