Study programme competencies |
Code
|
Study programme competences / results
|
A1 |
Capacidade para elixir e aplicar as metodoloxías de investigación mais adecuadas á investigación proposta. |
A2 |
Capacidade para o deseño experimental e o completo desenvolvemento de proxectos de investigación no ámbito sanitario, desde a formulación da hipótese de investigación ata a comunicación dos resultados. |
A3 |
Adquirir un sentido ético da investigación sanitaria. |
A4 |
Obter un substrato teórico suficiente para comprender o entorno clínico de aplicación das técnicas de investigación. |
A5 |
Adquirir o coñecemento da realidade investigadora nun ámbito concreto das ciencias da saúde. |
B1 |
Capacidade para aplicar o método científico na planificación e o desenvolvemento da investigación sanitaria. |
B2 |
Fluidez e propiedade na comunicación científica oral e escrita. |
B3 |
Compromiso pola calidade do desenvolvemento da actividade investigadora. |
B4 |
Capacidade de análise e de síntese. |
B5 |
Habilidade para manexar distintas fontes de información. |
B6 |
Capacidade para traballar de forma colaborativa en equipos multi e interdisciplinar. |
C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
C5 |
Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras. |
C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
Learning aims |
Learning outcomes |
Study programme competences / results |
Upon successful completion of the course, students will be able to analyze the extent of health through health and quality of life indicators |
AR2 AR5
|
BC1 BC2 BC4 BC5 BC6
|
CC5
|
Upon successful completion of the course, students will be able to understand the role of social, political, economic and cultural processes in health and disease. |
AR4 AR5
|
|
|
Upon successful completion of the course, students will be able to critically analyze health and disease in the social sphere from the perspective of the Sociology of Health. |
AR4
|
BC4
|
CC4 CC6
|
Upon successful completion of the course, students will be able to understand the processes of health and quality of life as well as new forms of illness. |
AR4 AR5
|
BC4
|
CC6
|
Upon successful completion of the course, students will be able to focus the study of the reality of disability and dependence from a social perspective and not as an individual attribute. |
AR4
|
BC4
|
CC6
|
Upon successful completion of the course, students will be able to identify to what extent certain kinds of attitudes and beliefs affect the views of individuals and society have on disability. |
AR3 AR4
|
BC4
|
CC6
|
Upon successful completion of the course, students will be able to understand the changes that occur in the field of disability and dependence for not understanding it as social exclusion. |
AR4
|
BC4
|
CC6 CC7
|
Upon successful completion of the course, students will be able to learn to discover the underlying "bias" on the own analysis methodologies, approaching techniques and research results on disability and dependence. |
AR1 AR2 AR4 AR5
|
BC1 BC3 BC4
|
CC6 CC8
|
Upon successful completion of the course, students will be able to understand the role of social language in the definition of disability and dependence. |
|
BC4
|
CC6
|
Contents |
Topic |
Sub-topic |
LESSON 1. INTRODUCTION TO SOCIOLOGY OF HEALTH, DISABILITY AND DEPENDENCE |
The behavior of falling ill. The role of the patient. The response to disease. Social tags. |
LESSON 2. HEALTH PROFESSIONS AND INSTITUTIONS |
Health professions and institutions. Health and human values. Ethics and health issues: euthanasia, stem cells, bioethics. |
LESSON 3. HEALTH AND QUALITY OF LIFE |
Health and quality of life. Health and new forms of disease: anorexia, bulimia and vigorexia. Drug addiction and its forms. |
LESSON 4. SOCIAL RESEARCH METHODS ON HEALTH |
Critical revision of the methods and techniques of social research of health, disability and dependency. Health indicators. Public opinion and health.
|
LESSON 5. THE MEASUREMENT OF HEALTH, DISABILITY, AND DEPENDENCE |
Health, disability and dependency in figures: regional, national, European and international profiles. Social perception of health disability and dependency (attitudes, opinions, judgments and prejudices). |
LESSON 6. FAMILY ENVIRONMENT OF DISABILITY AND DEPENDENCE |
The family environment. School and employment social integration. Gender, disability and dependence. |
LESSON 7. SOCIAL ENVIRONMENT OF DISABILITY AND DEPENDENCE |
The social and institutional environment with special reference to networks of support. Dependency and social exclusion. |
LESSON 8. DISABILITY AND DEPENDENCE POLICY |
Policy and politics (Galician, Spanish and EU) around disability and dependency. Problems of specific groups: women and children abused, long-term unemployed, pensioners and the elderly. |
LESSON 9. PUBLIC POLICY |
Sociological perspective on Dependency Law with special reference to Galicia. Information society, disability and dependence. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Oral presentation |
A1 A2 A4 A5 B1 B2 B3 B4 |
2 |
14 |
16 |
Seminar |
A4 B1 B3 B4 C4 C6 C7 C8 |
5 |
0 |
5 |
Guest lecture / keynote speech |
A4 A5 C4 C6 C8 |
5 |
0 |
5 |
Supervised projects |
A1 A2 A4 A5 B1 B3 B4 B5 B6 |
0 |
30 |
30 |
Directed discussion |
A4 A3 B2 B4 C4 C5 C6 C8 |
3 |
15 |
18 |
|
Personalized attention |
|
1 |
0 |
1 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Oral presentation |
Presentation in class, in front of peers and the teacher, the supervised projects done by the students. |
Seminar |
Discussion, participation, preparation of documents and conclusions that have to get all the components of the seminar. |
Guest lecture / keynote speech |
Basic theoretical explanation and guidance by the teacher. |
Supervised projects |
Having the guide from teacher, the student improves his(her) independent learning by performing individual or small groups work on specific aspects of the subject. Thus, (s)he developes skills in written and oral argument, methodological skills and reflects the extent of their knowledge. |
Directed discussion |
Current discussions on relevant issues. |
Personalized attention |
Methodologies
|
Oral presentation |
Supervised projects |
|
Description |
Resolution of doubts and guidance to the study. Monitoring and supervision of supervised works. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Directed discussion |
A4 A3 B2 B4 C4 C5 C6 C8 |
Debates coordinated by the teacher. |
25 |
Oral presentation |
A1 A2 A4 A5 B1 B2 B3 B4 |
Oral presentation by the student of the results of supervised work. |
15 |
Supervised projects |
A1 A2 A4 A5 B1 B3 B4 B5 B6 |
Having the guide from teacher, the student improves his(her) independent learning by performing individual or small groups work on specific aspects of the subject. Thus, (s)he developes skills in written and oral argument, methodological skills and reflects the extent of their knowledge. |
60 |
|
Assessment comments |
|
Sources of information |
Basic
|
CERMI (2003). Discapacidad y exclusión social en la Unión Europea. Madrid: CERMI
Fundación Paideia (1998). Discapacidad y sociedad. Madrid: Morata
Martínez, L. et al. (2005). Exclusión social y discapacidad. Madrid? Universidad Pontificia de Comillas*Fundación Promi
Goffman, E. (1994). Internados: ensayos sobre la situación social de los enfermos mentales. Buenos Aires: Amorrortu
Bowling, A. (1994). La medida de la salud: revisión de las escalas de medida en la calidad de vida. Barcelona: Masson
Garcés Ferrer, J. (2002). La nueva sostenibilidad social. Bases teóricas del modelo sociosanitario. Barcelona: Ariel
Ruiz Ortega, M. et al. (2003). Las múltiples dimensiones de la discapacidad. Madrid: Escuela Libre Editorial
Rodríguez Cebrero, G. y Codorniú, G. (2002). Modelos de atención sociosanitaria. Una aproximación a los costes de la dependencia. Madrid: Inserso
Colectivo IOE (2004). Salud y estilos de vida en España. Madrid: Funcas
Andreu, J. et al. (2003). Sociología de la discapacidad. Madrid: Revista del Ministerio de Trabajo y Asuntos Sociales 45, pp. 77-107.
Cokerman, W.C. (2002). Sociología de la medicina. Madrid: Prentice-Hall |
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Complementary
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Recommendations |
Subjects that it is recommended to have taken before |
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Subjects that are recommended to be taken simultaneously |
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Subjects that continue the syllabus |
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Other comments |
Para axudar a conseguir una contorna inmediata sustentable e
cumprir o obxectivo estratéxico 9 do I Plan de Sustentabilidade Medio-ambiental
Green Campus FCS, todos os traballos documentais que se realicen nesta materia
serán entregados a través de Moodle, en formato dixital, sen necesidade de
imprimilos. De realizarse en papel: - Non se empregarán plásticos. - Realizaranse impresións a dobre cara. - Empregarase papel reciclado. - Evitarase imprimir borradores. |
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