Competencies / Study results |
Code
|
Study programme competences / results
|
A1 |
Coñecer e identificar a estrutura e función do corpo humano. |
A2 |
Comprender as bases moleculares e fisiolóxicas das células e os tecidos. |
A11 |
Coñecer os procesos fisiopatolóxicos e as súas manifestacións e os factores de risco que determinan os estados de saúde e enfermidade nas diferentes etapas do ciclo vital. |
B1 |
Aprender a aprender. |
B8 |
Capacidade de análise e sínteses. |
B12 |
Capacidade para organizar e planificar. |
B13 |
Toma de decisións. |
C1 |
Expresarse correctamente, tanto de forma oral coma escrita, nas linguas oficiais da comunidade autónoma. |
C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
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. |
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. |
C9 |
CB1.- Que os estudantes demostraran posuír e comprender coñecementos nunha área de estudo que parta da base da educación secundaria xeral, e sólese atopar a un nivel que, si ben se apoia en libros de texto avanzados, inclúe tamén algúns aspectos que implican coñecementos procedentes da vangarda dun campo de estudo. |
C10 |
CB2.- Que os estudantes saiban aplicar os seus coñecementos a seu traballo ou vocación de unha forma profesional y posúan as competencias que solen demostrarse por medio da elaboración e defensa de argumentos e a resolución de problemas dentro da súa área de estudo. |
C11 |
CB3.- Que os estudantes teñan a capacidade de reunir e interpretar datos relevantes (normalmente dentro da súa área de estudo) para emitir xuízos que inclúan una reflexión sobre temas relevantes de índole social, científica ou ética. |
C12 |
CB4.- Que os estudantes poidan transmitir información, ideas, problemas e solucións a un público tanto especializado como non especializado |
Learning aims |
Learning outcomes |
Study programme competences / results |
Understand the functions of the various organs and systems of the healthy body. |
A1 A2 A11
|
B1 B8
|
C3 C9
|
Understand the mechanisms of integration and interaction between the different organ systems |
A1 A2
|
B1 B8
|
C1
|
Identify the alterations of the different funtions and the causes because they are produced |
A1 A2 A11
|
B1 B8 B12 B13
|
C1 C3 C4 C6 C7 C8 C10 C11 C12
|
Contents |
Topic |
Sub-topic |
Cell Phisiology |
- Volume and composition of cellular fluids
- Cellular membrane
- Transmembrane transport and action potential
- Neuromuscular synaptic transmission
- Smooth and skeletal muscle
|
Cardiocirculatory system |
- Cardiovascular system circuit
- Hemodynamics
- Electrophysiology
- Contraction of the heart muscle
- Cardiac cycle
- Blood pressure and venous return
- Microcirculation
- Circulatory failure
- Valve pathology
- Cardiac arrhythmias
- Myocardial ischemia
- Pathology of the pericardium
- Blood pressure pathology
- Peripheral vascular pathology |
Respiratory system |
- Structure of the respiratory system
- Lung volumes and capacities
- Breathing mechanics
- Gas exchange and transport of oxygen and CO2
- Ventilation perfusion relationships
- Breathing control
- Respiratory insufficiency
- Pathology of the lung parenchyma
- Pathology of the pleura and mediastinum
- Pulmonary circulation pathology |
Nefrourologyc System |
- Body liquids
- Renal blood flow
- Glomerular filtration
- Reabsorption and secretion
- Ions and electrolytes balance
- Urinary regulation
|
Gastrointestinal System |
- Gastrointestinal system structure
- Innervation and gastrointestinal peptides
- Gastrointestinal movements
- Secretion
- Digestión and absorption
- Liver Phisiology |
Hematopoyetic System |
- Erythrocytes. Blood groups.
- Leukocytes and immune system.
- Hemostasis and blood coagulation.
|
Endocrine System |
- Hormonal secretion regulation
- Hypothalamic-pituitary relations
- Pituitary
- Thyroid
- Adrenal cortex and medulla
- Endocrine Pancreas
- Calcium-phosphorus metabolism
|
Reproductive System |
- Sexual differentiation.
- Puberty.
- Male reproductive physiology.
- Female reproductive physiology. Childbirth.
- In vitro fertilization.
- Pathology of Childbirth.
- Sexually transmitted diseases. |
Nervous System |
- Organization of nervous system
- Sensorial systems: sight, hearing, smell and taste
- Somatosensory system
- Superior funtions of CNS
- Cerebrospinal fluid
|
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Guest lecture / keynote speech |
A1 A2 A11 C4 C11 |
64 |
0 |
64 |
Collaborative learning |
A1 A2 A11 B8 B13 C1 C3 C4 C6 C7 |
40 |
80 |
120 |
Supervised projects |
A1 A2 A11 B1 B8 B12 C1 C3 C6 C7 |
12 |
24 |
36 |
Introductory activities |
B12 C3 C6 |
3 |
0 |
3 |
Seminar |
A1 A2 A11 C12 C11 C10 C9 C8 C7 C6 C4 C3 |
5 |
15 |
20 |
Mixed objective/subjective test |
A1 A2 A11 |
3 |
50 |
53 |
|
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 |
Guest lecture / keynote speech |
Activity in which important topics are presented and current knowledge is synthesized that will later serve as a learning guide for the preparation of the mixed test. |
Collaborative learning |
Case studies, usually in groups, using two types of activity:
- Learning based on problem solving
- Collaborative work |
Supervised projects |
In this activity students improve their knowledge based on troubleshooting |
Introductory activities |
Activity of presentation of the subject and the sources of knowledge and updating as well as the use of ICT for the preparation of the subject. |
Seminar |
Activity focused on an important topic so that student participation serves to establish knowledge as well as prepare students for future presentations in the forums specific to the development of their professional activity. |
Mixed objective/subjective test |
Written test with short question and / or multiple choice test, and a practical case to evaluate the acquired knowledge. |
Personalized attention |
Methodologies
|
Supervised projects |
|
Description |
The personal attention related to the supervised works aims to guide students in the realization of this kind of works. This could be done individually or in small groups, either in person or via email. |
|
Assessment |
Methodologies
|
Competencies / Results |
Description
|
Qualification
|
Collaborative learning |
A1 A2 A11 B8 B13 C1 C3 C4 C6 C7 |
Case studies presented in class through discussion and setting learning objectives will be held in small groups. |
20 |
Mixed objective/subjective test |
A1 A2 A11 |
The test will consist of short questions and / or multiple choice questions, related to the theoretical content, readings, case studies and supervised work.
The test score out will be between 0 and 10. The minimum passing score for the test is 5. In the second and subsequent calls the value of the test represent 100% of the course grade. |
70 |
Supervised projects |
A1 A2 A11 B1 B8 B12 C1 C3 C6 C7 |
The evaluation of the work will based on the following topics:
. Description and synthesis of the information.
. Using specific lexicon.
It will count as a minimum of 0 and a maximum of 10. The minimum score to pass the test will be 5. The average rating is added to the exam as long as the test is passed. |
10 |
|
Assessment comments |
2ª oportunidade, adianto de oportunidade e estudantes con matricula parcial a proba mixta é o 100% da cualificación. A realización
fraudulenta das probas ou actividades de avaliación, unha vez comprobada,
implicará directamente a cualificación de suspenso na convocatoria en que se
cometa: o/a estudante será cualificado con “suspenso” (nota numérica 0) na
convocatoria correspondente do curso académico, tanto se a comisión da falta se
produce na primeira oportunidade como na segunda. Para isto, procederase a
modificar a súa cualificación na acta de primeira oportunidade, se fose
necesario.
|
Sources of information |
Basic
|
COSTANZO L (2011). Fisiología . Elsevier
MEZQUITA (2011). Fisiología Médica. Panamericana
MULRONEY S (2011). Fundamentos de Fisiología. Elsevier
JAVIER LASO (2011). Introducción a la Medicina Clínica. Elsevier Masson
HARRISON (2009). Principios de Medicina Interna. Mc Graw Hill
GUYTON H. (2007). Tratado de Fisiología Médica. . Elsevier |
|
Complementary
|
|
|
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
Anatomy/661G01001 | Biology/661G01002 |
|
Subjects that continue the syllabus |
Nutrition/661G01009 | Clinical Nursing (I and II)/661G01012 | Community Nursing I/661G01014 | Clinical Nursing III/661G01017 | Community Nursing II/661G01019 | Clinical Nursing I/661G01034 | Clinical Nursing II/661G01035 |
|
Other comments |
Esta materia ten en conta as
recomendacións de SOSTENIBILIDADE MEDIO AMBIENTE, PERSOA E IGUALDADE DE
XENERO: - A entrega dos traballos
documentais que se realicen nesta materia, realizarase a través de
Moodle, en formato dixital sen necesidade de imprimilos. NO CASO DE QUE A ENTREGA dos
traballos, fose en papel: - Non se empregarán plásticos - Realizaranse impresións a dobre cara - Empregarase preferntemente papel reciclado - Evitarase a impresión de borradores. - Na realización dos traballos
tutelados, o plaxio e a utilización de material non orixinal, incluido aquel
obtido a través de Internet, sen indicación expresa da sua procedencia e, se é
o caso, o permiso do seu autor/a, poderá ser considerada causa de cualificación
de suspenso na actividade. - Teranse en conta os principios
éticos relacionados cos valores da sustentabilidade nos comportamentos persoais
e profesionais. - Facilitarase a plena
integración do alumnado que por razón físicas, sensoriais, psíquicas ou
socioculturais, experimenten dificultades a un acceso idóneo, igualitario e
proveitoso á vida universitaria. |
|