| Study programme competencies |
| Code | Study programme competences |
| A17 | Identificar e analizar os problemas de saúde do pé nos diferentes aspectos ambientais, biodinámicos e sociais, así como unha aprendizaxe relativa á avaliación dos feitos cientificamente probados e á análise dos datos en xeral, para aplicar a Podoloxía Baseada na Evidencia Científica. |
| A18 | Coñecer e aplicar estratexias de prevención e educación para a saúde en podoloxía. Saúde laboral podolóxica. Prevención de riscos laborais en podoloxía. Saneamento e desinfección. Métodos de educación sanitaria podolóxica. Deseñar e avaliar os programas de educación para a saúde. Podoloxía preventiva. Antropoloxía da Saúde e da Enfermidade. |
| B2 | Resolver problemas de forma efectiva. |
| B3 | Aplicar un pensamento crítico, lóxico e creativo. |
| 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. |
| 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 | ||
| Foster on the evaluation of scientifically established facts and the analysis of learning data in general to apply Podiatry Based on Scientific Evidence. | A17 |
B3 |
C6 C8 |
| Identify and analyze the problems of foot health to environmental, biodynamic and social aspects. | A18 |
B2 |
C1 C5 |
| Learn to design and implement strategies and programs for prevention and health education in podiatry, podiatric and methods of health education. | A18 |
B2 |
C4 |
| Meet and take podiatric occupational health and prevention of occupational hazards in podiatry. | A18 |
B2 |
C3 |
| Designing and evaluating programs of health education. | A18 |
B2 |
C8 |
| Meet the anthropology of Health and Illness, sanitation and disinfection. | A17 |
B3 |
C7 |
| Contents |
| Topic | Sub-topic |
| 1. General |
a. Concepts related to the subject of Preventive Podiatry. b. Natural History of Disease Prevention and podiatric levels. c. Characteristics of each level of health care. Primary Health Care. d. Child programs in adults geriatrics and patients with special needs. e. Present and Future of Podiatry Preventive. |
| 2. Podiatry Preventive Strategies. |
a. Prevention Strategies. Epidemiological surveillance. b. Prevention Strategies. Health Promotion in Podiatry. Podiatric hygiene. c. Concepts of strategies. Podiatry Preventive Strategies votes. |
| 3. Podiatric Health Program. Sifted. | a. Discussion and analysis of Podiatric Health Programs. b. Exploration of foot systematic learning to value: morphology, mobility, and support gear. Performing and interpreting specific footprints in children or adults. |
| 4. Podiatric Health Education. | a. Assess the health of a population, relating Podiatry Preventive, by analyzing and interpreting indicators of public health or the experience gained by the students themselves participants in the workshop. b. Analysis and organization of podiatric health education activities, objectives and designing activities aimed at different sectors of the population. |
| 5. Occupational Health and Preventive Podiatry. Podiatrist Risk Professionals. | a. Labor Podiatry. Surveillance podiatric health. b. Occupational Risk Act. c. Occupational risks in Podiatry and prevention. d. Hospital waste management. |
| 6. Podiatry Preventive Communicable Diseases. | a. General Bases of the prevention of communicable diseases. b. General epidemiology of communicable diseases. c. Preventive foot care in viral infections, Polio, Hepatitis and HIV / AIDS. d. Podiatry Preventive tetanus. e. Health actions on the subject susceptible. Vaccinations, sera and immunoglobulins. chemoprophylaxis f. Preventive foot care in mycosis. Dermatomycoses. Onychomycosis. g. Podiatry Preventive other communicable diseases in plantar warts. |
| 7. Podiatry Preventive Non communicable Diseases. |
a. Non communicable diseases. Chronic diseases. b. Non communicable diseases related to Podiatry. c. Preventive foot care in endocrine and metabolic diseases. Diabetic foot. d. Preventive foot care in diseases of the musculoskeletal system. Arthritis and Osteoarthritis. e. Podiatry Preventive dermal disorders and neurological origin. Leprosy and dermatitis. |
| 8. Role of the Podiatrist in Multidisciplinary Health Team. |
a. Definition, members and the current paradigm of a health team. b. Social Perception Foot Health. c. Benefits of a multidisciplinary team of foot health. d. Functions and Management of a team of health. |
| 9. Podiatry Preventive and Quality of Life. |
a. Levels of health and quality of life. b. Perception of quality of life and its components. c. Theoretical framework of the quality of life. d. Features, dimensions and quality assessment and life. e. Quality of life related to health in Podiatry. |
| Planning | ||||
| Methodologies / tests | Competencies | Ordinary class hours | Student’s personal work hours | Total hours |
| Objective test | A17 A18 B2 | 2 | 18 | 20 |
| Guest lecture / keynote speech | A17 A18 C3 C7 | 21 | 42 | 63 |
| Seminar | A17 A18 C1 C4 C6 C8 | 14 | 28 | 42 |
| Online forum | C5 C6 | 0 | 5 | 5 |
| Laboratory practice | A17 A18 B3 | 7 | 7 | 14 |
| 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 |
| Objective test | 50 multiple choice questions (closed response) that include questions regarding the content developed both in master classes, seminars and stuff. |
| Guest lecture / keynote speech | The master class sessions consist of master-participatory exhibition of basic contents of the subject, supported by images, video, etc classes. The keynote sessions will focus on the main contents of the syllabus. Students will be provided the agenda with the basic theoretical contents of the subject, as well as material to work in the classroom or outside it. All material will be accessible to students in distance learning platform Moodle https://campusvirtual.udc.es/moodle/. |
| Seminar | Seminar in specific topics of seminars teaching units of the syllabus of the subject on which group activities to be delivered through distance learning platform Moodle for further exposure in the art workshops will be developed will be addressed. |
| Online forum | Participación activa e periódica do alumnado a través da plataforma de teleensinanza moodle. Esta ferramenta de comunicación asíncrona (foro) esta destinada ao tratamento das cuestións que se formulen a través dun contorno virtual de aprendizaxe, poñendo interese en xerar empatía e solucionar as tarefas que se proporcionen no proceso de ensino-aprendizaxe. |
| Laboratory practice | A asistencia ás prácticas de laboratorio é obrigatoria na súa totalidade para superar a materia. As dúas últimas horas de prácticas destinaranse a realizar un exame práctico con preguntas teórico-prácticas sobre os contidos da materia tratados nelas. Para obter o apto/a nas prácticas de laboratorio debe contestarse ou realizarse correctamente o 50% das actividades e/ou preguntas do exame, alén de ter asistido á totalidade das prácticas. |
| Personalized attention |
|
|
| Assessment | |||
| Methodologies | Competencies | Description | Qualification |
| Laboratory practice | A17 A18 B3 | A asistencia ás prácticas de laboratorio é obrigatoria na súa totalidade para superar a materia. As dúas últimas horas de prácticas destinaranse a realizar un exame práctico con preguntas teórico-prácticas sobre os contidos da materia tratados nelas. Para obter o apto/a nas prácticas de laboratorio debe contestarse ou realizarse correctamente o 50% das actividades e/ou preguntas do exame, alén de ter asistido á totalidade das prácticas. |
10 |
| Online forum | C5 C6 | As actividades relacionadas co foro virtual (FV) son optativas e non poden recuperarse ou ser substituídas por outras actividades da materia. A puntuación no FV especificarase o día da presentación da asignatura e estará a disposición do alumnado na plataforma de teleensinanza moodle. |
10 |
| Seminar | A17 A18 C1 C4 C6 C8 | The master class sessions consist of master-participatory exhibition of basic contents of the subject, supported by images, video, etc classes. The keynote sessions will focus on the main contents of the syllabus. Students will be provided the agenda with the basic theoretical contents of the subject, as well as material to work in the classroom or outside it. All material will be accessible to students in distance learning platform Moodle https://campusvirtual.udc.es/moodle/. |
15 |
| Guest lecture / keynote speech | A17 A18 C3 C7 | A asistencia as aulas de sesión maxistral é obrigatoria na súa totalidade para superar a materia e non se poden recuperar ou sustituir por outras tarefas. | 5 |
| Objective test | A17 A18 B2 | 50 multiple choice questions (closed response) that include questions regarding the content developed both in master classes, seminars and stuff. |
60 |
| Assessment comments | |||
|
<p class="MsoNormal">In presenting the PREVENTIVE PODIATRY subject succinctly explain the program course, and the rules for the evaluation of it, to be made available to students in the distance learning platform Moodle, being sine qua non to pass the course in:</p><p class="MsoNormal"><u>1 First OPPORTUNITY CALL REGULAR:</u></p><blockquote><p class="MsoNormal">1.1 Attend 80% of the seminars, as well as implement the proposed activities and get a total score on a numerical scale of 1 to 10, from 5 (suitable), which only counted in the event of exceeding the consideration of the Final Test of the subject.</p><p class="MsoNormal">1.2 Getting the Test Final Test score on a numeric scale of 1 - 10 from 5 (suitable).</p></blockquote><p><u>2, SECOND REGULAR CALL, AND SUBSEQUENT CALLS EARLY OPPORTUNITY:<br /></u></p><blockquote><p class="MsoNormal">2.1 Getting the Test Final Test score on a numeric scale of 1 to 10, from 5 (suitable).</p><p class="MsoNormal">2.2 The scores for the seminars but will not count the activities necessary to overcome to pass the subject in successive calls.</p></blockquote><p class="MsoNormal"><u>3. PARTIAL TUITION PUPILS;</u></p><blockquote><p class="MsoNormal">3.1 Getting the Test Final Test score on a numeric scale of 1 to 10, from 5 (suitable).</p></blockquote>
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Domínguez G, Munuera PV, Lafuente G (2006). Relatiive metatarsal protusion in the adult: a preliminary study.. J Am Podiatr Med Assoc, 96 (3), 238-44.
Lopez-Lopez D, Becerro-de-Bengoa-Vallejo R, Losa-Iglesias ME, Soriano-Medrano A, Palomo-Lopez P, Mor (2019). Relationship Between Decreased Subcalcaneal Fat Pad Thickness and Plantar Heel Pain. A Case Control Study. Pain Physician. 2019 Jan;22(1):109-116.
Palomo-López P, Losa-Iglesias ME, Becerro-de-Bengoa-Vallejo R, López-López D, Rodríguez-Sanz D, Rome (2019). Specific foot health-related quality-of-life impairment in patients with type II versus type I diabetes. Int Wound J. 2019 Feb;16(1):47-51
López López D, Bouza Prego Mde L, Requeijo Constenla A, Saleta Canosa JL, Bautista Casasnovas A, Taj (2014). The impact of foot arch height on quality of life in 6-12 year olds.. Colomb Med (Cali). 2014 Dec 30;45(4):168-72
Dawson, J., Thorogood, M., Marks, S. A., Juszczak, E. D., Dodd, C., Lavis, G., &amp; Fitzpat (2002). The prevalence of foot problems in older women: a cause for concern. . Journal of Public Health Medicine, 24, 77-84.
Losa ME, Becerro de Bengoa-Vallejo R (2008). Tratamiento no farmacológico del dolor en la osteoartritis basado en la evidencia.. Revista Española de Podología 19 (4), 154-156. |
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Para o seguemento das diferentes metodoloxías na aula da materia recoméndase a utilización dun ordenador portátil que dispoña de conexión wifi. Asemade, ca finalidade de conquerir unha contorna
inmediata sustentable e cumprir o obxectivo estratéxico do Plan de Sustentabilidade Medio-ambiental
Green Campus FEP, tódolos traballos documentais que se realicen nesta materia
serán entregados a través de Moodle, en formato dixital, sen necesidade de
imprimilos. De realizarse en papel:
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