Study programme competencies |
Code
|
Study programme competences / results
|
A8 |
CERF3. Ser capaces de entender a fisiopatoloxía da dor relevante na práctica clínica así como as súas implicacións dende un punto de vista sensitivo-perceptivo-motora |
A9 |
CERF4. Capacidade para deseñar e executar proxectos de investigación na problemática bio-psico-social da dor |
B1 |
CB6. Posuír e comprender coñecementos que acheguen unha base ou oportunidade de ser orixinais no desenvolvemento e/ou aplicación de ideas, a miúdo nun contexto de investigación |
B7 |
CG2 Identificar, avaliar e resolver os problemas derivados da presenza de discapacidade e dependencia |
B9 |
CG4 Ser capaz de intervir na problemática derivada da discapacidade e da dependencia |
B10 |
CG5 Capacidade para integrar coñecementos científicos de carácter avanzado ligados ao ámbito da discapacidade e a dependencia |
C6 |
CT6. Valorar críticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas aos que deben enfrontarse |
C7 |
CT7. Ser capaz de 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 |
To describe the clinical and socioeconomic impact of chronic pain. |
AR9
|
BR1
|
CR6
|
To delve into the neurobiological aspects of pain. |
AR8
|
BR1 BR10
|
CR6
|
To compare the paradigms used to explain pain. |
AR8 AR9
|
BR10
|
CR7
|
To identify the characteristics and clinical manifestations of different types of pain. |
AR8
|
BR7 BR9
|
|
To review the current concepts on the physiopathology of pain to clinical management. |
AR8 AR9
|
BR1 BR7 BR9
|
|
To study the implications of pain from a sensitive-perceptive-motor point of view. |
AR8
|
BR7 BR9 BR10
|
|
To identify the common characteristics of chronic pain syndromes. |
|
BR1 BR7 BR9 BR10
|
|
To review and be able to apply different pain assessment tests. |
AR9
|
BR1 BR7 BR9
|
CR7
|
To analyze new strategies for the treatment of chronic pain, to study its evidence and to know the recommendations for its use in clinical practice. |
AR9
|
BR1 BR7 BR9 BR10
|
CR6 CR7
|
Contents |
Topic |
Sub-topic |
1. Epidemiology of pain |
1.1. Epidemiology of musculoskeletal pain. Basic concepts.
1.2. Epidemiology of low back pain
1.3. Epidemiology of cervical pain
1.4. Epidemiology of osteoarthritis
1.5. Epidemiology of chronic widespread pain and fibromyalgia |
2. Paradigms in pain management: pain as a multidimensional experience |
2.1. Pathoanatomical model
2.2. Biopsychosocial model
2.3. Model of the neuromatrix |
3. Neurobiological aspects of pain |
3.1. Definitions of pain
3.2. Characteristics and clinical manifestations of pain
3.3. Cellular and molecular properties of primary afferent neurons
3.4. Inflammatory mediators and pain modulators
3.5. Mechanisms modulating the painful response: neuroplasticity
3.6. Brain and pain
3.7. Genetics and pain |
4. Pathophysiology of chronic pain |
4.1. Definition of the phenomenon of centralization
4.2. Wind-up phenomenon
4.3. Changes in neurotransmitters
4.4. Functional alteration of excitatory and inhibitory connections
4.5. Creation of new connections
4.6. Supraspinal neuroplastic changes: reorganization of somatosensory and motor cortical maps
4.7. Modification of the response pattern of cortical and subcortical areas
4.8. Impact of emotional and cognitive-behavioral factors
4.9. Pain as a multisystem response: involvement of the SNA, neuroendocrine and immune |
5. Chronic pain syndromes |
5.1. Fibromyalgia
5.2. Chronic Fatigue Syndrome
5.3. Complex regional syndrome type I
5.4. Others |
6. Pain assessment methods |
6.1. Clinic history
6.2. Scales of pain intensity measurement
6.3. Scales to measure "yellow flags"
6.4. Scales of functional disability
6.5. Quality of Life Scales Related to Health
6.6. Other scales of measurement
6.7. Physical tests |
7. Analysis and review of the evidence on new pain treatment strategies |
7.1. Pain pedagogy
7.2. Therapeutic exercise
7.3. Gradual motor imagination
7.4. Other methods |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Introductory activities |
C7 |
0 |
2 |
2 |
Guest lecture / keynote speech |
A8 A9 B1 B7 B9 B10 C6 C7 |
18 |
36 |
54 |
Case study |
A8 B1 B7 B9 B10 |
0 |
25 |
25 |
Document analysis |
A8 A9 B1 B9 B10 C6 C7 |
0 |
25 |
25 |
Directed discussion |
B1 C6 C7 |
4 |
12 |
16 |
Multiple-choice questions |
A8 B1 B9 B10 |
1 |
21 |
22 |
|
Personalized attention |
|
6 |
0 |
6 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Introductory activities |
The study programme competencies, learning aims, contents, planning, methodologies, personalized attention and assessment will be presented. The student will be given the possibility of sending the coordinator the interests and motivations related to the subject in order to facilitate the learning proces |
Guest lecture / keynote speech |
The magisterial sessions correspond to two types of classes: (i) the face-to-face theoretical classes taught in the classroom; (ii) to the asynchronous classes that will be delivered to students in various formats (video-lessons, notes in pdf format, etc.) and that will be posted in Moodle. They will be intended primarily for the purposes of knowledge or knowledge.
It will be primarily intended for the purposes of knowledge. |
Case study |
The students, divided into small groups, will work on a clinical case (real or supposed) characterized by the presence of chronic pain, with the aim of proposing questions that contribute to identify the pathogenic, to study their characteristics and relate them to the painful syndromes studied in the subject, propose alternatives for exploration, evaluation and / or therapeutic approaches in a reasoned way.
The student will work on clinical cases (real or supposed) characterized by the presence of chronic pain, with the aim of proposing questions that contribute to identifying the etiopathogenic, to study their characteristics and to relate them to the painful syndromes studied in the subject, propose reasons for exploration, evaluation and / or therapeutic approaches.. |
Document analysis |
It will consist of two parts: (i) Search and analysis of multimedia documents (blogs, videos, web page, Twitter accounts, etc.) relevant to the subject. Each student will analyze two documents and explain why their choice and why the recommendation of their reading, viewing or monitoring.
(ii) From an article related to the subject, the metric characteristics of its publication journal, and an analysis of the different sections of the article will be analyzed. In addition, a search for 2 articles published in the last 5 years related to the topic of such article and a general summary of each of them will be added. |
Directed discussion |
Through this technique of group dynamics, students will freely discuss a topic previously selected by one of the teachers. Students will be coordinated by a moderator. |
Multiple-choice questions |
The exam will consist of 30 simple choice questions, where each 2 incorrect answers will subtract 1 right answered one. The exam will have a value of 40% of the total mark of the subject. |
Personalized attention |
Methodologies
|
Case study |
Multiple-choice questions |
Directed discussion |
Guest lecture / keynote speech |
Document analysis |
|
Description |
The personalised attention will realise face-to-face form and through the platform Microsoft Teams, Virtual Campus and email; and it will be able to adapt to different modalities and contexts:
- Through tutorías, specifically requested by the/the student/the or subgroup of students/the, the students will be able to resolve questions to any one of the teaching guide´s steps.
- During the two methodologies of work grupal -discussion directed and analysis of documentary sources- the student will receive a feedback of the execution of such tasks, and will be able to resolve the doubts .
- During the realisation of the study of cases, the student have the follow-up by part of the professor through the resolution of the relative doubts to the task.
- Through the Virtual Campus, will create a forum of doubts for each subject where the students can launch his questions and/or establish debate between professor/students or between the students.
*For the students with recognition of dedication part time and dispenses academician of exemption of assistance, each student has to contact with the coordinator of the matter to the start of the course to establish the modality of preferential personalised attention; and fix to the start of course the possible adaptations of the tasks. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Case study |
A8 B1 B7 B9 B10 |
The student's ability to carry out the clinical reasoning process on real or fictitious cases is evaluated, as well as the discussion on their proposed solution, by answering the questions asked about such cases. |
20 |
Multiple-choice questions |
A8 B1 B9 B10 |
Multiple choice test with a total of 30 questions. Every 2 wrong answers will subtract one right.
|
40 |
Directed discussion |
B1 C6 C7 |
Attendance and active participation in the two scheduled face-to-face sessions are evaluated. |
20 |
Document analysis |
A8 A9 B1 B9 B10 C6 C7 |
The student's ability to carry out the clinical reasoning process on real or fictitious cases is evaluated, as well as the discussion on their proposed solution, by answering the questions asked about such cases. |
20 |
|
Assessment comments |
The evaluation criteria will be maintained for all the summons of the academic course.
|
Sources of information |
Basic
|
Kosek, E., Clauw, D., Nijs, J., Baron, R., Gilron, I., Harris, R. E., ... & Sterling, M. (2021). Chronic nociplastic pain affecting the musculoskeletal system: Clinical criteria and grading system. . Pain, 162(11), 2629-2634.
Butler D (2010). Explicando el dolor. Adelaida, Australia: Noigroup
Nijs, J., Van Houdenhove, B. (2009). From acute musloskeletal pain to chronic widespread pain and fibromyalgia: application of pain neurophysiology in manual therapy practice. Manual Therapy
Iannetti, G.D., Mouraux, A. (2010). From the neuromatrix to the pain matrix (and back). Exp Brain Res
Basbaum, A.I. & Jessell, T.M. (2013). Pain, (pp. 530-555). En E.R. Kandel et al. (Eds.). Principles of neural science.. New York: McGraw-Hill.
Enriquez-Blanco, H., Schneider, R., Rodríguez, J. T. (2010). Síndrome del intestino irritable y otros trastornos relacionados.. Madrid: Panamericana
Serra Catafau J. (2007). Tratado de dolor neuropático. Madrid: Médica Panamericana
Sengupta, J.N. (2009). Visceral Pain: the neurophysiological mechanism. Handb Exp Pharmacol
Stephen B. McMahon, Martin Koltzenburg (2006). Wall y Melzack tratado del dolor. Madrid: Elsevier. 5ª ed. |
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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 |
To help achieve
a sustainable environment and meet the strategic objectives
of the Green Campus Plan of the Faculty of Physiotherapy, the
documentary work carried out in this subject may be requested in paper or
virtual format or computer support. If they are done on paper, the following general recommendations will be followed as far as possible: - Plastics will not be used. - Double-sided prints will be made. - Recycled paper will be used. - Drafting will be avoided. |
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