Physiotherapy - Theory and Practice I

Scholar Year: 2022/2023

Courses

Head Teacher Responsability Carla Mendes Pereira Head

Weekly workload Hours/week T TP P PL TC S E EL OT TPL O OT/PL Type of classes ,4 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,40

Teaching language

Portuguese

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

This unit occurs during two thematic modules:
Module 1- Professional Socialization
Module 2- Movement, function and social participation

At the end of this unit the student should demonstrate,
Knowledge and understanding of the following aspects:
- The factors related to the level of Professionalisation of Physiotherapy;
- The dominant models of practice in Physiotherapy;
- The theoretical basis for the analysis of movements and functional activities, according to the Model of Quality of Movement;
- The impact of movement and functional activities on the person's functioning;

Ability to communicate effectively:
- Present strategies to share appropriate recommendations to different populations;
- Prepare an academic document according to the rules for academic and scientific writing;
- Ability to interact in groups and fulfill the obligations with peers through the collaborative learning process and associated tasks;
- Ability to use electronic forms of communication to support a collaborative learning.

Critical and autonomous thinking:
- Ability to analyse their role as future health professional and the professional assumptions to contribute to the improvement of care to patients, families and populations;
- Ability to analyse the level of professionalization of Physiotherapy, nationally and internationally.

Syllabus

- The development and the role of Physiotherapy through the evolution of health;
- Professionalization of Physiotherapy around the world (e.g. Australia, England, United Stated of America and Brazil)
- Actual and new skills of the Physiotherapist; work contexts, roles and responsibilities, according to different professional models;
- The Movement Continuum Theory and associated principles;
- The Movement Quality Model and associated themes (biomechanical, physiological, psycho-socio-cultural, and existential);
- Functioning and Disability as proposed by the International Classification of Functioning: Concept of Body Structures and Functions, Activity, Participation, and Restriction of Activity/Participation

Demonstration of the syllabus coherence with the UC intended learning outcomes

The contents and learning objectives are organised per thematic module. In module 1, “Professional Socialization” the aim is to examine the role of the physiotherapist in health services provided to patients/families/communities. In accordance, the contents included are focused on the development/ evolution of Physiotherapy (Competency profile) according to the health evolution (health needs), and professionalization of physiotherapy.
Module 2- “Movement, function and social participation”, aims to analyse the impact of the movement and functional activities in function and social participation of the individual. For this, the contents presented are models such as the Movement of Quality Model, International Classification of Functioning and Continuum theory of Movement and associated principles.

Teaching methodologies

The teaching and learning strategies are based on the case-based learning approach. The cases or professional tasks are central for the development of the expected learning outcomes.
It includes theoretical lectures, theoretical-practical lectures and tutorials, which will be carried out online using Zoom. The tutorials are led with groups of 10-13 students, in order to promote the development of collaborative working skills.

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

This unit is of an integrative nature. It involves the theoretical concepts, technical skills and competences included in other units and integrate them regarding their suitability for professional tasks relevant in the first year of the course. 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. Learning objectives result from a process of analysis, interpretation and understanding of (clinical) cases, stimulating cognitive/ intellectual, interpersonal and professional abilities of the student. This methodology is the dominant in the unit due to its aims for the development of the analysis ability, critical 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 (eg., poster presentations).
Additionally, seminars are held with an expositive method, which aim to provide to students strategies for a better integration to higher education, as well as to the educational principles and teaching-learning methodologies used in the course (e.g.- about how to participate in tutorials; how to be a tutorial leader; how to perform an academic work, how to search for information in healthcare databases).

Assessment methodologies and evidences

For approval in the unit, the student must not exceed in 20% the faults in tutorials and complete successfully (with a grade > 9,5/20) the following activities:
- a reflective essay about the individual role that the student intends to have as a future physiotherapist (50%);
- an individual written work about the analysis of functional activities, based on the Model of Quality of Movement (35%);
- a e-Poster with a programme of stretching exercises, according to a scenario previously presented (groups of 4 students) (15%).

In the exam the student can perform only the activities which evaluate competences that have not yet been demonstrated if he/she submitted the activities during the continuous evaluation (it excludes the situation of no-submission of the activities).

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.

Mandatory Bibliography

Observations

- During the unit other learning resources will be suggested.

- This unit description was updated and approved in order to integrate distance learning, as a way to contribute for the containment of the pandemic caused by COVID-19.