| Study programme competencies |
| Code | Study programme competences |
| A10 | CERF5. Ser capaz de integrar coñecementos avanzados no ámbito da disfunción cardiorrespiratoria |
| A11 | CERF6. Capacidade para deseñar e executar proxectos de investigación nas disfuncións cardiorrespiratorias. |
| B2 | CB7. Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en ámbitos novos ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo |
| B5 | CB10. Que os estudantes posúan as habilidades de aprendizaxe que lles permitan continuar estudando dun modo que haberá de ser en boa medida autodirixido ou autónomo. |
| 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 | ||
| Reach the acquisition of knowledges advanced and show an understanding of the theoretical and practical appearances and of the methodology of work in the dysfunctions of the system cardiopulmonar with a depth that arrive until the avant-garde of the knowledge | AR10 AR11 |
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| Be able of predict and control the evolution of complex situations, realising a systematic approximation to the assessment and treatment of the problems of the complex cardiopulmonar by means of the development of methodologies of work adapted to said field of knowledge, in his scientific slopes/researcher and professional. | AR11 |
BR2 BR7 BR9 BR10 |
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| Capacity of clinical reasoning applied to the diagnosis capacity that guarantee the taking of safe clinical decisions and based in the evidence, as well as the critical analysis of the existent therapeutic procedures for the handle of the patient with dysfunction cardiorrespiratoria | AR10 |
BR2 BR7 BR9 |
CR6 |
| Be able to evaluate and select the suitable scientific theory and the precise methodology to develop, implement and evaluate the plans of attention and/or the guides of clinical practice in patients cardiorrespiratorios | AR10 |
BR5 |
CR7 |
| Have developed skills for the multidisciplinary work asistencial and/or of investigation in the dysfunction cardiorrespiratoria | AR11 |
BR2 |
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| Contents |
| Topic | Sub-topic |
| Module 1: I Handle advanced of the respiratory dysfunction | 1. Bases of the respiratory pathophysiology and of the assessment of the respiratory patient. 2. Integral and multidisciplinary attention of the respiratory patient (control of factors of risk, nutritional support, pharmacology, physiotherapy, other therapeutic boardings). 3. Bases of treatment of the chronic pulmonary patient: programs of pulmonary rehabilitation, guides of clinical practice and scientific evidence. 4. Bases of treatment of the neuromuscular patient: guides of clinical practice and scientific evidence of the intervention fisioterápica. 5. Bases of treatment of the critical patient: guides of clinical practice and scientific evidence of the intervention fisioterápica. 6. The disability in the respiratory patient. Evaluation of the quality of life. |
| Module 2: I Handle advanced of the cardiovascular dysfunction | 1. Bases of the pathophysiology cardiovascualr and of the assessment of the cardiovascular patient. 2. Integral and multidisciplinary attention of the cardiovascular patient: guides of clinical practice and available scientific evidence. 3. Programs of cardiovascular rehabilitation: available scientific evidence. 4. The disability in the cardiovascular patient. Evaluation of the quality of life. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Critical bibliographical | B5 C6 | 0 | 30 | 30 |
| Laboratory practice | B7 B9 | 2 | 0 | 2 |
| Supervised projects | A10 A11 B5 B10 C6 | 6 | 60 | 66 |
| Objective test | A10 B2 B7 | 1 | 6 | 7 |
| Case study | A10 B2 | 0 | 2 | 2 |
| Guest lecture / keynote speech | A10 A11 B2 B7 B9 B10 C7 | 24 | 15 | 39 |
| 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 |
| Critical bibliographical | The bibliographic reviewing supposes a process of critical reading of a book, of an article, of a thesis or of a communication to a congress. As such process comprises the reading of the work, the analysis of his content and a criticism and assessment of the same in relation to the existent literature on the subject. A reviewing does not suppose a summary of the work, neither a mere analysis of the content, as what awards him sense and scientific academic dimension is the criticism that deserves to trial of the author of the reviewing, in relation to other works known of the same field or in relation to his own experience. |
| Laboratory practice | Methodology that allows that the students learn sure enough through the realisation of activities of practical character, such like demonstrations, exercises, experiments and investigations. |
| Supervised projects | Methodology designed to promote the autonomous learning of the students, under the tutela of the professor and in stages varied (academic and professionals). It is referred prioritariamente to the learning of the "how do the things". It constitutes an option based in the assumption by the students of the responsibility by his own learning. This system of education bases in two basic elements: the independent learning of the students and the follow-up of this learning by the professor-tutor. Inglés Students in semi-attendance regime must attend three face-to-face classes related to supervised work: The first, during the presentation of the course, in which the framing of these students will be carried out and the topics and members of the supervised work groups will be defined and constituted. The second, in the middle of the semester, for the presentation of the results of the bibliographic search and the presentation of the structured draft of his work. The third, at the end of the semester, for the presentation and defense of group work. |
| Objective test | Written test used for learning assessment, whose distinctive outline is the possibility of determining whether or not the answers given are correct. It constitutes an instrument of measurement, rigorously elaborated, that allows evaluating knowledge, abilities, skills, performance, aptitudes, attitudes, intelligence, etc. It is applicable for both diagnostic, formative and summative evaluation. Multiple choice questions will be used. |
| Case study | Methodology where the subject faces the description of a specific situation that poses a problem that must be understood, valued and solved by a group of people, through a process of discussion. The student faces a specific problem (case), which describes a real situation in professional life, and must be able to analyze a series of facts, referring to a particular field of knowledge or action, to arrive at a reasoned decision through a process of discussion in small working groups. |
| Guest lecture / keynote speech | Oral exhibition complemented with the use of audiovisual means and the introduction of some questions headed to the students, with the purpose to transmit knowledges and facilitate the learning. The masterclass is also known as %or201Cconferencia%or201D, %or201Cmétodo expositivo%or201D or %or201Clección magistral%or201D. This last modality is used to reserve to a special type of lesson given by a professor in special occasions, with a content that supposes an original preparation and based in the almost exclusive use of the word like road of transmission of the information to the audience. During the session magistral will integrate of punctual way the methodologies of discussion directed and aprendizajo based in problems. In the case of semi-presential students, weekly help will be provided through the institutional platform Moodel, the help undertaken in the classroom, as well as the necessary resources for the development of the content addressed in person in the classroom. |
| Personalized attention |
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| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Objective test | A10 B2 B7 | Objective test type multiple choice answer test | 40 |
| Critical bibliographical | B5 C6 | Assessment of the reviewings contributed by the student along the cuatrimestre. | 20 |
| Supervised projects | A10 A11 B5 B10 C6 | Assessment of the supervised work presented by the student. | 30 |
| Case study | A10 B2 | It will be evaluated the reports derived of studied cases, in which the student will show his capacity of integration of the theoretical knowledges in the clinical context. It will put special attention, amongst other, to: 1. The descripcion of the methodologies of evaluation, intervention employed in the real clinical context. 2. The establishment of the diagnostics and the typification of the dysfunction of origin cardiorrespiratorio. 3. The connection of the concepts tackled in the classroom and the appearances observed in the real surroundings. |
10 |
| Assessment comments | |||
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The percentages assigned to each proof can suffer small modifications of a course to another in function of the needs of the subject. Nevertheless, the value of the mixed objerctive/subjective test will be situated between the 30 and 40%, the criticla bibliographical between a 20 and 30%, the supervised projects between a 20 and 30% and the field trip between a 10 and 20% The criteria of evaluation of first and second opportunity will be the same. The students enrolled part time will have of personalised attention along the course, with a tutoría twice-weekly. They must demonstrate assistance up to 50% of the presencial activities. Students in semi-attendance regime will take the objective test in person, in addition to attending classes three times in relation to face-to-face activities related to supervised work. |
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| Sources of information |
| Basic |
Pryor J, Prasad AS (2016). Physiotherapy for respiratory and cardiac problems : adults and paediatrics . Edinburgh : Elsevier
Harden B (2009). Respiratory physiotherapy : an on-call survival guide. Edinburgh : Churchill Livingstone/Elsevier
Frownfelter, D (2012). Cardivascular and pulmonary physical Therapy. St. Louis : Elsevier
OMS (2001). Clasificación internacional del funcionamiento, de la discapacidad y la salud. Versión abreviada. Inserso
Reid, W D (2004). Clinical Management notes and case histories in cardiopulmonary physical therapy. Thorofare, NJ : Slack
Zuercher P, Moret CS, Dziewas R, Schefold J. (2019). Dysphagia in the intensive care unit: epidemiology, mechanism, and clinical management. Critical Care. 2019;23: 103
Booth S, Dudgeon D (2006 ). Dyspnoea in advanced disease. Oxfort
Giraldo Estrada, Horacio (2008). EPOC : Diagnóstico y tratamiento integral con énfasis en la rehabilitación pulmonar. Buenos Aires: Médica Panamericana
López Chicharro, J (2013). Fisiología del entrenamiento aeróbico : una visión integrada . Madrid: Panamericana
West JB. & LuksAM. (2016). Fisiología Respiratoria. Fundamentos. Barcelona: WoltersKluwer.
West J (2008). Fisiología y fisiopatología pulmonar. Estudio de casos. Philadelphia: Lippincott Williams and Wilkins
Patiño, JF (2015). Gases sanguíneos, fisiología de la respiración e insuficiencia respiratoria aguda . Bogotá: Panamericana
Hyatt, Robert E. (2014). Interpretation of pulmonary function test. Philadelphia: Lippincott Williams and Wilkins
Badia X, Alonso J (2007). La medida de la salud: gúia de escalas de medida en español. Barcelona : Edittec
Esteban A, Anzueto DJ (2006). Manejo de pacientes con falla respiratoria basada en la evidencia. Bogotá: Editorial tribuna
Houg, A (2014). Physiotherapy in respiratory and cardiac care : an evidence-based approach. Stanford : Cengage Learning
Alonso AT. (2016). Prueba broncodilatadora. Revista de Asma 2016; 1 (2): 60-67
Seco J (2018). Sistema Respiratorio: Afecciones Médico-Quirúrgicas. Métodos de intervención. Fisioterapia Clínica. Madrid: Editorial Médica Panamericana
Ghannouchi I, Speyer R., Doma K, Codier R, Verin E. (2016). Swallowing function and chronic respiratory disease: Systematic review. Respiratory Medicine 2016; 117: 54-64
Chiappero G, Villarejo F (2010). Ventilación mecánica : libro del Comité de Neumonología Crítica de la SATI. Buenos Aires: Panamericana |
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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 |
| Other comments | |
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To help to achieve some sustainable immediate surroundings and fulfil with the strategic aims of the Plan Green Campus of the Faculty of Physiotherapy, the documentary works that realise in this matter will be able to request so much in format paper like virtual or computer support. To realise in paper, will be still in the measure of the possible the following general recommendations: - They will not use plastic. - They will realise impressions to double expensive. - It will employ paper recycled. - It will avoid the realisation of drafts |