Case Studies in Physiotherapy II

Scholar Year: 2022/2023

Courses

Head Teacher Responsability Maria Margarida Pires da Costa Sequeira Antão Head Cláudia Filipa Duarte Catrola Paiva Colaborador Sandra Isabel Rei dos Santos Rodrigues Colaborador Ana Beatriz Alves Rebola 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 ,13 10,66 Lectures Type Teacher Classes Hours Theoretical Totals 1 0,13 Margarida Sequeira   0,13 Orientação Tutorial Totals 4 42,64 Ana Rebola   2,66 Claudia Paiva   2,66 Margarida Sequeira   2,66 Sandra Rodrigues   2,66

Teaching language

Portuguese

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

Demonstrate knowledge and understanding of:
• concept of chronicity and impact of lifestyles on the onset of chronic disease;
• guidelines for the prevention and management of chronic disease;
• fundamental concepts of intervention in the context of mental health, occupational health, school and cancer disease,
• fundamentals and theories for behavioral change to face the challenges of chronic diseases and specific contexts.
Demonstrate ability to:
• develop awareness material on the intervention in Physiotherapy in the context of health promotion and protection, reflecting in-depth and critical knowledge of the available evidence;
• communicate effectively with clients, caregivers and other professionals;
• critically and scientifically base the decision-making in structuring the intervention;
• collect information that characterizes the target population and that structures the intervention;
• integrate recommendations for health promotion and protection in decision making for intervention with different populations.

Syllabus

Intervention facing the promotion and protection of health based on the identification of specific needs of different populations including the role of the physiotherapy intervention in clients with chronic diseases associated with lifestyle and in specific contexts such as mental health, oncological disease, occupational health and school health based on the best available scientific evidence. Construction of material aiming education, motivation and behavioral change (habits / lifestyles) at different populations and other health professionals, according to national and international recommendations. Identification of the physiotherapist's role in the development of the disease's self-management capacity.

Demonstration of the syllabus coherence with the UC intended learning outcomes

In this curricular unit students must demonstrate knowledge and ability to intervene with diverse populations, through strategies for health promotion and protection. The syllabus explored, as the basis for behavioral change or the construction of educational materials, provide a theoretical and intervention basis to contribute to these learning objectives

Teaching methodologies

The teaching-learning strategies adopted in the curricular unit are based on a case-based learning approach, in which professional cases / tasks are the central structure for the development of expected skills. It includes online tutorial meetings for the development of collaborative work, in addition to periods of autonomous work.

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

The dominant methodology in the course is case-based learning, a strategy that focuses student learning on the management of professional tasks, facilitating the integration of knowledge and understanding and the ability to solve problems. Learning aims will result from a process of analysis, interpretation and understanding of cases, stimulating the student's cognitive / intellectual, interpersonal and professional skills. The main objective is to privilege active learning and decision making. Thus, autonomous work is of great importance in learning. The hours of the Curricular Unit and its distribution throughout the module provide students the necessary time to develop technical knowledge and skills, both autonomously and in groups, supported in collaborative reasoning and accompanied by a tutoring teacher.For the development of the learning outcomes, tutoring classes contribute, with group discussion and reflection, around a task / case that will be the central structure for the development of expected skills. Students must develop the ability to solve problems and reflect on the decisions making, in an active learning process.

Assessment methodologies and evidences

The dominant methodology in the course is case-based learning, a strategy that focuses student learning on the management of professional tasks, facilitating the integration of knowledge and understanding and the ability to solve problems. Learning aims to result from a process of analysis, interpretation and understanding of cases, stimulating the student's cognitive / intellectual, interpersonal and professional skills. The main objective is to privilege active learning and decision making by the latter. This course unit does not require a final exam. To obtain approval, the student must obtain a minimum grade of 9.5 in the following evaluation activities:
• Evaluative activity 1: written group activity: briefing or newsletter to publicize health professionals
• Evaluative activity 2: free educational strategy, carried out in groups for one of the populations worked in class.
• Evaluative activity 3: individual written reasoning for the last activity.

The classification of the Curricular Unit is obtained using the following formula:

CF = AA1 * 40% + AA2 * 40% + AA3 * 20%

CF = Final Classification
AA1 = Evaluative Activity 1
AA2 = Evaluative Activity 2
AA3 = Evaluative Activity 3

For exam, students will perform all assessment activities individually.

Attendance system

Not applicable

Assement and Attendance registers

Bibliografia

Baptista, F., Silva, A. M., Santos, D. A., Mota, J., Santos, R., Vale, S., … Moreira, H. (2011). Livro verde da actividade física. Lisboa: Instituto do Desporto de Portugal. Lisboa: Instituto do Desporto de Portugal.
Canadian Physiotherapy Association. (2012). Chronic Disease The Value of Physiotherapy Impact on Health Care Costs, 2–3.
Chevan, J., & Haskvitz, E. M. (2010). Do As I Do : Exercise Habits of Physical Therapists, Student Physical Therapists, 90(5).
Frerichs, W., Kaltenbacher, E., Leur, J. P. Van De, & Dean, E. (2012). Can physical therapists counsel patients with lifestyle-related health conditions effectively ? A systematic review and implications, 1–17. https://doi.org/10.3109/09593985.2011.654179
Instituto do Desporto de Portugal. (2009). Orientações da União Europeia para a actividade física - Políticas recomendadas para a promoção da saúde e do bem-estar. Instituto do Desporto de Portugal. Retrieved from http://www.idesporto.pt/ficheiros/File/Livro_IDPfinalJan09.pdf
Ministério da Saúde. (2015). Plano Nacional de Saúde: revisão e extensão a 2020. DGS-Direcção Geral Da Saúde, 1–38.
Ribeiro, P., Silva, A. J., Gomes, P., & Câmara, G. (2016). Estratégia Nacional para a promoção da atividade física, da saude e do bem-estar. (DGS, Ed.).
Rico-Cabanas, L., García-Fernández, E., Estruch, R., & Bach-Faig, A. (2014). Dieta Mediterrânica, a nova pirâmide e alguns aspectos do seu efeito na prevenção cardiovascular. Revista Factores de Risco, 31(Dm), 30–47.
Teixeira, P. J., & Marques, M. M. (2017). Health Behavior Change for Obesity Management,
666–673. https://doi.org/10.1159/000484933
Vieira, N., Composi, C., & Portuguesa, S. (2015). Promoção da saúde (Vol. I).
WHO. (2013). Global action plan for the prevention and control of noncommunicable diseases 2013-2020. https://doi.org/9789241506236
WHPA, W. H. P. A. (2010). WHPA statement on non-communicable diseases and social determinants of healt

During classes more bibliography will be recommended.

Observations

This