| Study programme competencies |
| Code | Study programme competences |
| A1 | To be able to recognize the main pathologies and geriatric syndromes through the application of new and innovative work methodologies adapted to the field of gerontology |
| A8 | Know how to apply and integrate the knowledge acquired, the understanding of these, its scientific foundation and its problem-solving capabilities in social and socio-sanitary environments and defined in an imprecise way, including multidisciplinary contexts both researchers and professionals in the field of gerontology |
| B1 | Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context |
| B2 | That students know how to apply the knowledge acquired and their ability to solving problems in new or little-known environments within broader (or multidisciplinary) contexts related to gerontology and geriatrics |
| B3 | That students are able to integrate knowledge and face the complexity of making judgments from information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments. |
| B4 | That students know how to communicate their conclusions – and the knowledge and ultimate reasons that support them – to specialized and non-specialized audiences in a clear and unambiguous way |
| B5 | That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous |
| C1 | Adequate oral and written expression in the official languages |
| C2 | Mastering oral and written expression in a foreign language |
| C3 | Using ICT in working contexts and lifelong learning |
| C4 | Acting as a respectful citizen according to democratic cultures and human rights and with a gender perspective |
| Learning aims | |||
| Learning outcomes | Study programme competences | ||
| - Understand the methodological aspects to follow in the formulation and development of research in gerontology. | AJ1 AC1 |
BC1 BC2 BC3 BC4 BC5 |
CC1 CC2 CC3 CC4 |
| - Apply this knowledge in research in gerontology, design of experiments, etc. | AJ6 AR3 |
BJ1 BJ1 BJ1 BJ1 BR1 |
CC14 CC14 CC14 CC14 |
| - Scientifically reasoning works in the area of gerontology, being able to discuss information, interact and draw conclusions, presenting reports and conclusive works. | AJ6 AR3 |
BJ1 BJ1 BJ1 BJ1 BR1 |
CC14 CC14 CC14 CC14 |
| - Communicate in a scientific way, knowledge of the area of gerontology in all fields (teaching, social, research), written, oral or visual in scientific articles, seminars, congresses, communications, master classes, .... | AJ6 AR3 |
BJ1 BJ1 BJ1 BJ1 BR1 |
CC14 CC14 CC14 CC14 |
| - Develop learning skills to undertake studies and research in the area of gerontology, with the ability to design and structure a research work. | AJ6 AR3 |
BJ1 BJ1 BJ1 BJ1 BR1 |
CC14 CC14 CC14 CC14 |
| Contents |
| Topic | Sub-topic |
| PART I. DOCUMENTATION IN GERONTOLOGY. FORMS OF SCIENTIFIC COMMUNICATION | Item 1. Scientific documentation. Definition and types Item 2. The scientific article. structure Item 3. bibliography. Vancouver/APA style. Electronic citations. Item 4. General recommendations for the publication of originals. Common requirements of biomedical journals Item 5. Impact factor and other quality indices of publications and authors Item 6. Databases and electronic journals. Internet Item 7. Other forms of research disclosure Item 8. Presentation of results: oral communications and posters at scientific events. Techniques and skills for presenting results |
| PART II. RESEARCH IN GERONTOLOGY | Item 9. scientific research. Concepts and fundamentals. Scientific methodology Item 10. Own reports: characterization and supports. Laboratory notebook. Reports. Material registration. Techniques for data collection Item 11. epidemiology. Risk factors Item 12. Types of research Item 13. Sample size and random selection Item 14. Research design. Stages of scientific work: identification of the problem, formulation of hypotheses Item 15. Variables and statistical tests for the analysis of an investigation Item 16. Research in Gerontology. The doctorate. Financing of projects |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Oral presentation | A1 A8 B1 B2 B3 B4 B5 C1 C2 C4 | 4 | 10 | 14 |
| Problem solving | A1 A8 B1 B2 B3 B4 B5 C2 C4 | 0 | 2 | 2 |
| Multiple-choice questions | A1 B1 B2 B3 B4 B5 C2 C1 | 0 | 4 | 4 |
| ICT practicals | A1 A8 B1 B2 B3 B4 B5 C1 C2 C3 C4 | 4 | 4 | 8 |
| Supervised projects | A1 A8 B1 B2 B3 B4 B5 C1 C2 C3 C4 | 0 | 30 | 30 |
| Objective test | A1 A8 B1 B2 B3 B4 B5 C4 | 4 | 10 | 14 |
| Guest lecture / keynote speech | A1 A8 B1 B2 B3 B4 B5 C1 C2 C3 C4 | 24 | 0 | 24 |
| Personalized attention | 4 | 0 | 4 | |
| (*)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 | Intervention inherent to the teaching-learning processes based on verbal exposure through which students and teachers interact in an orderly way, proposing questions, making clarifications and exposing topics, works, concepts, facts or principles in a dynamic way. |
| Problem solving | Technique by means of which a specific problematic situation has to be solved, from the knowledge that was worked on, which can have more than one possible solution. |
| Multiple-choice questions | It is objective to formulate a question in the form of a direct question or incomplete statement, and several options or alternatives for answers that provide possible solutions, of which only one of them is valid. |
| ICT practicals | Methodology that allows students to learn effectively, through practical activities (demonstrations, simulations, etc.) the theory of a field of knowledge, through the use of information and communication technologies. ICT is an excellent support and channel for the treatment of information and practical application of knowledge, facilitating learning and the development of skills by students. |
| Supervised projects | Methodology designed to promote the autonomous learning of students, under the tutelage of the teacher and in varied scenarios (academic and professional). It refers primarily to learning the "how to do things". It is an option based on students taking responsibility for their own learning. This teaching system is based on two basic elements: the independent learning of the students and the monitoring of that learning by the teacher-tutor. |
| Objective test | Written test used for the evaluation of learning, whose distinctive outline is the possibility of determining whether or not the answers given are correct. It is a measuring instrument, elaborated rigorously, that allows to evaluate knowledge, capacities, skills, performance, aptitudes, attitudes, intelligence, etc. It is applicable for both diagnostic, formative and summative evaluation. The objective test can combine different types of questions: multiple-choice, ordering, short-answer, discrimination, complete, and/or association questions. It can also be constructed with a single type of one of these questions. |
| Guest lecture / keynote speech | Oral exhibition complemented by the use of audiovisual media and the introduction of some questions addressed to students, in order to transmit knowledge and facilitate learning. The master class is also known as a "lecture", "expository method" or "master class". This last modality is usually reserved for a special type of lesson taught by a teacher on special occasions, with a content that supposes an original elaboration and based on the almost exclusive use of the word as a means of transmitting the information to the audience. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Multiple-choice questions | A1 B1 B2 B3 B4 B5 C2 C1 | The student must perform mandatory exercises related to the teaching taught in the course. | 10 |
| Guest lecture / keynote speech | A1 A8 B1 B2 B3 B4 B5 C1 C2 C3 C4 | The student must attend the proposed classes and seminars. In case the student has more than 3 faults, a more extensive research work should be done: < 3 faults- 20 citations; 4- 6 faults: 40-citations; 7-9 faults: 60 citations; >10 faults: 80 citations. 5% of the final grade will be given to those students with 3 or fewer faults. | 5 |
| Supervised projects | A1 A8 B1 B2 B3 B4 B5 C1 C2 C3 C4 | The student, at the end of the course must deliver a research work or bibliographic review of high quality, evaluating the structure and form of the same, the use of relevant scientific works (minimum of 20 bibliographic references, of which at least 80% will be in English) and the quality and innovation of the proposed topic. This work will have a value of 40% on the total final grade (10% oral presentation and 30% quality of the work). | 40 |
| Objective test | A1 A8 B1 B2 B3 B4 B5 C4 | There will be a global examination of the subject. | 30 |
| Oral presentation | A1 A8 B1 B2 B3 B4 B5 C1 C2 C4 | The student must make an oral presentation of a research paper in poster format. It will have a value of 15% on the total final grade, evaluating the organization and information, pronunciation and intonation, vocabulary, mastery of the subject and clarity of ideas. | 15 |
| Assessment comments | |||
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To pass the subject must pass both the objective test and the supervised work. The supervised work (written), that is, 30% of the total grade of the subject, may be validated in the event that the student prepared a scientific article to publish in a prestigious journal or has already published it, on which he/she must make an oral presentation (10%). SUPERVISED WORKS: Case of detecting fraud, copy or plagiarism in the writing of the work of the asignatura, will imply a suspense in the opportunity of evaluation affected (0,0) and direct reference to the next opportunity. This attitude will be communicated to the Academic Committee and to the rest of the professors of the title. In the event that the irregularity is reiterated in a 2nd evaluation, the Commission may request the Rector the temporary or perpetual expulsion of the student of the Master studied. |
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| Sources of information |
| Basic |
Mira, J.J., Gómez, J., Aranaz, J. & Pérez, E. (1998). Auditoría de historias clínicas: ¿cuál es el tamaño adecuado de la muestra?. Todo Hospital, 140: 58-64
Rius, F. & Barón, F.J. (2005). Bioestadística. Madrid: Thomson
García Roldán, J.L. (1995). Cómo elaborar un proyecto de investigación. Alicante: Universidad de Alicante
Hulley, S.B. & Cummings, S.R. (1993). Diseño de la investigación clínica-un enfoque epidemiológico. Barcelona: Doyma
Carrasco, J.L. (1995). El método estadístico en la investigación médica. Madrid: Ciencia 3
Sentís, J., Pardell, H., Cobo, E. & Canela, J. (2003). Manual de bioestadística (3ª ed.). Barcelona: Masson
Lodeiros Seijo, C. (2002). Manual práctico para la redacción y crítica de un artículo científico. Venezuela: Ediciones UDO / Fundacite Anzoategui
Burgos Rodríguez, R. (1998). Metodología de investigación y escritura científica en clínica. Granada: Escuela Andaluza de Salud Pública
Pita, S. (2015). Metodología de la investigación. Disponible en: http://www.fisterra.com/mbe/investiga/index.asp
Domenech, J.M. (1999). Métodos estadísticos en ciencias de la salud. Barcelona: Signo
Millán Calenti, J.C. (2006). Principios de Gerontología y Geriatría. Madrid: McGraw-Hill Interamericana
American Psychological Association (2020). Publication manual of the American Psychological Association (7th. Ed.). Washington, D.C.: APA
Fernández Ríos, L. & Buela-Casal, G. (2009). Standards for the preparation and writing of Psychology review articles. International Journal of Clinical and Health Psychology, 9(2), 29-344 |
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| Recommendations | ||
| Subjects that it is recommended to have taken before |
| Subjects that are recommended to be taken simultaneously |
| Subjects that continue the syllabus | ||
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| Other comments | |
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Books and manuals adapted to the subject and other bibliographical references, computer media and audiovisual media Knowledge of technical English is recommended because it will be necessary to read articles and scientific papers in English. To help achieve a sustainable immediate environment and meet the strategic objective 2 of the "IV Action Plan of the Green Campus FCS Program (2020-2022)", the documentary work that is carried out in this subject: a) Mostly will be requested in virtual format and computer support (b) If made on paper: - No plastics will be used. - Face-to-face prints will be made. - Recycled paper will be used. - Drafts will be avoided. |