GENERAL INFORMATION - EUG

PHYSIOTHERAPY DEGREE

COURSE GUIDE EUIF GIMBERNAT

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GENERAL INFORMATION

COURSE DETAILS

Course PHYSIOLOGY III Code 200546 Academic year 2020-2021

ECTS credits 6 Course type CORE SUBJECT

Year 2 Semester 1

Timetable Available on the virtual campus for all students enrolled in this course

Teaching language CATALAN/SPANISH

FACULTY DATA

Course coordinator Professor's name Dr. ISHAR DALMAU

e-mail [email protected]

Tutorial schedule To be arranged

Lecturers

Name Dr.PAULA PIFARRÉ



Name Dr. DÉBORA MERCADÉ



ENTRY REQUIREMENTS

ANATOMY II

CONTEXTUALIZATION OF THE COURSE

Course content: Physiology

1. This course aims to establish the functional basis of the human nervous system and define the basic principles of pharmacology and therapeutics.

2. Understanding the neurophysiology and physiological and physiopathological changes of the

human body is a key concept within the profile of the degree, as this enables the student to approach the clinical areas of the profession from a solid foundation.



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COMPETENCIES AND LEARNING OUTCOMES

Specific Competencies

Competency E1. Demonstrate knowledge of the morphology, physiology, pathology and behavior of both healthy and sick individuals in their natural and social environments.

Learning outcomes E1.7. Identify the physiological and structural changes that may occur as a result of an injury and/or disease process in the various body systems.

Specific objectives: E1.7.1. List the main factors that characterize the pathophysiology of the clinical entities studied. E1.7.2. Explain the processes and define the pathophysiological concepts expressed in this course. E1.7.3. Integrate pathophysiological knowledge in the most representative clinical cases. E1.7.4. Apply pathophysiological concepts in medical practice based on scientific evidence. E1.7.5. Define the basis of pharmacology and therapeutics using the specific terminology of the course. E1.7.6. Describe pharmacokinetics and pharmacodynamics, as well as the mechanisms of pharmacological action. E1.7.7. Explain the indications and uses of the most commonly used drugs and how they can influence the outcome of physiotherapy treatment. E1.7.8. Identify the most relevant adverse reactions and drug interactions. E1.7.9. Explain the different routes of administration and how they influence the therapeutic effect. E1.7.10. Integrate hygienic-dietary measures and non-pharmacological treatments (medicinal plants, food supplements, etc.) with scientific evidence to improve treatment. E1.7.11. Recognize the legal aspects regarding the indication of drugs. E1.7.12. Develop basic skills in researching information on medicines.

E1.9. Explain the functioning of the human body in a healthy state and thus have a solid base for understanding the processes that lead to disease.

Specific objectives: E1.9.1. Describe the basic functional characteristics of the human nervous system in a healthy state and deduce possible disorders and their consequences. E1.9.2. Explain the specific neurophysiological mechanisms that can give an answer to the 'how' and 'why' of the processes studied. E1.9.3. Integrate the theoretical knowledge acquired in some of the most representative clinical investigations. E1.9.4. Apply neurophysiological concepts in medical practice based on scientific evidence.



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Transversal Competencies

Competency T5. Problem solving.

Learning outcomes Specific objectives: T5.1. Research, select and manage information based on clinical cases involving drugs. T5.2. Propose possible actions in terms of necessity, effectiveness and safety of drugs, explaining the solution in an analytical and critical way.



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CONTENTS

NEUROPHYSIOLOGY 1. Functional structure of the nervous system

1.1. The nervous system as an integration centre of the body 1.2. Organization of the nervous system. Functional levelss

1.2.1. Neurons as functional units of the nervous system 2. Neural physiology: Electrical activity of the neuron

2.1. Membrane potential 2.2. Action potential 2.3. Resting potential 2.4. Depolarization and hyperpolarization 2.5. Threshold 2.6. Refractory period 2.7. Propagation of the action potential

3. Neural synapses. Synaptic transmission 3.1. Definition and concept 3.2. Chemical synapses

3.2.1. Dynamics of neurotransmission 3.2.2. Post-synaptic potentials 3.2.3. Synaptic integration

3.3. Electrical synapses 3.3.1. Transmission of the electrical signal 3.3.2. Synchronization

4. Nerve fibers and peripheral nerves 4.1. Conduction of myelinated and unmyelinated axons 4.2. Motor, sensory and mixed nerves

5. Neuromuscular transmission 5.1. Neuromuscular transmission in skeletal muscle

5.1.1. Motor unit 5.1.2. Neuromuscular junction 5.1.3. Dynamics of neuromuscular transmission 5.1.4. Motor plate potential and muscle action potential 5.1.5. Motor system. Organization of the descending motor pathways

5.2. Neuromuscular transmission in smooth and cardiac muscle 5.2.1. Differences in neuromuscular transmission in skeletal muscle 5.2.2. Excitatory and inhibitory binding potentials

6. Neural circuits and reflex activity 6.1. Reflex arc 6.2. Somatic reflexes 6.3. Visceral reflexes 6.4. Reaction time 6.5. Specific stimulus 6.6. Irradiation 6.7. Summation 6.8. Inhibition 6.9. Facilitation 6.10. Occlusion 6.11. Synaptic transmission fatigue



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7. Processing of sensory information 7.1. Sensory system 7.2. Sensory information 7.3. Sensory physiology 7.4. Transduction

7.4.1. Specialization of the sensory receptors 7.4.2. Generator potential 7.4.3. Differences between generator potential and action potential 7.4.4. Adaptation

7.5. Coding of sensory information 7.5.1. Expression of the stimulus mode 7.5.2. Expression of the stimulus magnitude 7.5.3. Expression of the stimulus location

7.6. Processing of sensory information 7.6.1. Association areas and primary sensory areas 7.6.2. Factors that may change perception

7.7. The senses 8. Somatic sensations

8.1. Somatic sensations and body image 8.2. Tactile sensations

8.2.1. Specialized receptors 8.2.2. Non-specialized receptors 8.2.3. Complex tactile stimuli

8.3. Proprioception 8.3.1. Joint receptors 8.3.2. Tendon receptors 8.3.3. Muscle receptors 8.3.4. Skin receptors

8.4. Temperature sensation. Thermoalgesic system 8.4.1. Heat receptors 8.4.2. Cold receptors

8.5. Pain sensation. Pain and pain sensitivity. Thermoalgesic system. 8.5.1. Sensory experience and reactive component 8.5.2. Nociceptors 8.5.3. Somatic pain and visceral pain

8.6. Dermatome 9. Control of posture and movement

9.1. Muscle length control systems 9.1.1. Muscle spindles 9.1.2. Gamma motor neurons

9.2. Muscle tension control systems 9.3. Brainstem control of balance and posture 9.4. Cerebellar control of balance and posture 9.5. Basal ganglia control of balance and posture

10. Physiology of the sense organs 10.1. Vestibular system 10.2. Visual system 10.3. Auditory system 10.4. Gustatory and olfactory system

11. Physiology of the peripheral nervous system 11.1. Sympathetic nervous system

11.1.1. Adrenal medulla. Sympathetic-adrenal-medullary system 11.2. Parasympathetic nervous system 11.3. Enteric nervous system



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11.4. Hypothalamic and limbic control of the peripheral nervous system 12. Limbic system. Neurobiological bases of emotions

12.1. Definition and classification of emotions. Model for the awareness of feelings 12.2. Limbic system. Functions of the limbic system. 12.3. Lateralization of emotion. 12.4. Emotional influences on cognitive behaviour and memory 12.5. Concept of neuroimmunology: emotions and the immune system

PRACTICAL CLASSES IN NEUROPHYSIOLOGY Problem-based learning (PBL) in neurophysiology applied to physiotherapy (Classroom practice)

PHARMACOLOGY, PATHOPHYSIOLOGICAL BASES AND PHYSIOLOGICAL CHANGES

13. Introduction to pharmacology

13.1. Terminology 13.2. Branches of pharmacology 13.3. Types of medicines 13.4. Legislation 13.5. Patient file: compliance

14. Drug development 14.1. Pre-clinical development 14.2. Clinical development: Phases I, II, III and IV

15. Pharmacokinetics 15.1. LADME system 15.2. Routes of administration and pharmaceutical forms 15.3. Drug transport mechanisms 15.4. Plasma concentration curves 15.5. Physiotherapy considerations

16. Pharmacodynamics 16.1. Mechanisms of drug action 16.2. Concepts that define the drug action 16.3. Dose-response curve 16.4. Therapeutic margin 16.5. Self-assessment

17. Adverse drug reaction 17.1. Toxicity of drugs 17.2. Classification of adverse reactions 17.3. Risk-benefit ratio 17.4. Pharmacovigilance 17.5. Physiotherapy considerations

18. Drug interactions 18.1. Types of interactions 18.2. Most frequently used drugs 18.3. Drug interactions of clinical relevance 18.4. Physiotherapy considerations

19. Pharmacology of the autonomic and peripheral nervous system 19.1. Cholinergic transmission: agonist and antagonist drugs 19.2. Adrenergic transmission: agonist and antagonist drugs 19.3. Physiotherapy considerations



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19.4. Self-assessment and clinical case 20. Pharmacology of the central nervous system

20.1. Local anesthetic drugs 20.2. Anxiolytic and sedative drugs 20.3. Anti-depressant drugs 20.4. Drugs for the treatment of schizophrenia 20.5. Anti-Parkinsonian drugs 20.6. Anti-epileptic drugs 20.7. Drugs for the treatment of multiple sclerosis 20.8. Medicinal plants and supplements indicated in nervous system diseases 20.9. Physiotherapy considerations

21. Pharmacology of pain 21.1. The inflammatory process 21.2. Pain and its components 21.3. Therapeutic classification of pain according to the WHO scale

21.3.1. Analgesics/Antipyretics 21.3.2. Opioid analgesics 21.3.3. Non-steroidal anti-inflammatory drugs 21.3.4. Adjuvants in the treatment of pain

21.4. Medicinal plants, food supplements and homeopathy for pain 21.5. Physiotherapy considerations 21.6. Self-assessment and clinical case

22. Pharmacology of the blood system 22.1. Pathophysiology 22.2. Anticoagulant pharmacology 22.3. Anti-anemia drugs 22.4. Physiotherapy considerations

23. Pharmacology of the endocrine system 23.1. Glucocorticoids 23.2. Insulin and oral antidiabetic drugs 23.3. Physiotherapy considerations

24. Pharmacology of the bones and joints 24.1. Drugs for osteoporosis 24.2. Drugs for rheumatoid arthritis 24.3. Drugs for osteoarthritis 24.4. Physiotherapy considerations

25. Pharmacology of the respiratory system 25.1. Bronchodilators and anti-inflammatories 25.2. Antitussives, expectorants and mucolytics 25.3. Physiotherapy considerations 25.4. Inhalation drug delivery systems

26. Cardiovascular pharmacology 26.1. Anti-hypertensive drugs 26.2. Anti-arrhythmic drugs 26.3. Lipid-lowering drugs 26.4. Medicinal plants 26.5. Physiotherapy considerations 26.6. Self-assessment and case study

27. Pharmacology of the digestive system 27.1. Anti-ulcer drugs 27.2. Anti-emetic drugs 27.3. Laxative drugs 27.4. Anti-diarrheal drugs 27.5. Medicinal plants, food supplements and homeopathy in digestive diseases



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27.6. Physiotherapy considerations 28. Drugs and doping in sports 29. Drugs and asepsis 30. General principles of infectious diseases: antibiotics and antivirals

30.1. Host defence against infectious diseases 30.2. Importance of microbial flora 30.3. Therapeutic approach

31. Antineoplastic drugs 31.1. Causes and mechanisms of cell damage 31.2. Therapeutic approach



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TEACHING METHOD AND TRAINING ACTIVITIES

TEACHER-LED ACTIVITIES

• Theory classes on the course content in the form of lectures with graphic and computer support, following a systematized structure and linking the different concepts introduced so as to maintain a global perspective.

Estimated hours: 48

Practical classes led by the professor, with graphic and computer support, in which the objectives and procedures that will be used during the Problem-Based Learning activity will be explained. These will be linked to very important topics and procedures in the field of physical examination and functional evaluation in neurology.

Estimated hours: 4.5.

SUPERVISED ACTIVITIES

• Practical activity among the students: There will be a dialogue/debate among the participants about the resolution of questions/problems or about the practical application of theoretical concepts. When appropriate, a practical worksheet will be provided to each student for methodological follow-up, recording the results and answering any questions brought up.


INDEPENDENT ACTIVITIES

• Research and processing of information to complement the lessons taught by the professor.

Estimated hours: 15.

• Independent personal study work for the preparation of exams, organization of notes and/or materials, and free tutorials: individual or in groups.


ACTIVITY TYPE ACTIVITY LEARNING OUTCOMES STUDENT HOURS

Teacher-led activities

Theory classes E1.7, E1.9 48

Practical classes E1.9 4.5

Supervised activities

Practical student activities

E1.9, T5 7.5

Independent activities

Research and processing information

E1.7, E1.9 15

Independent work E1.7, E1.9 73

TOTAL HOURS 148



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ASSESSMENT

Written tests will assess the knowledge acquired in each of the course units, with an overall weight

of 50%.

The practical classes will have an overall weight of 50% towards the final grade.

See Appendix I for further details of the assessment activities.

In order to pass the course, it will be necessary to:

Pass every unit of each section of the course, with a minimum grade of 5.

Have attended 100% of the practical classes. (If there is a well-founded reason, it is permissible to miss up to 20% of the practical classes).

Achieve an overall grade of 5 or higher for the course. Internal Practice Regulations:

Please, check the University's Internal Practice regulations regarding the minimum requirements demanded of the student in the development of the course's practical activities.

Final assessment period: from 01/08/2021 to 01/22/2021. Re-sit examination period: from 01/21/2021 to 02/05/2021. Procedure for reviewing grades: see the University's Assessment Guidelines. A student shall be “non-assessable” if he/she has not taken the required assessment tasks or has not completed a compulsory training activity.

ASSESSMENT ACTIVITIES PERCENTAGE FINAL GRADE

LEARNING OUTCOMES

STUDENT HOURS

Written tests 50% E1.7, E1.9 2

Practical tests 50% E1.9, T5 ---

TOTAL HOURS 2



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BIBLIOGRAPHY AND WEB LINKS / BASIC READING LIST

Books

Author/s Year Title Edition City Publisher

Pocock, Gillian Richards, Christopher D.

2005 FISIOLOGÍA HUMANA: La base de la medicina

2nd

Barcelona Masson

Florez, J., Armijo, J. A., Mediavilla, Á.

2008 Farmacología Humana Barcelona Elsevier Masson

Duran, M., Mestres, C., Nogués, M. R.

2017 Fundamentos de Farmacología para Fisioterapeutas

Madrid Panamericana

BIBLIOGRAPHY AND WEB LINKS / RECOMMENDED READING LIST

Books


Argente, Horacio A. Álvarez, Marcelo E.

2004 SEMIOLOGÍA MÉDICA: fisiopatología, semiotecnia y propedéutica: enseñanza basada en el paciente

1st

Madrid Médica Panamericana

Ganong, William F. 2006 FISIOLOGÍA MÉDICA 20th

México Manual Moderno

Guyton, Arthur C. Hall, John E.

2007 TRATADO DE FISIOLOGÍA MÉDICA

11th

Madrid Elsevier

McPhee, Stephen J. Ganong, William F.

2007 FISIOPATOLOGÍA MÉDICA: Una introducción a la medicina clínica

5th

Mexico Manual Moderno

Porth, Carol Mattson 2006 FISIOPATOLOGÍA: salud-enfermedad un enfoque conceptual

7th


Purves, Dale Augustine, George J. Fitzpatrick, David Hall, William C.

2006 NEUROCIENCIA 3rd

Madrid Panamericana

Silbernagl, Stefan Despopoulos, Agamenon

2008 FISIOLOGÍA: TEXTO Y ATLAS 7th

Madrid Panamericana

Rang, H. P., Dale, M.

2016 Farmacología Humana 7th Barcelona Elsevier

Web references

Title Description URL

Spanish Agency of Medicines (AGEMED)

https://www.aemps.gob.es/

Drug data sheets

www.aemps.gob.es/cima/

Col·legi de farmacèutics de Barcelona (COFB)

http://www.farmaceuticonline.com/

European Medicines Agency (EMA)

https://europa.eu/european-union/about-eu/agencies/ema_es

European Food Safety Autority (EFSA)

https://www.efsa.europa.eu/

U.S. food and Drug

https://www.fda.gov/

https://www.aemps.gob.es/

http://www.aemps.gob.es/cima/

https://europa.eu/european-union/about-eu/agencies/ema_es

https://www.efsa.europa.eu/

https://www.fda.gov/



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Administration (FDA)

Health Channel Generalitat de Catalunya

http://canalsalut.gencat.cat/ca/inici/

European Scientific Cooperative on Phytoterapy (ESCOP)

http://escop.com/

Center for Phytotherapy Research (INFITO)

http://www.infito.com/

World Health Organization (WHO)

www.who.int/

COCHRANE www.cochrane.org/

COURSE SYLLABUS

Available on the virtual campus for all students enrolled in this course

http://canalsalut.gencat.cat/ca/inici/

http://escop.com/

http://www.infito.com/

http://www.who.int/



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APPENDIX I – ASSESSMENT DETAILS

WRITTEN TESTS (50%)

Theory tests:

Neurophysiology (50 %).

Pharmacology (50 %).

At the end of the semester there will be re-sits. However, to re-sit an exam you must have already taken the ordinary exam.

PRACTICAL TESTS (50%)

PRACTICAL CLASSES ON THE PROBLEM-BASED LEARNING (PBL) – Dr. Paula Pifarré Description/outline of the practical class: Problem-based learning (PBL) with teacher-led activity: practical class in the form of specialized seminars on neurophysiology (these will be linked to basic concepts related to pharmacology):

In groups, practical problems related to the main theoretical contents of the curriculum on neurophysiology will be addressed. The aim of the practical problem-based learning will be on the physiology of the nervous system and the dysfunctions and diseases in which physiotherapy is a treatment of choice. In the 1st practical PBL session, the group work dynamics of the PBL sessions and the assessment criteria rubric will be explained. The work groups will then be decided, and each group will complete a form setting out the members of their group. Each member of the group will read their case (problem) individually, then carry out a brainstorming session (identify the most important aspects that need to be known to resolve the situation described, draw up a list of the knowledge areas related to the case and prepare the research question), describe the sources of information where research will be carried out and draw up a work plan in relation to the knowledge areas identified. In the 2nd practical PBL session, the information that each member has gathered and worked on in the general feedback sessions will be shared with their group: the information must be scientifically supported and, before sharing it, it must be selected, analysed and synthesised individually. In groups, you will discuss and prioritise the information gathered, identify areas of knowledge where further research is needed and specify new research questions. In the 2nd session, the research strategy and two articles (at least one of them must be found in a database) related to the case (problem) must be submitted individually, and the conceptual principles of the concept map will need to be identified and the outline of the concept map will be prepared, including basic concepts and the relationships between each point. The research strategy must involve summarizing the



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main ideas of the literature in your own words; the bibliographic references must be prepared according to the Vancouver style, and you the presentation and style guide must be carefully followed. It is not necessary to bring the printed document; you need only submit what is requested in the rubric. In the 3rd session, each group will give an oral presentation with PowerPoint (ICT support) defending the results obtained from their group's conclusions regarding the case (problem) and from the concept map. The duration of the oral presentation will be 10 minutes for each group. Attendance to the PBL sessions is mandatory (you may only miss 1 session). The groups will be made up of 4-5 people. The practical problem-based learning classes consist of three 2-hour sessions in a theory class (Classroom practice): 6 hours

Marking criteria: The PBL (Classroom Practice) grade will be determined by the following parameters: motivation and commitment, self-learning skills, knowledge acquisition, teamwork and written communication. The grade for knowledge acquisition and written communication will be calculated as an average of the grades obtained in individual work (research strategy and two articles; represents 50% of the grade) and group work (concept map; represents 50% of the grade). The practical PBL grade will be the same for all members of the group. However, 1 point will be deducted in the case of group members who show – during the oral presentation defense of the results obtained from the group's conclusions regarding the case (problem) – a lack of basic knowledge on neurophysiology. In addition, a penalty of 1 point will also be applied in the case of those who demonstrate a lack of active participation and a poor attitude throughout the practical PBL sessions.



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GENERAL INFORMATION

COURSE DETAILS

Course HUMAN PATHOLOGY – I Code 200547 Academic year 2020-2021


Year 2 Semester 1



FACULTY DATA

Course coordinator

Professor's name Dr. ISHAR DALMAU SANTAMARIA


Tutorial Schedule To be arranged

Lecturers

Professor's name Dr. LLUIS GUIRAO



Professor's name Mr. SERGI LÓPEZ



Professor's name Mr. JOSÉ MANUEL MARÍN



Professor's name Dr. MARIANO YUGUERO



ENTRY REQUIREMENTS

ANATOMY – I

ANATOMY – II

PHYSIOLOGY – I

PHYSIOLOGY – II

mailto:[email protected]





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• Course content: Human Pathology • This course aims to lay the foundations for the assessment and treatment of pathological processes

affecting the human body from a medical, surgical and pharmacological point of view.

• The knowledge of human pathology is fundamental within the profile of the degree and the profession. The identification of the diseases or pathological processes makes it possible to move on to their assessment and subsequent treatment. Physiotherapy is part of the treatment arsenal of these pathological conditions.



Competency E1. Demonstrate knowledge of the morphology, physiology, pathology and behavior of people, both healthy and sick, in their natural and social environments.

Learning outcomes E1.17. Explain the pathophysiology of the main diseases that can be treated with physiotherapy, identifying their manifestations along the pathological process.

Specific objectives: E1.17.1. Define medical pathology and explain its role within medicine and physiotherapy. E1.17.2. Define the concepts of symptom and sign. E1.17.3. Describe the basis for making the diagnosis. E1.17.4. List the main signs and symptoms that require medical consultation: systematic anamnesis according to body systems. E1.17.5. Describe general trauma-based conditions of the skin, connective and supportive tissues. E1.17.6. Describe the different phases of healing of trauma-based conditions of the skin, connective and supportive tissues. E1.17.7. Define the various trauma-based conditions of the bone and joints of the limbs. E1.17.8. Describe the pathophysiology and clinical manifestations of burns. E1.17.9. Describe the pathophysiology and clinical manifestations of the main traumatic injuries to the bones and joints of the limbs. E1.17.10. Define the scientific basis of rheumatology and explain its role in medicine. E1.17.11. List the different types of joints according to their functional structure. E1.17.12. Describe the structure and composition of the connective and supportive tissues. E1.17.13. Differentiate the various articular response patterns and rheumatic disorders. E1.17.14 Name the various rheumatic conditions and place them



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within their response patterns and corresponding disorders. E1.17.15. Describe the pathophysiology and clinical manifestations of the main diseases and rheumatic disorders. E1.17.16. Relate the different signs and symptoms to the response patterns, diseases and corresponding disorders in the field of rheumatology. E1.17.17. Describe the causes and epidemiology of limb amputations. E1.17.18. Describe the levels of limb amputation. E1.17.19. Identify the most frequent complications of the amputee's residual limb and the secondary complications of the fitting process for a prosthesis.

E1.18. List the medical-surgical treatments – in particular their physiotherapeutic and orthopedic applications – that are applied to the main conditions that can be treated by physiotherapy.

Specific objectives: E1.18.1. List the indications and contraindications of physiotherapy treatments in the main disorders and diseases. E1.18.2. List the risk factors: high blood pressure, dyslipidemia (cardiovascular risk), obesity, diabetes mellitus, smoking, alcoholism and other drug dependencies, environmental and occupational risks. E1.18.3. Describe the current basic treatments of trauma-based conditions of the bones, joints and burns. E1.18.4. Describe current specific treatments for trauma-based conditions of the limbs. E1.18.5. List the medical treatments for the main rheumatic diseases and disorders. E1.18.6. List the main surgical treatments for rheumatic diseases and disorders. E1.18.7. List the indications and contraindications of physiotherapy treatments in the main rheumatic diseases and disorders. E1.18.8. Identify the priorities in the treatment of amputee patients. E1.18.9. Identify the components of a temporary and permanent limb prosthesis. E1.18.10. Describe the fitting criteria for the amputee patient. E1.18.11. Identify the most frequent complications of the amputee's residual limb, and the secondary complications of the fitting process for a prosthesis.


Competency T1. Analyze and summarize.

Learning outcomes Specific objectives: T1.1. Interpret patient signs and symptoms that should lead the physiotherapist to decide on referral to a doctor. T1.2. Identify basic traumatic injuries of the bones and joints in imaging studies. T1.3. Summarize the signs and symptoms presented by trauma patients in the form of Diagnostic Guidelines.



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General Competencies

Competency G2. Develop independent learning strategies.

Learning outcomes This competency is considered to be developed in this course by working on “T1. Analyze and summarize".



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CONTENTS

1. MEDICAL PATHOLOGY

1.1. Make the diagnosis: symptoms, signs, complementary tests and diagnostic reasoning. 1.2. Relevance of the clinical examination: systematic anamnesis for body systems. 1.3. Risk factors: high blood pressure, dyslipidemia (cardiovascular risk), obesity, diabetes mellitus,

smoking, alcoholism and other drug dependencies, environmental and occupational risks. 1.4. Introduction and overview of amputations and prosthetics

1.4.1. History of amputations and prosthetics 1.4.2. Epidemiology and causes of amputation 1.4.3. Levels of amputation: upper limb and lower limb 1.4.4. Amputee assessment and fitting criteria 1.4.5. Stages of rehabilitation of the amputee. Multidisciplinary team. 1.4.6. Components of a prosthesis. Temporary and permanent prosthesis. 1.4.7. Most frequent complications of the residual limb and the secondary complications of

the fitting process for a prosthesis

1.4.8. Rating scales 2. SURGICAL PATHOLOGY AND TRAUMATOLOGY

2.1. Injuries to tissues: infections, tumors, degenerative conditions and trauma. Surgical semiology. The value of signs, symptoms and complementary studies

2.2. Types of trauma: open, closed, depending on the cause, of a single tissue or several. Contusions, skin wounds. Basis of surgical treatment. Tissue-oriented treatment. Surgical operations.

2.3. Burns, pathological changes and clinical manifestations. Treatment of burns. Introduction to plastic surgery.

2.4. Concept of fracture. Types of fractures. Open, closed, articular and non-articular, pathological. Bone repair, callus of the fracture. Polytraumas.

2.5. Complications of fractures, pseudoarthrosis and compartment syndrome. Basis of treatment of fractures. Reduction, stabilization and rehabilitation.

2.6. Upper limb fractures. Scapulohumeral luxation. 2.7. Fractures of the lower limbs. Meniscus and ligament injuries of the knee. 2.8. Arthroplasties. Symptoms. Types. Stability and complications of arthroplasties. Upper

extremity arthroplasties. Lower extremity arthroplasties. 3. RHEUMATIC DISEASE

3.1. Introduction 3.2. Degenerative disorders of the extremities

3.2.1. Overview 3.2.2. Coxarthrosis 3.2.3. Gonarthrosis 3.2.4. Arthrosis of the hand

3.3. Degenerative disorders of the spine 3.3.1. Overview 3.3.2. Cervical spine syndromes 3.3.3. Dorsal spine syndromes 3.3.4. Lumbar spine syndromes

3.4. Extra-articular or soft tissue disorders 3.4.1. Fibromyalgia 3.4.2. Diseases of the bursae, synovial sheath and tendons. Overview 3.4.3. Painful shoulder



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3.4.4. Extra-articular pathology of the elbow 3.4.5. Extra-articular pathology of the hand and wrist 3.4.6. Extra-articular pathology of the hip 3.4.7. Extra-articular pathology of the knee 3.4.8. Extra-articular pathology of the foot 3.4.9. Reflex Sympathetic Dystrophy Syndrome

3.5. Bone pathology 3.5.1. Overview of bone metabolism 3.5.2. Osteoporosis 3.5.3. Osteomalacia. Rickets 3.5.4. Paget's disease of the bone 3.5.5. Aseptic or avascular osteonecrosis 3.5.6. Osteochondritis

3.6. Inflammatory rheumatism 3.6.1. Inflammatory diseases of the connective tissue

3.6.1.1. Introduction to immunology 3.6.1.2. Rheumatoid arthritis 3.6.1.3. Sjögren's syndrome 3.6.1.4. Systemic lupus erythematosus 3.6.1.5. Systemic necrotizing vasculitis 3.6.1.6. Polymyalgia rheumatica (temporal arthritis) 3.6.1.7. Systemic sclerosis 3.6.1.8. Dermatomyositis. Polymyositis 3.6.1.9. Mixed connective tissue disease

3.6.2. Spondyloarthritis 3.6.2.1. Ankylosing spondyloarthritis 3.6.2.2. Reiter's syndrome 3.6.2.3. Psoriatic arthritis 3.6.2.4. Enteropathic arthritis

3.6.3. Juvenile chronic arthritis 3.7. Microcrystalline arthropathies

3.7.1. Gout 3.7.2. Calcium pyrophosphate crystal deposition disease

3.8. Arthritis related to infections 3.8.1. Rheumatic fever 3.8.2. Infectious arthritis and spondylitis 3.8.3. Lyme disease 3.8.4. AIDS and rheumatism

3.9. Arthritis in the course of other diseases 3.9.1. Arthritis related to blood diseases 3.9.2. Post-traumatic arthritis



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Theory classes, with graphic and computer support, providing the theoretical basis on which the various medical, surgical and pharmacological approaches in the process of diagnosis and treatment of human pathology are based.



Surgical pathology and traumatology Tutorials in small groups of students on clinical cases of commonly occurring traumatic injuries of the large joints. Tutoring hours are distributed as follows:

1. Presentation and objectives. 2. and 3. Tutoring of the assignment. 4. Presentation and discussion in front of the rest of the class. 5. Conclusion and evaluation.

The completed assignments will make up part of the practical assessment. Estimated hours: 15


Research and processing of information and writing of assignments:

Traumatology Two assignments from the tutorial session, carried out and presented in groups.


Independent personal study for exam preparation, organization of notes and/or materials,

and free tutorials: individual or in groups.




Theory classes E1.17, E1.18 46.5


Follow-up tutorials of the assignments

E1, G2 15


Research and processing of information and writing of assignments

E1.17, E1.18, T1, G2

30

Independent work E1.17, E1.18 56.25

TOTAL HOURS 147.75



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ASSESSMENT

The assessment criteria will include:

• Written tests will assess the knowledge acquired in each of the course units. With an overall weight of 60% towards the final grade. • The written assignments presented. With an overall weight of 40% towards the final grade.



• Pass every unit of each section of the course, with a minimum grade of 5. • Have attended 100% of the supervised activities. (If there is a well-founded reason, it is permissible to miss up to 20% of these activities). • Achieve an overall grade of 5 or higher for the course.



LEARNING OUTCOMES

STUDENT HOURS


Written work submitted 40% E1.17, E1.18, T1, G2

0.25

TOTAL HOURS 2.25



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Books

Author/s Year Title Edition City Publisher PATOLOGÍA MÉDICA De Castro del Pozo, S. 2000 Manual de patología general Barcelona Masson SA

Goodman, C. C. Zinder, T. K.

2006 Patología médica para fisioterapeutas

Aravaca Interamericana

James T.S Meadows, BScPT 2000 Diagnóstico diferencial en fisioterapia

Madrid Interamericana

SURGICAL PATHOLOGY AND TRAUMATOLOGY McRae, R. 2000 Ortopedia y fracturas

Exploración y tratamiento Marbán, SL

Hoppenfeld, S., Murthy, V. L. 2002 Tratamiento y rehabilitación de las fracturas.

Madrid Marbán, SL

Bucholz, R., Heckman, J. D. 2003 Fracturas en el adulto, Rockwood & Green’s. 5th edition.

Madrid Marbán, SL

Porter, S. 2008 Tidy’s Physiotherapy. 14th edition

Xina Elsevier

RHEUMATISM Farreras Rozman 2008 Medicina Interna Madrid Elsevier

Web references

Title Description URL The Journal of Bone and Joint Surgery

The world's most prestigious trauma and orthopedic journal

http://www.ejbjs.org/

Aofoundation Trauma page. Classification and procedures. Videos

http://www.aofoundation.org

GIMBERTRAUMA Trauma classification page

http://gimbertrauma.blogspot.com/

Sociedad Española de Reumatología

Official website of the society. Contains updates and criteria in rheumatology

http//www.ser.es/


Books

Author/s Year Title Edition City Publisher Harrison 2008 Principios de medicina interna Mexico McGraw-Hill

Interamericana

SURGICAL PATHOLOGY AND TRAUMATOLOGY Brunicardi, F. Charles 2006 Swartz. Principios de Cirugía. Vol

1 Mexico McGraw-Hill

Greene, W. B. 2001 Essentials. American Academy of Orthopaedic Surgeons. Bases para el tratamiento de las

Argentina Panamericana

http://www.ejbjs.org/

http://gimbertrauma.blogspot.com/

http://www.ser.es/



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afecciones musculoesqueleticas

Web references


Orthopedic Surgery and Sports Medicine at the University of Washington

Adult orthopedics http://www.orthop.washington.edu/ Orthopedic conditions and their treatment

COURSE SYLLABUS


http://www.orthop.washington.edu/



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WRITTEN TESTS (60%)

Theory tests:

Medical pathology (20 %)

Surgical pathology and traumatology (42 %)

Rheumatic pathology (38 %)


ASSIGNMENTS SUBMITTED (40 %)

Description/outline of the assignment and assessment criteria:

Students will work in groups/subgroups, chosen in the first practical class, on an assignment in the form

of a 15 min PowerPoint presentation on a series of clinical cases that will be given to each student.

Each group or subgroup will make a presentation of a clinical case to the rest of the students in the

group and the professor. After the presentation, there will be a discussion about the clinical case. In

each practical class only 3 assignments will be assessed and, during the class, the professor will inform

the students about the topics to be discussed in the next class, after the presentation of the clinical

case by a group of students. The students not presenting a clinical case and the professor will be in

charge of the assessment (30% and 70% respectively).

The assignments will be developed in class following guidelines (*) with a PowerPoint presentation that

will not exceed 10 slides and a maximum of 15 minutes. From the presentations made by all the

groups, 3 of them will be chosen at random to be presented in front of the class and will be assessed.

At the end of the 5 classes, all groups will have presented 2 assignments. The assignments by the other

groups will be submitted on the same day to be reviewed by the teacher and returned before the end

of the course if the student so wishes. If the professor considers it appropriate to comment on any of

the work submitted, he or she will notify the group through a tutorial. Otherwise, the professor will

mark the work as "Received". Assignments not presented in class will not count towards the grade.

When the presentation is over, there will be a few minutes for group evaluation.

The weight of the assessment of each presentation is subdivided into 70% by the professor and 30% by



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the students/assistants.

Each subgroup will use an assignment assessment sheet with a grade ranging from 0 to 50. If it is a

pass, this group assessment will have weight in the final grade. A group that does not pass must

prepare a new assignment and submit it on the day of the final examination.

(*) GUIDELINES FOR THE PRESENTATION OF THE POWERPOINT (maximum 15 minutes)

a.- NAME of the CASE and GROUP (C1-Aa1, C3-Ab3, C1-Bc4, etc.) in the FILE and on the first

slide SURNAMES and NAMES of the students in the group

b.- Brief introduction to the clinical case (description of the case, symptoms and clinical signs)

c.- Traumatological diagnostic hypothesis of the case presented. Evaluation of the signs of the

imaging studies. Classification of traumatological and/or orthopedic injuries

d.- Decide which medical-surgical treatment, in your opinion, is the most suitable and why

e.- Describe the medical-surgical treatment

f.- Define the physiotherapeutic diagnosis (diagnostic hypothesis)

g.- List the main rehabilitation objectives. Avoid description of physical treatments or

extensive work on joints and focus on the goals.

h.- List 2 possible relevant complications of the process and/or procedure

i.- Conclusion. This section is the summary of the presentation on a single slide, a summary of

your conclusions about the case.

j.- Bibliography. Presentations that do not include this section will not be valid.



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GENERAL INFO

COURSE DETAILS

Course ASSESSMENT IN PHYSIOTHERAPY OF THE LOCOMOTOR SYSTEM Code 200550 Academic year 2020–2021

ECTS credits 6 Course type COMPULSORY

Year 2 Semester 1



FACULTY DATA

Course coordinator

Professor's name Dr. ENRIC SIRVENT RIBALDA



Lecturers

Professor's name Mr. JOSÉ MIGUEL AGUILILLA



Professor's name Mr. RICHARD MAST



Professor's name Mr. FRANCESC NOVELL



Professor's name Mr. VICENÇ PUNSOLA ISARD



Professor's name Mr. PEDRO RUBIO MONTORO



ENTRY REQUIREMENTS

There are no official prerequisites.







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• Course content: Physiotherapy of the Locomotor System • This course aims to establish the basic principles of the assessment of the locomotor system

starting from the formulation of the diagnostic procedure of physiotherapy and of functional diagnostic hypotheses.

• Knowledge of the assessment of the locomotor system is fundamental within the profile of the

degree and the profession as the diagnostic procedure constitutes the basis from which the objectives of the treatment are organized. Furthermore, diagnostic records are essential in physiotherapy, in accordance with the legal regulations, for the practice of physiotherapy.




Learning outcomes E1.21. Describe and analyze human movement. Specific objectives: E1.21.1. Describe and correlate static and dynamic posture. E1.21.2. Recognize joint movement disorders and relate them to bone alterations and deformities of the upper and lower extremities. E1.21.3. Describe the system of Muscular Chains. E1.21.4. Describe the basic physics, types of study and indications of conventional X-rays, Computerized Tomography, Ultrasound, Magnetic Resonance and Nuclear Medicine. E1.21.5. Describe the most common diagnostic imaging techniques used in the study of the locomotor system. E1.21.6. Recognize the main alterations in locomotor system disorders via diagnostic imaging.

Competency E5. Integrate, through clinical experience, ethical and professional values, the knowledge, skills and attitudes characteristic of physiotherapy in order to resolve specific clinical cases, in hospital, outpatient, primary health care and community settings.

Learning outcomes E5.1. Resolve clinical cases that can be treated with physiotherapy, in the context of disorders of the musculoskeletal system.

Specific objectives: E5.1.1. Identify localized injuries and dysfunctions in the upper and lower extremities. E5.1.2. Link local dysfunctions of the locomotor system with the possibility of global body alterations.



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Competency E7. Assess the patient's functional status, taking into account physical, psychological and social aspects.

Learning outcomes E7.4. Describe and apply physiotherapy assessment procedures, with the aim of determining the degree of impact on the locomotor system and its possible functional repercussions.

Specific objectives: E7.4.1. Analyse the position of the three blocks (cephalic, thoracic and abdominal) in the three planes of space. E7.4.2. Recognize postural alterations of the locomotor system. E7.4.3. Determine the muscular and joint disorders of the locomotor system using visual observation and end-feel of movement.

Competency E8. Determine the physiotherapy diagnosis according to established standards and using internationally recognized validation instruments.

Learning outcomes E8.3. Establish hypotheses for physiotherapy diagnosis by means of clinical cases with disorders of the musculoskeletal system.

Specific objectives: E8.3.1. Identify local, regional or global physical changes and describe the changes affecting the capacity of the locomotor system in order to establish diagnostic hypotheses. E8.3.2. Use validated measuring equipment: goniometer, plumb-line, dynamometer. E8.3.3. Link the use of internationally agreed and validated functional scales and pain scales to the functional changes in each case and their impact on the locomotor system. E8.3.4. Identify changes in gait and specific upper limb activities in order to establish functional diagnostic hypotheses.



Learning outcomes Specific objectives: T1.1. Follow an orderly approach and a logical sequence for the assessment of the locomotor system. T1.2. Interrelate the different pathologies resulting from the assessment to determine whether they are a cause or a consequence of the functional disorders and identify which ones are significant. T1.3. Draw up a written report based on the analysis of the locomotor system.


Learning outcomes Specific objectives: T5.1. Formulate explanatory hypotheses that allow for the relationship between three parameters: changes in structure and function; limitations in activities and restrictions in participation; environmental contextual factors.



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Competency T9. Critical thinking.

Learning outcomes Specific objectives: T9.1. Evaluate the various information obtained from texts analyzing the locomotor system by identifying contradictory or insufficient aspects. T9.2. Recognize aspects described in evidence-based texts that are not important for the specific (single) case in analyzing locomotor system disorders. T9.3. Review issues in the literature that may provide critical elements in the practical implementation of physiotherapy assessment of the locomotor system.


Competency G1. Develop critical thinking and reasoning skills and be able to communicate effectively, both in one's own languages as well as in a third language.

Learning outcomes Specific objectives: G1.1. Express and write a diagnostic report on clinical cases in locomotor system disorders.


Learning outcomes This competency is considered to be developed in this course by working on “T1. Analyze and summarize", "T5. Problem solving" and "T9. Critical thinking".



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CONTENTS

1. ASSESSMENT OF THE LOCOMOTOR SYSTEM

1.1. Upper extremities 1.1.1. Areas of injury to the shoulder. Types of pain in the shoulder, determination of

pathological patterns in the muscular-tendinous, capsular-ligamentous and unstable areas.

1.1.2. Areas of injury in the elbow. Types of pain and instability in the elbow 1.1.3. Areas of injury to the hand. Evaluation of functional pathology and trauma. 1.1.4. Pathomechanical changes. Kinetic breakdown and postural alterations 1.1.5. Joint misalignments in the upper extremities 1.1.6. Differential tests on the upper extremities

1.2. Lower extremities 1.2.1. Questioning of the patient and medical history in physiotherapy of the lower extremities 1.2.2. Overall examination of the lower extremities and pelvis 1.2.3. Analytical examination 1.2.4. Introduction to gait analysis 1.2.5. Gait analysis 1.2.6. Functional stability test

1.3. The spine 1.3.1. Red Flag Screening 1.3.2. Neural versus musculoskeletal differential diagnosis 1.3.3. Diagnostic triage in lumbar, dorsal and cervical pain: Body charts and diagnostic tests 1.3.4. Assessment of physiological and accessory movements of the lumbar, dorsal and

cervical spine 1.3.5. Introduction to the biopsychosocial model 1.3.6. The role of Myofascial Pain Syndrome (MPS) and Myofascial Trigger Points (MTP) 1.3.7. Body functions and structural deficits: General concepts of sensory-motor control, the

kinetic chain and muscle chains 1.3.8. Comorbidity, cognitive, emotional and contextual factors in pain and physical disability 1.3.9. Types of hypotheses

2. DIAGNOSTIC IMAGING 2.1. Conventional X-ray. Basic physics and concepts 2.2. CT Scan. Basic physics and concepts 2.3. Ultrasound. Basic physics and concepts 2.4. MRI. Basic physics and concepts 2.5. Nuclear medicine. Concepts and indications 2.6. Osteoarticular system

2.6.1. Most common study techniques 2.6.2. Osteoarticular radiological semiology 2.6.3. Image study of the trauma 2.6.4. Articular pathology 2.6.5. Tumor and infectious bone pathology



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Theory classes with graphic and computer support will provide the basis for establishing the physiotherapy diagnosis and radiological alterations in the locomotor system.


Presentation and resolution of clinical cases. Several clinical cases related to lower limb disorders (as a whole), hand or shoulder disorders will be presented. From the previous presentations, students will have to select one of them to make a physiotherapy diagnostic report that will be submitted in writing.

Estimated hours: 6.

Practical classes in which the professor will explain, on a model, how the various techniques are performed, with graphic and computer support.

Estimated hours: 8


Practical activity among students, under the supervision of the professor, implementing the different techniques presented in class.

Estimated hours: 8.


Research and processing of information and writing of an assignment on a clinical case. Estimated hours: 20.






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Theory classes E1.21, E5, E7.4, E8 44

Presentation and resolution of clinical cases

E1.21, E5, E7.4, E8, T5, T9, G1, G2

6

Practical classes E1.21, E5, E7.4, E8 8



E1.21, E5, E7.4, E8 8


Research and processing of information and writing of an assignment

E1.21, E5, E7.4, E8, T1, T5, T9, G1, G2

20

Independent work E1.21, E5, E7.4, E8 61.5

TOTAL HOURS 147.5



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ASSESSMENT


Written tests will assess the knowledge acquired in each of the course units. With an overall weight of 55% towards the final grade.

Manual skills in the application of the different techniques, as well as the suitability of the chosen technique/maneuver to the proposed situation, will be assessed by means of practical tests, with an overall weight of approximately 25%.

A submitted clinical case. With an overall weight of 20% towards the final grade. See Appendix I for further details of the assessment activities. The student will pass the course if he/she obtains a minimum grade of 5 in each unit and module of the course. Final assessment period: from 01/08/2021 to 01/22/2021. Re-sit examination period: from 01/21/2021 to 02/05/2021. Procedure for reviewing grades: see the University's Assessment Guidelines. A student shall be “non-assessable” if he/she has not taken the required assessment tasks or has not completed a compulsory training activity.


LEARNING OUTCOMES

STUDENT HOURS

Written tests 55% E1.21, E5, E7.4, E8 2

Practical tests 25% E1.21, E5, E7.4, E8 0.25

A submitted clinical case 20% E1.21, E5, E7.4, E8, T1, T5, T9, G1, G2 0.25

TOTAL HOURS 2.5



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Books


Ballester, J.

2000 Desalineaciones torsionales de las extremidades inferiores Implicaciones clinicopatológicas

Barcelona Ed Masson

Brand, P. W., Hollister, A. M.

1999 Clinical Mechanics of the Hand

St. Louis Mosby

Bricot, B. 1996 La reprogrammation posturale globale

Montpellier Sauramps médical

Commerfford, M. & Mottarm, S.

2012 Kinetic Control The Management of Uncontrolled Movement

Sidney Churchill Livingstone

Fernández de las Peñas et al

2011 Neck and Arm Pain Syndromes

1 Sidney Churchill Livingstone

Malanga, Gerard A. 2005 Musculoskeletal Physical Examination: An Evidence-Based Approach

Elsevier Health Sciences

Hunter Mackin Callahan

1995 Rehabilitation of the hand: Surgery and Therapy

St Louis Mosby

Konin, J. G. 2004 Test especiales para el examen en ortopedia

Barcelona Paidotribo

Miralles, R., Miralles, I. 2006 Biomecánica de los tejidos y de las articulaciones

Barcelona Masson

Miralles, R., Miralles, I. 2006 Biomecánica de las patologías del aparato locomotor

Barcelona Masson

Myers, T. 2008 Anatomy Trains: New York Churchill Livingstone

Richter, P., Hebgen, E. 2007 Puntos gatillo y cadenas musculares funcionales en osteopatía y terapia manual


Root, M., Orien, W., Weed, J., Hughes, R.

1991 Exploración Biomecánica del Pie

Madrid Ortocen

Tubiana, R. 1996 Examination of the hand London Martín Dunitz

Del Cura, J. L., Pedraza, S., Gayete, A.

2010 Radiología Esencial (2 Vols.)


Fernández, C., Cleland, J., Huijbregts, P.

2013 Síndromes dolorosos en el cuello y el miembro

Barcelona Elsevier



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superior: Detección, diagnóstico y tratamiento informados por la evidencia


Books


Boschetnen-Morrin, J., et al.

1998 The Hand Fundamentals of Therapy

Butterworth-Heinemann

Oxford, ed

Buckup, K. 2003 Pruebas clínicas para patología ósea, articular y muscular

Barcelona Masson

Busquet, L. 2000 Les chaînes musculaires Vol. I

París Frison-Roche

Busquet, L. 2002 Les chaînes musculaires Vol. II

París Frison-Roche

Cleland, J.: Netter 2006 Exploración clínica en ortopedia

Barcelona Masson

Drebrunner, Hepp 1996 Diagnóstico en ortopedia

Barcelona Iatros

Hoppenfeld, S. 1979 Exploración física de la columna y extremidades

Mexico Manual Moderno

Jurado, A., Medina, I. 2006 Manual de pruebas diagnósticas. Traumatología y Ortopedia


Rueda, M. 2004 Podología Los desequilibrios del Pie


Stanley, B. G. 1992 Concepts in Hand Rehabilitation

St. Louis Contemporary Perspectives in Rehabilitation

COURSE SYLLABUS




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WRITTEN TESTS (55%)

Theory test:

Upper extremities (30 %)

Lower extremities (25 %)

Static and muscular chains (25 %)

Diagnostic imaging (20 %)



UPPER EXTREMITIES – SHOULDER/ELBOW (25%) (Dr. Enric Sirvent)

Description/outline of the test: The test is based on the observation of the student's practical skills during the practical classes. Marking criteria: The following areas will be assessed:

- Position of the patient (with a value of 0 to 2.5 points) - Position of the physiotherapist (with a value of 0 to 2.5 points) - Manipulation of the techniques (with a value of 0 to 2.5 points) - Knowledge of the test (with a value of 0 to 2.5 points)

UPPER EXTREMITIES – WRIST/HAND (25%) (Mr. Vicenç Punsola)

Description/outline of the test: The test is based on an observation of the student's practical skills during the practical classes. Marking criteria: The following areas will be assessed:

- Position of the patient (with a value of 0 to 2.5 points) - Position of the physiotherapist (with a value of 0 to 2.5 points) - Manipulation of the techniques (with a value of 0 to 2.5 points)



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- Knowledge of the test (with a value of 0 to 2.5 points)

LOWER EXTREMITIES (25%) (Mr. Pedro Rubio)



SPINE (25%) (Mr. José Miguel Aguililla)



A SUBMITTED CLINICAL CASE (20 %) Description/outline of the assignment: A written assignment presenting the diagnostic assessment procedure of a clinical case affecting the locomotor system. The assignment will be a written text with images of the exploratory examinations. Four weeks before the submission, the professor of the assignment will have a tutorial with each group, with regard to whether the assignment is to deal with the hand, shoulder or lower limbs. The professor will address any doubts during the tutorial. It is compulsory to attend this tutorial. See Appendix II for details of the assignment. Marking criteria: It will be assessed following the rubric in Appendix III.



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APPENDIX II - REPORT ASSIGNMENT GUIDELINES: VFAL GROUP ASSIGNMENT

Professors will introduce [in their part of the course] different clinical cases, examination methods, clinical signs, etc. related to pathologies of the lower extremities (as a whole), of the hand or of the shoulders. From these cases, the students will have to choose one in order to prepare a written physiotherapy diagnostic report that will be submitted. In a reasonable period of time (one month before the submission of the report), the professors will provide a single tutorial to resolve any doubts that may have arisen during the preparation of the assignment. This tutorial is compulsory. The students will be organized into small groups (via a pre-established list) and will use the clinical cases provided by the professors, which will refer to locomotor system disorders and the repercussions on human posture, and will have to research the recommended reference bibliography for the preparation of a single report, either on the lower extremities, the hand or the shoulders, which will initially be chosen according to the interests of each group. In case of overlaps, the professors will assign the report to each group by means of a public draw. According to the information researched, the students must prepare a written report in Word format. In preparing the report, two aspects shall be very important: a) evaluating the various information researched and highlighting the issues that may contribute critical factors in the practice of physiotherapy (with reference to the general objectives) derived from the hypothesis; b) the observations made regarding pain, local mobility, alteration of posture and the skills and dysfunctions derived from the case. The professors of each of the parts will indicate the methodology (how to prepare) of the report. The report must be uploaded to the Moodle (tasks) platform on the day indicated with a specific code: the uploaded file name must indicate the group (A1/B2/A4 etc.) and the subject of the report (shoulder/hand/LE). For example, if group A2 has done a report on the hand, the file should be titled: A2-HAND or if B4 has done a report on Lower Extremities: B4-LE or if it is a report on the shoulder: B4-SHOULDERS. At this point it should be noted that papers that do not follow this "file name" guideline will not be accepted. One of the group members will be in charge of uploading the report. Other considerations to be taken into account are:

1. The grade of the report will be derived from the level of quality of the work carried out – expressed in the rubric in Appendix III – and, in principle, will have to be the same for each member of the group that has carried out the report. Any variation in the grade that may occur between one member or another of each group will be conditioned by the internal evaluations of each of the members of the group with respect to the others which will be submitted, on the dates indicated, to the coordinator of the second course in a closed envelope (one envelope for each group). Inside the envelope there should be one sheet (per student) of the form: VFAL GROUP SELF-ASSESSMENT. This assessment is personal to each member of the group and evaluates the participation of their peers under the following parameters: name of the person assessing, name of the other members of the group. Next to the name of each member of the group there must be an individual mark regarding the participation that that member is considered to have had. This individual mark will not be numerical. Only 2 options must be used: has participated like the rest / has participated far below the level of the rest (it is better to print and use the form mentioned). In the event that a student should fail by a majority of the group members, he/she should have a meeting with the course coordinator before the written exam. At this meeting the assessors will explain the reason for their negative mark. The internal assessments of each group do not imply an increase or decrease of the grade of the report, except for any fails mentioned that are justified (by the group).



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2. The timing of the submissions and assessments of the report will be established at the beginning of the course. 3. Guidelines for the presentation of the report in Word (suggested): surname and first name of the students in the group (first page), brief introduction to the clinical case (if it is a patient, explain the pathology). Main characteristics of the HISTORY (explanations by the patient). Most significant observations/data detected from the Guide - Manual - Form provided by each professor (e.g. if postural and local alterations have been detected, alterations in structure, function, most significant clinical signs in the case in question or any detail that the group considers appropriate). If the report has been prepared following the guidelines, this should be included in the document. FUNCTIONAL diagnostic hypothesis for physiotherapy of the case in question. It must be remembered that the diagnostic hypothesis for physiotherapy must be functional (therefore, it must include a dysfunction and the cause that provokes it). The hypothesis cannot be in any case developed with medical methodology. Therefore, it must always be functional and consist of two parts: 1- The structural and/or functional deficiency or limitation and the cause that provokes it. 2- Brief reflection on the group's performance in the development of the case, problems and degree of satisfaction.



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APPENDIX III - VFAL GROUP REPORT RUBRIC

CRITERIA FOR THE ASSESSMENT OF THE VFAL REPORT

Criteria Level of quality

Good Average Poor

Presentation of the report

Well organized and clearly worded in the various chapters (3 points)

Report presented with relative clarity, but with little fluency or organization of information (Subtract 1 point)

Report presented in a disorderly and unclear manner (Subtract 2.5 to 3 points)

Identification of bibliographical references for the examination of the locomotor system in the case in question

Correct use of bibliographical references regarding the examinations, clinical signs and complementary tests beyond those used in the theory classes (3 points)

Correct use of some bibliographical references regarding the examinations, clinical signs and complementary tests described in the theory classes but without additional materials (Subtract 1 to 1.5 points)

Incorrect use of certain bibliographical references regarding the examinations, clinical signs and complementary tests described in the theory classes and without additional materials (Subtract 2 to 3 points)

Elaboration of diagnostic hypotheses of the clinical case in question

Writing of a diagnostic hypothesis coherent with the examinations carried out and the use of bibliographical references (3 points)

Writing of a diagnostic hypothesis consistent with the examinations carried out, but not based on bibliographical references (Subtract 1 to 1.5 points)

Writing of a diagnostic hypothesis coherent with the examinations carried out without the use of bibliographical references (Subtract 2 to 3 points)

Use of appropriate imaging for the examination of the different clinical signs

Images provided in the appendix of the report where all diagnostic tests can be seen, as well as the local and general static assessment. (1 point)

Images provided in the appendix of the report where all diagnostic tests can be seen, without showing local and general static assessment. (Subtract 0,5 point)

Poor images provided with wrong exploratory and clinical sign positions (Subtract 2.5 to 1 points)



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GENERAL INFORMATION

COURSE DETAILS

Course PHYSIOTHERAPY IN CLINICAL SPECIALTIES OF THE LOCOMOTOR

SYSTEM – I Code 200548 Academic year 2020-2021


Year 2 Semester 1



FACULTY DATA

Course coordinator Professor's name Mr. RICARD TUTUSAUS



Lecturers

Professor's name Mr. LLUIS AUGUET



Name Ms. ANABEL CASANOVAS



Professor's name Mr. SERGIO GÓMEZ



Professor's name Ms. GEORGINA PARDINA







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ENTRY REQUIREMENTS



• Course content: Physiotherapy of the Locomotor System • This course aims to lay the foundations of the different physiotherapy treatments in the

field of manual therapy, thermotherapy, electrotherapy, hydrotherapy and vibrotherapy in injuries and various disorders of the locomotive system.

• Knowledge of different manual therapy techniques, as well as the appropriate use of

thermotherapy, electrotherapy, hydrotherapy and vibrotherapy, is essential within the profile of the degree physiotherapy.




Learning outcomes E1.21. Describe and analyze human movement. Specific objectives: E1.21.1. Relate locomotor system disorders to biomechanical normality in the lower extremities and spine.

Competency E3. Demonstrate sufficient knowledge of physiotherapy methods, procedures and actions, aimed at clinical therapy.

Learning outcomes E3.2. Identify the physiological and structural changes that can occur as a result of physiotherapy intervention in locomotor system disorders.

Specific objectives: E3.2.1. Describe the changes brought about in the tissues by the different types of manual therapy maneuvers and physical aids.

E3.3. Apply physiotherapy methods, procedures and interventions in the different clinical specialties that treat locomotor system disorders.



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Specific objectives: E3.3.1. Describe the theoretical basis of myotendinous stretching, muscle toning methods and the biomechanical basis of manual therapy. E3.3.2. Apply various re-education methods used for the treatment of different muscular-skeletal disorders in the spine and lower extremities.

Competency E9. Develop a physiotherapy intervention plan in accordance with the criteria of appropriateness, validity and effectiveness.

Learning outcomes E9.4. Define the general and specific goals for the application of physiotherapeutic treatment in disorders of the locomotor system.

Specific objectives: E9.4.1. Identify the priorities in the treatment of the main alterations of the different anatomical structures affected, using different therapeutic methods: manual therapy, thermotherapy, electrotherapy, and hydrotherapy.

E9.5. Describe the circumstances that condition the action priorities in the physiotherapy treatment of locomotor system disorders.

Specific objectives: E9.5.1. Identify the typical stretches for various locomotor system disorders where one treatment with different physical agents may be preferable over another.

E9.6. List the different types of equipment and devices to be used in the physiotherapy treatment of locomotor system disorders.

Specific objectives: E9.6.1. Use the different electro, thermal, hydro and vibrotherapy equipment for the treatment of locomotor system disorders.



Learning outcomes Specific objectives: T1.1. Write bibliography cards.



Learning outcomes This competence is considered to be developed in this course by working on "T1. Analyze and summarize".



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CONTENTS

1. ELECTROTHERAPY/THERMOTHERAPY/VIBROTHERAPY/HYDROTHERAPY – THEORETICAL PART

1.1. Overview of electrotherapy 1.1.1. Biotherapeutic effects of currents 1.1.2. Classification of currents according to form and frequency 1.1.3. Analgesic currents 1.1.4. Stimulatory currents 1.1.5. Electrodiagnostics: A/T - I/T curves 1.1.6. Indications for currents 1.1.7. Contraindications

1.2. Vibrotherapy 1.2.1. Effects on the body 1.2.2. Indications for vibrotherapy 1.2.3. Contraindications

1.3. Thermotherapy 1.3.1. Physical aspects and heat transfer systems 1.3.2. Thermotherapy modalities: superficial and deep 1.3.3. Physiological effects of temperature increase on the tissues 1.3.4. General indications for the application of heat 1.3.5. Contraindications

1.4. Cryotherapy 1.4.1. Effects of cold on the body 1.4.2. Modes of application 1.4.3. Indications for cryotherapy 1.4.4. Contraindications

1.5. Hydrotherapy 1.5.1. General principles of hydrotherapy 1.5.2. Physiological effects on the body 1.5.3. Local and general modalities 1.5.4. General indications 1.5.5. Contraindications

1.6. Magnetic therapy 1.6.1. General principles of magnetic therapy 1.6.2. Parameters: dose, pulses and frequency 1.6.3. Effects on the body 1.6.4. Equipment and positioning of the patient 1.6.5. Precautions and contraindications

1.7. Laser therapy 1.7.1. Introduction 1.7.2. Physical laws on which laser therapy is based 1.7.3. Properties 1.7.4. Different types of lasers 1.7.5. Applications 1.7.6. Treatment methods 1.7.7. Characteristics of the laser 1.7.8. Examples of treatment 1.7.9. Laser equipment 1.7.10. Effects and doses 1.7.11. Precautions and contraindications

1.8. Biofeedback and myofeedback



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1.8.1. Introduction 1.8.2. Biofeedback systems 1.8.3. Advantages and disadvantages of biofeedback and myofeedback 1.8.4. Myofeedback protocol 1.8.5. Working methods 1.8.6. Biofeedback and myofeedback indications 1.8.7. Session protocol 1.8.8. Myofeedback equipment

1.9. Electrotherapy 2.0 1.9.1. History and evolution of the different currents and applications 1.9.2. New applications: Tecar therapy, Indiba, EPI, EPTE and percutaneous neuromodulation

therapy 1.9.3. Scientific evidence of electrotherapy: Systematic review

2. ELECTROTHERAPY/THERMOTHERAPY/VIBROTHERAPY/HYDROTHERAPY – PRACTICAL PART 2.1. Galvanic current: Iontophoresis

2.1.1. Medications 2.1.2. Precautions 2.1.3. Contraindications 2.1.4. Applications 2.1.5. Examples of treatment

2.2. Träbert currents 2.2.1. Effects. Indications. Applications 2.2.2. Examples of treatment

2.3. Stimulation currents: Faradic treatment and EMS 2.3.1. Effects. Indications. Applications 2.3.2. Examples of treatment

2.4. Stimulation currents: exponential 2.4.1. Effects. Indications. Applications

2.5. TENS 2.5.1. Effects. Indications. Different applications 2.5.2. Examples of treatment

2.6. Interferentials 2.6.1. Effects 2.6.2. Indications 2.6.3. Applications 2.6.4. Examples of treatment

2.7. Thermotherapy (high frequency) 2.7.1. Shortwave. Microwave. Ultrasound. Infrared. Paraffin. Cryotherapy. 2.7.2. Effects. Indications. Applications 2.7.3. Examples of treatment

2.8. Magnetic therapy 2.8.1. Effects. Indications. Applications 2.8.2. Examples of treatment

3. MANUAL THERAPY (+ MUSCLE STRENGTHENING + MYOTENDINOUS STRETCHING)

3.1. Manual therapy of the pelvic region 3.1.1. Assessment and treatment of the sacroiliac joints 3.1.2. Assessment and treatment of the symphysis pubis

3.2. Manual therapy of the lumbar region 3.3. Manual therapy of the thoracic region 3.4. Manual therapy of the cervical region 3.5. Manual therapy of the foot

3.5.1. Assessment and treatment of the tibia-astragalin joint



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3.5.2. Assessment and treatment of Chopart's joint 3.5.3. Assessment and treatment of the Lisfranc's joint 3.5.4. Assessment and treatment of the subtalar joint 3.5.5. Assessment and treatment of the distal tibiofibular joint

3.6. Manual therapy of the knee 3.7. Manual therapy of the hip joint 3.8. Muscle strengthening

3.8.1. Introduction 3.8.2. Principles of toning 3.8.3. Muscle toning methods

3.9. Myotendinous stretches 3.9.1. Introduction 3.9.2. Classification 3.9.3. Principles of application 3.9.4. Indications and contraindications for different types of stretching

4. MASSAGE 4.1. Massage as a therapeutic resource 4.2. Main massage maneuvers 4.3. Massage techniques on the cervical muscles 4.4. Massage techniques on the dorsal muscles 4.5. Massage techniques on the lumbar and gluteal muscles 4.6. Massage techniques on the thoracic and abdominal area 4.7. Massage techniques on the upper extremity

4.7.1. Shoulder massage 4.7.2. Forearm massage 4.7.3. Hand massage

4.8. Massage techniques on the lower extremity 4.8.1. Calf massage 4.8.2. Hamstring massage 4.8.3. Quadriceps massage 4.8.4. Foot massage 4.8.5. Abductor massage

4.9. Massage techniques for scars



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Theory classes with graphic and computer support in which the student will be given the necessary knowledge to understand and be able to correctly apply the different treatment techniques that we will use on our patients.

Estimated hours: 19. Practical classes using graphic and computer support in which the professor will explain, on a

model, how the various techniques are performed.

Estimated hours: 20. SUPERVISED ACTIVITIES




Research on different articles on a proposed topic. Estimated hours: 10.

Assignment writing: creation of a content card from one of the articles from the earlier

research. The rest of the articles are to be referenced. Estimated hours: 5.


and free tutorials: individual or in groups. Estimated hours: 68.25.



Theory classes E1.21, E3.2, E3.3, E9.4, E9.5, E9.6

19

Practical classes E1.21, E3.3 20



E1.21, E3.3 25.5


Research of various articles

E1.21, E3.2, E3.3, T1, G2 10

Written assignments E1.21, E3.2, E3.3, E9.4, E9.5, E9.6, T1, G2

5

Independent work E1.21, E3.2, E3.3, E9.4, E9.5, E9.6

68.25

TOTAL HOURS 147.75



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ASSESSMENT



Manual skills in the application of the different techniques, as well as the suitability of the chosen technique/maneuver to the proposed situation, by means of practical tests, with an overall weight of approximately 65%.

Written assignments and clinical cases presented. With an overall weight of 10% towards the final grade.


In order to pass the course, the following conditions must be met:

Pass every unit of each section of the course, with a minimum grade of 5. Have attended 100% of the practical classes. (If there is a well-founded reason, it is permissible

to miss up to 20% of the practical classes). Achieve an overall grade of 5 or higher for the course.

Internal Practice Regulations:




LEARNING OUTCOMES

STUDENT HOURS

Written tests 25% E1.21, E3.2, E3.3, E9.4, E9.5, E9.6 2

Practical tests 65% E1.21, E3.3 0.25

Written assignments and clinical cases

10% E1.21, E3.2, E3.3, E9.4, E9.5, E9.6, T1, G2

---

TOTAL HOURS 2.25



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Books


Books from the Manual Therapy unit (extremities) Tixa, Serge 2006 Atlas de Anatomía palpatoria

(Tomo I) 2nd

Barcelona Masson

Tixa, Serge 2006 Atlas de anatomía palpatoria (Tomo II)

2nd Barcelona Masson

Books from the Manual Therapy unit Tixa, Serge Ebenegger, Bernard

2008 Atlas de técnicas articulares osteopáticas (Tomo III): raquis cervical, torácico, lumbar y coxis

Barcelona Masson

Tixa, Serge Ebenegger, Bernard

2006 Atlas de técnicas osteopáticas (Tomo II); pelvis y charnela lumbosacra

Barcelona Masson

Books from the Electrotherapy/Thermotherapy /Vibrotherapy /Hydrotherapy unit Kant, J. Principios y práctica de la

electroterapia Barcelona Jims

Rodriguez, M. Electroterapia en fisioterapia Madrid Médica Panamericana

Plaja, J. Analgesia por medios físicos Madrid McGraw-Hill

Watson, T. 2009 Electroterapia Práctica Basada en la Evidencia

12th Barcelona Elsevier

Books from the Massage unit Andreewicz Biriukov, A. 2003 El masaje deportivo 4th Barcelona Paidotribo

Cassar, M. P. 2001 Manual de masaje terapéutico

2nd Madrid Interamericana

Clay, James H. 2008 Masaje terapéutico básico 3rd

Lippincott Williams & Wilkins


Books


Books from the Manual Therapy unit (extremities) Tutusaus, R., Potau, J. M. 2015 Sistema Fascial Anatomía,

valoración y tratamiento Madrid Panamericana

Tixa, Serge Ebenegger, Bernard

2004 Atlas de Técnicas osteopáticas de las extremidades: diagnóstico, causas, cuadro clínico, reducciones.

Barcelona Masson

Books from the Electrotherapy/Thermotherapy /Vibrotherapy /Hydrotherapy unit Aramburu, C., Muñoz, E., Igual, C.

Electroterapia, Termoterapia e hidroterapia

Madrid Síntesis

Hüter-Becker, A., Schewe, H., Heipertz, W.

Terapia Física Barcelona Ed. Paidotribo

Books from the Massage unit Torres, M; Salvat 2006 Guía de masoterapia para

fisioterapeutas 1st Madrid Paramericana

Sagrera Ferrandiz, J. 2008 Quiromasaje: técnica y sensibilidad

3rd Barcelona Meteora

Johnson, J. 2011 Masaje profundo para la liberación de tejidos blandos

2nd Madrid Panamericana



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COURSE SYLLABUS



WRITTEN TESTS (25%)

Theory test:



MANUAL THERAPY – THE SPINE (25 %) (Mr. Ricard Tutusaus)

Description/outline of the test: The test is based on a practical assessment in which the student must perform three manual therapy techniques. The assessment will be held at the end of the semester.

Marking criteria: The items to be assessed in relation to the execution of the techniques are the following:

- Position of the patient (with a value of 0 to 2 points) - Position of the physiotherapist (with a value of 0 to 2 points) - Manipulation of the techniques (with a value of 0 to 2 points) - Mobilization applied (with a value of 0 to 2 points) - Therapist – patient communication (with a value of 0 to 1 point) - Safety (with a value of 0 to 1 point)



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MANUAL THERAPY – LOWER EXTREMITIES (25 %) (Ms. Georgina Pardina)

Description/outline of the test: The test is based on a practical assessment in which the student must perform three manual therapy techniques. The assessment will be held at the end of the semester.


- Position of the patient (with a value of 0 to 2 points) - Position of the physiotherapist (with a value of 0 to 2 points) - Manipulation of the holds (with a value of 0 to 2 points) - Mobilization applied (with a value of 0 to 2 points) - Therapist – patient communication (with a value of 0 to 1 point) - Safety (with a value of 0 to 1 point)

ELECTROTHERAPY/THERMOTHERAPY/VIBROTHERAPY/HYDROTHERAPY (20 %) (Mr. Lluis Auguet / Mr. Sergio Gómez) Activity I (50 %)

Description/outline of the test: From the third practical class onwards, a practical test will be carried out in which the student must treat a patient with the devices we have available. The following will be assessed: how to place the electrodes, the type of current appropriate to the condition the patient is suffering from, the current parameters and the dose to be applied. Marking criteria: The marking criteria is as follows:

Type of current: 4 points

Placement of electrodes: 1.5 points

Parameters: 2.5 points

Dose: 2 points

Once the practical test is complete, any errors made will be corrected and the correct procedure will be explained. Approximately 5 students will be assessed in each practical class, taking into account that there are 7 practical classes, so that at the end of the practical training all the students will have been assessed.

Activity II (50 %) Description/outline of the test: At the end of the practical training, there will be a final written test in which the students must solve a practical treatment case in which the following will be assessed: type of current to be applied, placement of the electrodes, parameters and dose. Marking criteria:



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The marking criteria is as follows:

Type of current: 4 points

Placement of electrodes: 1.5 points

Parameters: 2.5 points

Dose: 2 points

MASSAGE (30%) (Ms. Anabel Casanovas)

Description/outline of the test: The test will be based on a practical assessment where the student has to perform a massage sequence. This test will be held in the final practical class.


- Position of the patient (with a value of 0 to 1 point) - Position of the physiotherapist (with a value of 0 to 1 point) - Manipulation of the different techniques (with a value of 0 to 2 points) - Anatomy (with a value of 0 to 1 point) - Pressure applied (with a value of 0 to 2 points) - Therapist – patient communication (with a value of 0 to 1 point) - Safety (with a value of 0 to 1 point) - Rhythm (with a value of 0 to 1 point)

WRITTEN ASSIGNMENT AND CLINICAL CASES (10%)

Description/outline of the assignment:

The student must carry out a literature search into a disorder of the locomotor system. The assignment must include a description of the disorder, its etiology and the recommended treatment according to the principles explained during the course, both from an electrotherapy and a manual therapy point of view. Students must cite at least 10 different articles from the usual databases (Pedro, Medline, Google Academic, etc.) from the last 5 years. A content card for one of these articles is also required.

Marking criteria:

The following will be assessed:

- Wording of the text (2.5 points out of 10) - Content (2.5 points out of 10) - Quality of research (2.5 points out of 10) - Preparation and summary of the content card (2.5 points out of 10)

The assignment is due to be submitted at the end of the semester.



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GENERAL INFORMATION

COURSE DETAILS

Course PRACTICUM – I Code 200549 Academic year 2020-2021


Year 2 Semester 1


Teaching language CATALAN

FACULTY DATA

Course coordinator Professor's name Dr. YOLANDA SÁNCHEZ RETAMERO



Lecturers

Professor's name Ms. MELANIA MASÓ NUÑEZ



Professor's name Ms. DIANA MUÑOZ PUÑET



ENTRY REQUIREMENTS

BASIC PHYSIOTHERAPY OF THE LOCOMOTOR SYSTEM – I

BASIC PHYSIOTHERAPY OF THE LOCOMOTOR SYSTEM – II






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Course content: Supervised practical training.

This course aims, through the realization of the Practicum, to lay the foundations of basic physiotherapy of the locomotor system and to integrate all the knowledge, skills, abilities, attitudes and values acquired across all course subjects, under the guidance of qualified physiotherapists. All professional competencies will be developed, enabling the student to provide effective physiotherapy care with comprehensive assistance to patients/users.



Competency E4. Demonstrate sufficient knowledge of physiotherapeutic methods, procedures and actions to carry out activities aimed at promoting and maintaining health.

Learning outcomes E4.1. Design, teach, and advise regarding the various means of preventing functional disorders and specifically to postural hygiene, situations of loss of mobility and acute algic phases.

Specific objectives: E4.1.1. Recommend prevention guidelines for patients with less complex locomotor system disorders.


Learning outcomes E5.5. Resolve clinical cases that can be treated with physiotherapy in any of the clinical specialties.

Specific objectives: E5.5.1. Effectively apply the different physiotherapy techniques to patients with less complex locomotor system disorders.

Competency E6. Systematic preparation and completion of physiotherapy records.

Learning outcomes E6.3. Adequately and effectively record all the steps followed beginning with the arrival of the patient/user to the physiotherapy discharge report, depending on the clinical specialty.

Specific objectives: E6.3.1. Understand the physiotherapy records made for patients with less complex locomotor system disorders.

Competency E7. Assess the patient's functional status, taking into account physical, psychological and social factors.



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Learning outcomes E7.12. Conduct the appropriate physiotherapy assessment procedures with the aim of determining the degree of impairment and its possible functional impact on the patients/users assigned to the student during their clinical visit.

Specific objectives: E7.12.1. Skillfully use the specific assessment tools in patients with less complex locomotor system disorders.


Learning outcomes E8.9. Establish a physiotherapy diagnostic hypothesis. Specific objectives: E8.9.1. Identify the deficiencies, activity limitations, participation restrictions and contextual factors of patients with less complex locomotor system disorders.


Learning outcomes E9.17. Establish general and specific criteria for the application of treatment. Specific objectives:

E9.17.1. Propose treatment goals for less complex locomotor system disorders.

E9.18. Establish treatment priorities based on the problems identified. Specific objectives: E9.18.1. Classify short- and long-term goals in patients with less complex locomotor system disorders.

E9.20. Anticipate the needs for equipment and devices. Specific objectives: E9.20.1. Plan in advance the equipment and devices needed to treat less complex locomotor system disorders.

Competency E12. Prepare the physiotherapy discharge report once the proposed goals have been covered.

Learning outcomes E12.2. Prepare a physiotherapy report that includes all the necessary information to make it a valid communication tool for users and/or professionals.

Specific objectives: E12.2.1. Understand discharge reports of patients with less complex locomotor system disorders.


Competency T3. Express oneself fluently, coherently, and appropriately according to established

rules, both orally and in writing.

Learning outcomes Specific objectives: T3.1. Express the information in a structured way. T3.2. Express oneself in language that the patient understands.


Learning outcomes Specific objectives: T5.1. Identify the right tools to solve the problem.



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Competency T7. Teamwork

Learning outcomes Specific objectives: T7.1. Integrate oneself into the physiotherapy team.


Learning outcomes Specific objectives: T9.1. Make judgements and assessments about one's own work, the center and the physiotherapist tutor.

Competency T11. Have initiative and enterprising spirit.

Learning outcomes Specific objectives: T11.1. Show initiative in the face of difficulties.

Competency T12. Easily recognize and deal with changes.

Learning outcomes Specific objectives: T12.1. Interpret the facts in context in a flexible way.



Learning outcomes This competency is considered to be developed in this course by working on “T3. Express oneself fluently, coherently, and appropriately according to established rules, both orally and in writing,” “T5. Problem solving", "T7. Teamwork", "T9. Critical Reasoning”, “T11. Have initiative and entrepreneurial spirit" and "T12. Easily recognize and deal with changes".

CONTENTS

The aim of the Practicum is to apply all the knowledge, skills, abilities, attitudes and values acquired with regard to less complex locomotor system disorders. Under the guidance of qualified physiotherapists, all professional competencies will be developed to enable effective physiotherapy care with comprehensive assistance to patients/users.



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CARE WORK The student will assess the patients, make a physiotherapy diagnosis, draw up an action plan,

implement it and evaluate the results. Estimated hours: 105.

INFORMATION SESSIONS Information will be given on how to carry out the different training activities.

Estimated hours: 7.5. WRITTEN ASSIGNMENT Written report on the clinical visits.

Estimated hours: 30. SELF-ASSESSMENT Compose a self-assessment report.

Estimated hours: 4.5. EVALUATION OF THE CENTER AND THE TUTOR Complete an appraisal form about the center and the physiotherapist tutor.

Estimated hours: 3.



Information Sessions 7.5


Care work E4, E5, E6.3, E7, E8.9, E9.17, E9.18, E9.20, E12, T3, T5, T7, T11,

T12, G2

105


Written report on the clinical visits

E4, T3, G2 30

Compose a self-assessment report.

T9 4.5

Complete an appraisal form about the center and the physiotherapist tutor.

T9 3

TOTAL HOURS 150



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ASSESSMENT

The practicum committee will assess the following:

• The report submitted by the physiotherapist tutor. With an overall weight of 60% towards the final grade.

• The self-assessment report of the student. With an overall weight of 1% towards the final grade.

• Practicum report. With an overall weight of 39% towards the final grade. See Appendix I for further details of the assessment activities.


• Pass every unit of each section of the course, with a minimum grade of 5. • Achieve an overall grade of 5 or higher for the course.

Procedure for reviewing grades: see the University's Assessment Guidelines. A student shall be “non-assessable” if he/she has not taken the required assessment tasks or has not completed a compulsory training activity.


LEARNING OUTCOMES

STUDENT HOURS

The report submitted by the physiotherapist tutor

60%

E4, E5, E6.3, E7, E8.9, E9.17, E9.18, E9.20, E12, T3, T5, T7, T11, T12, G2

---

Student self-assessment report 1% T9 ---

Practicum report 39% E4, T3, G2 ---

TOTAL HOURS ---



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Web references


NormativaPràcticum.pdf Course regulations

Course Intranet

ObjectiusPràcticum.pdf Course objectives

Course Intranet

COURSE SYLLABUS




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REPORT SUBMITTED BY THE PHYSIOTHERAPIST TUTOR (60%)

The report is found in Appendix II. To arrive at the grade, the weighted average of the marks assigned to all the learning objectives will be used. If the degree of compliance with some of the aspects assessed at the end of the document in relation to external practice regulations is negative, the following will be assessed:

Item Score

Physical appearance and hygiene -0.5

Conduct and attitude -0.5

Punctuality -0.5

Attendance Fail

Confidentiality of medical records Fail

STUDENT SELF-ASSESSMENT REPORT (1%)

The report is found in Appendix III. To arrive at the grade, the weighted average of the marks assigned to all the learning objectives will be used. If the degree of compliance with some of the aspects assessed at the end of the document in relation to external practice regulations is negative, the following will be assessed:

Item Score



Punctuality -0.5

Attendance Fail

Confidentiality of medical records Fail



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PRACTICUM REPORT (39%)

The report model is located on the virtual campus. If the degree of compliance with some of the aspects covered by the regulations is not stated in the document, it will be considered non-assessable if the following occurs:

If the template is not used

If there is no seal of the center

If there is no tutor signature

The report grade is made up of the following:

ITEM POINTS

DAILY SCHEDULE/DEVELOPMENT OF THE PRACTICUMS 2

ACTIVITIES ASSIGNED BY THE EXTERNAL TUTOR 2

INTEGRATION INTO THE PHYSIOTHERAPY TEAM 2

ACTIVITIES AIMED AT PROMOTING AND MAINTAINING HEALTH 2

ASSESSMENT 2



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APPENDIX II – REPORT SUBMITTED BY THE PHYSIOTHERAPIST TUTOR



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APPENDIX III – STUDENT SELF-ASSESSMENT REPORT



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GENERAL INFORMATION

COURSE DETAILS

Course HUMAN PATHOLOGY – II Code 200551 Academic year 2020-2021


Year 2 Semester 2



FACULTY DATA

Course coordinator

Professor's name Mr. RICHARD MAST



Lecturers Professor's name Dr. JUDITH LLEBERIA



Professor's name Mr. FRANCESC NOVELL



Professor's name Mr. JOSEP PUBILL



ENTRY REQUIREMENTS

ANATOMY – I

ANATOMY – II

PHYSIOLOGY – I

PHYSIOLOGY – II


• Course content: Human Pathology







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• This course, together with the course "Human Pathology I" aims to provide the student

with the necessary knowledge on the etiology, epidemiology, pathogenesis, pathological anatomy, prognosis, evolution, diagnosis and treatment of the main pathological processes that can be treated in Physiotherapy in the field of Traumatology, Rheumatology, Neurology, Cardiology, Pulmonology and Urogynecology. It is also aimed at providing the student with basic knowledge on Diagnostic Imaging applied to pathologies of the Respiratory System, the Central Nervous System, the Digestive System, the Vascular System and the Urinary System.

• Knowledge of the different pathological processes is fundamental within the profile of the

degree in order to enable physiotherapy diagnosis and to plan, apply and assess physiotherapy treatment.




Learning outcomes E1.17. Explain the pathophysiology of the main diseases that can be treated with physiotherapy, identifying their manifestations along the pathological process.

Specific objectives: E1.17.1. Define Neurology E1.17.2. Explain what the medical practice consists of in Neurology. E1.17.3. Describe neurological examination and neurological disorders. E1.17.4. Describe the complementary tests in Neurology. E1.17.5. List the main pathological processes in Neurology. E1.17.6. Explain the classification of the different pathological processes in Neurology. E1.17.7. Recall the anatomophysiology of the anatomical structures related to pathological processes in Neurology. E1.17.8. Explain the descriptive epidemiology (incidence and prevalence) of the different pathological processes in Neurology. E1.17.9. List the risk factors (analytical epidemiology) that predispose one to neurological pathologies. E1.17.10. Describe the etiology of the different pathological processes in Neurology. E1.17.11. Explain the pathogenesis of the different pathological processes in Neurology. E1.17.12. Describe the pathological anatomy of the different pathological processes in Neurology. E1.17.13. Describe the clinical signs of the different pathological processes in Neurology. E1.17.14. Explain the prognosis of the different pathological processes in Neurology. E1.17.15. Explain the evolution of the different pathological



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processes in Neurology. E1.17.16. List the complementary tests performed on the different pathological processes in Neurology. E1.17.17. Explain how the diagnosis of the different pathological processes is made in Neurology. E1.17.18. Describe the differential diagnosis of the main pathological processes in Neurology. E1.17.19. Explain the pulmonary physiology. E1.17.20. Explain pulmonary pathophysiology. E1.17.21. Describe functional respiratory tests. E1.17.22. Describe the different techniques used in pulmonology and thoracic surgery. E1.17.23. Describe the signs and symptoms in respiratory disorders. E1.17.24. Describe the main respiratory pathological processes. E1.17.25. Explain the pathophysiology of heart failure. E1.17.26. Describe the pathological processes and urogynecological dysfunctions which can be treated by physiotherapy. E1.17.27. Explain the classification, epidemiology, etiology, pathogenesis, risk factors, pathological anatomy, clinical signs, prognosis, evolution, complementary tests and diagnosis of urinary incontinence. E1.17.28. Explain the epidemiology, etiology, pathogenesis, risk factors, pathological anatomy, clinical signs, prognosis, evolution, complementary tests and diagnosis of constipation, faecal incontinence, gas incontinence and faecal urgency. E1.17.29. Explain the epidemiology, etiology, pathogenesis, risk factors, pathological anatomy, clinical signs, prognosis, evolution, complementary tests and diagnosis of the main sexual dysfunctions. E1.17.30. Describe the different diagnostic imaging techniques used in the study of pathologies of the respiratory system, the central nervous system, the digestive system, the vascular system and the urinary system. E1.17.31. Describe the different diagnostic imaging techniques used in the field of Obstetrics and Gynecology. E1.17.32. Explain the radiological semiology of the respiratory system, the central nervous system, the digestive system, the vascular system and the urinary system. E1.17.33. Explain radiological semiology in Obstetrics and Gynecology. E1.17.34. Describe the concept, basic physics, types of studies and indications of Angioradiology. E1.17.35. Describe the different diagnostic imaging techniques used in the study of pathologies of the respiratory system, the central nervous system, the digestive system, the vascular system and the urinary system. E1.17.36. Describe the different diagnostic imaging techniques used in the field of Obstetrics and Gynecology. E1.17.37. Explain the radiological semiology of the respiratory system, the central nervous system, the digestive system, the vascular system and the urinary system. E1.17.38. Explain radiological semiology in Obstetrics and Gynecology.

E1.18. List the medical-surgical treatments – in particular their



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physiotherapeutic and orthopedic applications – that are applied to the main conditions that can be treated by physiotherapy.

Specific objectives: E1.18.1. Describe the different therapeutic, medical and surgical options that are applied in the different pathological processes in Neurology that can be treated with physiotherapy. E1.18.2. Explain the treatment applied in the different cardiac and respiratory pathologies which can be used in physiotherapy. E1.18.3. Explain the treatment applied to the different urogynecological pathologies which can be used in physiotherapy. E1.18.3. Explain the treatment applied to urinary incontinence, constipation, fecal incontinence, gas incontinence, fecal urgency and the main sexual dysfunctions.



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CONTENTS

1. NEUROLOGICAL DISORDERS

1.1. Spinal cord pathologies 1.1.1. Anatomical and physiological overview of the spinal cord 1.1.2. Spinal cord injury syndromes

1.1.2.1. Anterior horn syndrome 1.1.2.2. Pyramidal syndrome 1.1.2.3. Combined anterior horn and pyramidal tract lesion syndrome 1.1.2.4. Syndromes of the gray commissure 1.1.2.5. Dorsal root ganglion syndrome 1.1.2.6. Posterior root syndrome 1.1.2.7. Posterior cord syndrome 1.1.2.8. Combined posterior cord and corticospinal tract lesion syndrome (funicular

myelosis) 1.1.2.9. Hemisection of the spinal cord syndrome 1.1.2.10. Spinal cord section syndromes

1.1.3. Spinal cord compression syndrome 1.1.4. Syringomyelia

1.2. Movement disorders (l) 1.2.1. Anatomical and functional overview of the extrapyramidal system 1.2.2. Classification

1.2.2.1. Extrapyramidal akinetic-rigid syndromes 1.2.2.2. Extrapyramidal dyskinetic syndromes

1.2.3. Parkinson's disease 1.3. Movement disorders (II)

1.3.1. Treatment of Parkinson's disease 1.3.2. Secondary or symptomatic parkinsonian syndromes 1.3.3. Chorea 1.3.4. Athetosis 1.3.5. Ballism 1.3.6. Dystonia 1.3.7. Tremors 1.3.8. Tics 1.3.9. Myoclonia 1.3.10. Drug-induced movement disorders

1.4. Vestibular syndrome 1.4.1. The vestibular system 1.4.2. Anatomo-physiological and clinical correlation 1.4.3. Clinical signs of vestibular syndrome 1.4.4. Types of vestibular syndrome

1.4.5. Peripheral vestibular syndrome 1.4.6. Central vestibular syndrome

1.4.7. Etiology of peripheral and central vestibular syndrome 1.4.8. Benign positional vertigo 1.4.9. Vestibular neuritis 1.4.10. Phobic positional vertigo 1.4.11. Ménière's disease 1.4.12. Post-traumatic vertigo 1.4.13. Drug and toxin-induced vertigo



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1.4.14. Vestibular paroxysmia 1.5. Cerebellar syndrome and hereditary ataxias

1.5.1. Anatomical and physiological overview of the cerebellum and its tracts 1.5.2. Clinical signs of cerebellar syndrome 1.5.3. Types of cerebellar syndrome 1.5.4. Etiology of cerebellar syndrome 1.5.5. Hereditary ataxias (HA)

1.5.5.1. Autosomal recessive HA 1.5.5.2. Autosomal dominant HA

1.6. Diseases of the myelin sheath 1.6.1. Concept and classification 1.6.2. Demyelinating diseases 1.6.3. Demyelinating diseases 1.6.4. Clinical signs 1.6.5. Paraclinical examinations 1.6.6. Clinical forms. Evolution 1.6.7. Prognosis 1.6.8. Diagnosis 1.6.9. Diagnostic criteria 1.6.10. Differential diagnosis 1.6.11. Treatment

1.7. Motor neuron diseases 1.7.1. Concept and classification 1.7.2. Amyotrophic lateral sclerosis 1.7.3. Lower motor neuron diseases

1.7.3.1. Recessive inheritance: spinal muscular atrophies 1.7.3.2. Dominant inheritance: multifocal motor neuropathy with conduction block 1.7.3.3. X-linked dominant inheritance: Kennedy disease

1.7.4. Upper motor neuron diseases 1.7.4.1. Sporadic diseases: Primary lateral sclerosis 1.7.4.2. Hereditary diseases: Hereditary or familial spastic paraplegia 1.7.4.3. Acquired diseases

1.8. Peripheral neuropathies 1.8.1. Topographical classification 1.8.2. Neuropathological classification 1.8.3. Clinical classification 1.8.4. Etiological classification 1.8.5. Classification according to onset and evolution 1.8.6. Symptomatology 1.8.7. Diagnosis 1.8.8. Hereditary motor and sensory neuropathies

1.8.8.1. Hypertrophic Charcot-Marie-Tooth disease 1.8.9. Polyradiculoneuritis

1.8.9.1. Guillain-Barré syndrome 1.8.9.2. Recurrent Chronic Inflammatory Demyelinating Polyradiculoneuropathy (CIDP)

1.8.10. Multifocal motor neuropathy with conduction block 1.9. Muscular diseases: myopathies

1.9.1. Anatomical and physiological overview 1.9.2. Concept 1.9.3. Clinical manifestations 1.9.4. Additional examinations 1.9.5. Classification 1.9.6. Muscular dystrophies 1.9.7. Congenital myopathies



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1.9.8. Myotonic disorders / channelopathies 1.9.9. Metabolic myopathies 1.9.10. Acquired myopathies

1.10. Diseases of the neuromuscular junction 1.10.1. Concept and classification 1.10.2. Myasthenia gravis 1.10.3. Presynaptic myastheniform syndromes

1.10.3.1. Lambert-Eaton myasthenic syndrome 1.10.3.2. Botulism 1.10.3.3. Tick-borne paralysis

1.11. Epilepsies 1.12. Sleep and sleep disorders 1.13. Headaches

2. HEART AND RESPIRATORY DISORDERS

2.1. Pulmonary physiology 2.2. Pulmonary pathophysiology 2.3. Functional respiratory tests 2.4. Techniques in pulmonology and thoracic surgery 2.5. Signs and symptoms in respiratory disease 2.6. Diseases with an obstructive disorder

2.6.1. Asthma 2.6.2. Cystic fibrosis 2.6.3. Bronchiectasis

2.7. Diseases with a restrictive disorder 2.7.1. Diseases of the lungs and chest cavity 2.7.2. Pleural diseases

2.8. Vascular diseases 2.8.1. Cor pulmonale 2.8.2. Pulmonary thromboembolism 2.8.3. Acute pulmonary edema

2.9. Lung cancer 2.10. Surgical risk and respiratory complications after surgery and following thoracic trauma 2.11. Respiratory infections

2.11.1. Pneumonia 2.11.2. Lung abscess

2.12. 2.13. Acute and chronic respiratory failure 2.14. Sleep apnea syndrome 2.15. Oxygen therapy 2.16. Non-invasive mechanical ventilation 2.17. Heart failure

3. UROGYNECOLOGICAL DISORDERS

3.1. Pathological processes and urogynecological dysfunctions that can be treated with physiotherapy

3.1.1. Classification 3.1.2. Anatomical and physiological overview 3.1.3. Complementary tests in urogynecology

3.2. Pregnancy and childbirth 3.2.1. Physiology of pregnancy 3.2.2. Physiology of childbirth



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3.2.3. Pathophysiology of childbirth 3.2.4. Childbirth injuries

3.3. Urinary Incontinence 3.3.1. Classification of urinary incontinence 3.3.2. Female urinary incontinence: epidemiology, etiology, pathogenesis, risk factors,

pathological anatomy, clinical signs, prognosis, evolution, complementary tests, diagnosis and treatment

3.3.3. Male urinary incontinence: epidemiology, etiology, pathogenesis, risk factors, pathological anatomy, clinical signs, prognosis, evolution, complementary tests, diagnosis and treatment

3.4. Coloproctology 3.4.1. Classification of urinary incontinence 3.4.2. Female urinary incontinence: epidemiology, etiology, pathogenesis, risk factors,

pathological anatomy, clinical signs, prognosis, evolution, complementary tests, diagnosis and treatment

3.4.3. Male urinary incontinence: epidemiology, etiology, pathogenesis, risk factors, pathological anatomy, clinical signs, prognosis, evolution, complementary tests, diagnosis and treatment

3.5. Sexual dysfunctions 3.5.1. Epidemiology, etiology, pathogenesis, risk factors, pathological anatomy, clinical signs,

prognosis, evolution, complementary tests, diagnosis and treatment 3.6. Genital prolapse

3.6.1. Epidemiology, etiology, pathogenesis, risk factors, pathological anatomy, clinical signs, prognosis, evolution, complementary tests, diagnosis and treatment

4. DIAGNOSTIC IMAGING

4.1. Respiratory system 4.1.1. Main study techniques 4.1.2. Pulmonary radiological semiology and radiographic patterns

4.2. Central nervous system 4.2.1. Main study techniques 4.2.2. Radiological semiology of the central nervous system

4.3. Digestive system 4.3.1. Main study techniques 4.3.2. Radiological semiology of the digestive system

4.4. Vascular system 4.4.1. Main study techniques 4.4.2. Radiological semiology of the vascular system

4.5. Obstetrics and gynecology 4.5.1. Main study techniques 4.5.2. Radiological semiology

4.6. Urinary system 4.6.1. Main study techniques 4.6.2. Radiological semiology



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Theory classes will provide the basic principles of the main pathological processes in the fields of neurology, cardiology, pulmonology and urogynecology as well as their treatments, both medical and surgical. The main diagnostic imaging techniques applied to pathologies of the respiratory system, the central nervous system, the digestive system, the vascular system and the urinary system will also be developed. Classes will be held with the support of ICT.



Research and processing of information and writing of assignments. Estimated hours: 30






Theory classes E1.17, E1.18 58.5


Research and processing of information and writing of assignments

E1.17, E1.18 30

Independent work E1.17, E1.18 59.5

TOTAL HOURS 148



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ASSESSMENT



The written assignments submitted. With an overall weight of 20% towards the final grade.



Pass every unit of each section of the course, with a minimum grade of 5. Achieve an overall grade of 5 or higher for the course.

Final assessment period: from 06/01/2021 to 06/18/2021. Re-sit examination period: from 06/17/2021 to 07/02/2021. Score review process: please, check the University's Assessment Regulations. A student shall be “non-assessable” if he/she has not taken the required assessment tasks or has not completed a compulsory training activity.


LEARNING OUTCOMES

STUDENT HOURS


Written work submitted 20% E1.17, E1.18 --

TOTAL HOURS 2



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Books


NEUROLOGICAL DISORDERS

Codina Puiggrós, A. 1994 Tratado de neurología. Madrid.

Editorial Libro del Año

Pascual Gómez, J. 2008 Tratado de Neurología Clínica Ars Médica

Zarranz, J. J. 2008 Neurología Madrid

Elsevier España

Daroff, R., Jankovic, J., Mazziotta, J., Pomeroy, S.

2015 Bradley's Neurology in Clinical Practice

7th Elsevier

Rozman-Borstnar, C., Cardellach-López, F.

2016 Medicina interna 18th Barcelona Elsevier

Gorelick, P. B., Testai, F. D., Hankey, G. J., Wardlaw, J. M.

2017 Tratado de Neurología Clínica de Hankey

2nd Amolca

UROGYNECOLOGICAL DISORDERS

Salinas, J., Rapariz, M. 1997 Tratado de reeducación en urogineproctología

Madrid Salinas-Rapariz eds

Abrams, P., Cardozo, L., Khoury, S., Wein, A.

2009 Incontinence Paris Editions 21

Laycock, J., Haslam, J. 2007 Therapeutic management of incontinence and pelvic pain, pelvic organ disorders

London Springer Ed

Montoto Marques, A. 2005 Lesión medular y vejiga neurógena

Barcelona Ars Médica

Papa Petros, P. E. 2006 Suelo pélvico en la mujer. Función, disfunción y tratamiento según la teoría integral

Barcelona Mayo Eds

Moreno Sierra, J. 2007 Atlas de incontinencia urinaria y suelo pélvico

Madrid Ene Eds


Books


NEUROLOGICAL DISORDERS

Adams, R. D., Victor, M. 2011 Principios de neurología. Mexico Ed. McGraw-Hill Interamericana

HEART AND RESPIRATORY DISORDERS

Netter, F. H. 2000 Sistema Respiratorio Barcelona Masson

Gold, W., Nadel J., Nader, J. 2003 Atlas de técnicas en Neumología

Madrid Elsevier

Albert, R., Spiro, S., Jett, J. 2001 Tratado de Neumología Madrid Harcourt

Fauci, A. 2008 Harrison, Principios de Medicina Interna

Mexico Macgraw-Hill

UROGYNECOLOGICAL DISORDERS

Wise, D., Anderson, R. 2003 A headache in the pelvis: a new understanding and treatment for prostatitis and chronic pelvic pain syndromes

USA Ed National Center for Pelvic Pain Research



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COURSE SYLLABUS



WRITTEN TESTS (80%)

Theory tests:

Neurological Disorders (30%)

Heart and Respiratory Disorders (30%)

Urogynecological Disorders (20%)

Diagnostic Imaging (20 %).




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ASSIGNMENTS SUBMITTED (20 %)

UROGYNECOLOGICAL DISORDERS (50%) (Mr. Josep Pubill) Description/outline of the assignment: Students will be organized into groups of approximately 6 people and will have to read various articles related to Urogynecological Disorders, which will be distributed by the professors. Students will have to answer two questions in writing, mentioning where they have found the answer and providing the answers on the date established by the professor. Marking criteria: Each question is worth 5 points.

DIAGNOSTIC IMAGING (50%) (Mr. Richard Mast / Mr. Francesc Novell) Description/outline of the assignment: Students will be organized into groups of approximately 6 people and will have to find information on the application of the various imaging techniques in different clinical cases and prepare a presentation that will be presented to the rest of the class. Marking criteria: Three aspects will be assessed:

The PowerPoint presentation (33%)

The delivery of the presentation by the students (33%)

The content presented (34%)



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GENERAL INFORMATION

COURSE DETAILS

Course PHYSIOTHERAPY IN CLINICAL SPECIALTIES OF THE LOCOMOTOR

SYSTEM – II Code 200552 Academic year 2020-2021


Year 2 Semester 2



FACULTY DATA

Course coordinator

Professor's name Ms. NOELIA SERRANO DOMÍNGUEZ



Lecturers

Professor's name Mr. JOSÉ MIGUEL AGUILILLA



Professor's name Ms. VANESSA BAYO TALLÓN



Professor's name Ms. GEORGINA PARDINA



Professor's name Mr. VICENÇ PUNSOLA ISARD



Professor's name Mr. PEDRO RUBIO



Professor's name Mr. RICARD TUTUSAUS









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ENTRY REQUIREMENTS

There are no official prerequisites, but in order to take this course we recommend that you should have already passed the course "ASSESSMENT IN PHYSIOTHERAPY OF THE LOCOMOTOR SYSTEM" during the first semester of the second year of study.


Course content: Physiotherapy of the Locomotor System

This course aims to lay the foundations for physiotherapy treatment of the locomotor system in the extremities.

Knowledge of physiotherapy treatment of the extremities is essential within the profile of the degree and the physiotherapy profession.



Competency E1. Demonstrate knowledge of the morphology, physiology, pathology and behavior of both healthy and sick individuals in their natural and social environments.

Learning outcomes E1.21. Describe and analyze human movement. Specific objectives: E1.21.1. Relate disorders of the extremities with biomechanical normality.


Learning outcomes E3.2. Identify the physiological and structural changes that can occur as a result of physiotherapy intervention in locomotor system disorders.

Specific objectives: E3.2.1. Describe the changes caused to the tissue by different types of manual therapy in the extremities. E3.2.2. Describe the changes caused to the tissue by different types of active techniques in the extremities. E3.2.3. Describe the natural progression of the different pathologies of the extremities. E3.2.4. Describe the optimal therapeutic orientation to ensure correct tissue development in the extremities.

E3.3. Apply physiotherapy methods, procedures and interventions in the



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different clinical specialties that treat locomotor system disorders. Specific objectives: E3.3.1. Apply re-education methods to different disorders of the extremities. E3.3.2. Describe the optimum therapeutic orientation for disorders of the extremities.

E3.4. Apply specific physiotherapy intervention methods to promote healthy lifestyle habits, in relation to the locomotor system, through health education.

Specific objectives: E3.4.1. Explain the appropriate life advice for people affected by disorders of the extremities.


Learning outcomes E5.1. Resolve clinical cases that can be treated with physiotherapy, in the context of disorders of the musculoskeletal system.

Specific objectives: E5.1.1. Prepare appropriate treatments for the clinical cases presented for the disorders of the extremities.


Learning outcomes E8.3. Establish the physiotherapy diagnostic hypothesis through clinical cases with disorders of the musculoskeletal system.

Specific objectives: E8.3.1. Carry out the necessary preliminary physiotherapy diagnosis for the subsequent therapeutic approach.

Competency E9. Develop the physiotherapy intervention plan in accordance with the criteria of appropriateness, validity and effectiveness.

Learning outcomes E9.4. Define the general and specific objectives for the application of physiotherapy in disorders of the locomotor system.

Specific objectives: E9.4.1. Identify the priorities in the main locomotor system disorders of the extremities.

E9.5. Describe the circumstances that condition the action priorities in the physiotherapy of locomotor system disorders.

Specific objectives: E9.5.1. Identify the priorities to be solved in the issues affecting the locomotor system, according to:

• alterations in mobility • factors that favor the perpetuation of the disease or the

emergence of new ones • pain • degree of onset of the disorder



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E9.6. List the different types of equipment and devices to be used in the physiotherapy of locomotor system disorders.

Specific objectives: E9.6.1. Use:

• mechanotherapy • proprioceptive devices • Tissue mobilization devices

Competency E17. Participate in the development of physiotherapy care protocols based on scientific evidence, promoting professional activities that stimulate research in physiotherapy.

Learning outcomes E17.1. Describe and analyze evidence-based physiotherapy care protocols for disorders of the musculoskeletal system.

Specific objectives: E17.1.1. Research published articles and literature on physiotherapy of the extremities based on scientific evidence. E17.1.2. Analyze the different established and agreed protocols in physiotherapy of the extremities.

Competency E20. Apply quality assurance mechanisms in the practice of physiotherapy, according to recognized and validated criteria.

Learning outcomes E20.3. Describe the guidelines of good clinical practice that apply to locomotor system disorders.

Specific objectives: E20.3.1. Describe the most agreed upon algorithms in physiotherapy of the extremities. E20.3.2. Name and identify existing good clinical practice guidelines for the pathologies in question.



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Competency T2. Organize and plan.

Learning outcomes Specific objectives: T2.1. Formulate the treatment of the proposed clinical cases following logical clinical algorithms or reasoning.


Learning outcomes Specific objectives: T5.1. Propose possible solutions to the issues raised through clinical cases on real patients.



Learning outcomes This competence is considered to be developed in this course by working on "T2. Organize and plan," and "T5. Problem solving".



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CONTENTS

1. PHYSIOTHERAPY OF THE UPPER EXTREMITIES

1.1 CONTENTS OF THE THEORY CLASSES

1.1.1 THEORETICAL BASIS OF RE-EDUCATION TREATMENT FOR SHOULDER PAIN 1.1.2 THEORETICAL BASIS OF RE-EDUCATION TREATMENT FOR THE RIGID SHOULDER 1.1.3 THEORETICAL BASIS OF RE-EDUCATION TREATMENT FOR THE ELBOW 1.1.4 THEORETICAL BASES OF RE-EDUCATION TREATMENT FOR THE HAND METHODOLOGY

OF THERAPEUTIC ORGANIZATION 1.2 CONTENTS OF THE PRACTICAL CLASSES

1.2.1 PRACTICAL APPLICATION OF RE-EDUCATION TECHNIQUES FOR SHOULDER PAIN AND THE ELBOW 1.2.1.1 ARTICULAR RE-HARMONIZATION 1.2.1.2 MUSCULAR WORK 1.2.1.3 STRETCHING OF THE POSTERIOR CAPSULE

1.2.2 PRACTICAL APPLICATION OF BASIC TECHNIQUES FOR THE SEMI-RIGID SHOULDER 1.2.2.1 RE-EDUCATION FOR THE SCAPULA 1.2.2.2 TREATMENT OF MUSCULAR COMPLICATIONS 1.2.2.3 HOME TREATMENT

1.2.3 PRACTICAL APPLICATION OF RE-EDUCATION TECHNIQUES FOR THE RIGID SHOULDER 1.2.3.1 MYOFASCIAL TECHNIQUES APPLIED TO CAPSULITIS 1.2.3.2 APPLICATION OF THE PNF TECHNIQUE TO CAPSULITIS

1.2.4 MUSCULAR TREATMENT TECHNIQUES FOR LATERAL EPICONDYLITIS, MEDIAL EPICONDYLITIS AND INTRINSIC MUSCLES OF THE HAND

1.2.5 TENDON SLIDING TECHNIQUES OF FLEXORS ON THE ANTERIOR SIDE OF THE WRIST, EXTENSORS ON THE POSTERIOR SIDE OF THE WRIST AND EXTENSORS ON THE POSTERIOR SIDE OF THE FINGER

1.2.6 ELASTIFICATION TECHNIQUES OF THE ANTERIOR CAPSULE OF THE WRIST, COLLATERAL LIGAMENTS OF THE METACARPOPHALANGEAL JOINTS AND ANTERIOR LIGAMENTS OF THE PROXIMAL INTERPHALANGEAL JOINTS

1.2.7 RUD AND TMC JOINT SLIDING TECHNIQUES, RECENTRING TECHNIQUES OF THE RADIOCARPAL AND MIDCARPAL JOINTS, CORRECTION TECHNIQUES FOR COLLAPSE OF THE METACARPOPHALANGEAL AND INTERPHALANGEAL JOINTS

1.2.8 NPF TECHNIQUES ON ELBOW PIVOT JOINTS WITH DISTAL FACILITATIONS 1.2.9 ELECTROACTIVE APPLICATION TECHNIQUES

2. PHYSIOTHERAPY OF THE LOWER EXTREMITIES

2.1 THEORETICAL CONTENT 2.1.1 BASIC RULES FOR THE TREATMENT OF THE LOWER EXTREMITIES

2.1.1.1 LOCAL TREATMENT GLOBAL TREATMENT 2.1.1.2 TREATMENT: INTENSITY, DOSAGE, TIME, COMMON ERRORS, RE-

EVALUATION... 2.1.2 REVIEW OF TECHNIQUES. OBJECTIVES AND TECHNIQUE

2.1.2.1 REST VERSUS ACTIVITY. WHEN TO RECOMMEND REST AND WHEN ACTIVITY 2.1.2.2 EFFECTS 2.1.2.3 THERAPEUTIC PHYSICAL ACTIVITY WHEN AND HOW 2.1.2.4 REDUCING SENSITIVITY EFFECTS ON PAIN



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2.1.2.5 IMPROVING RELATIVE STIFFNESS IMPROVING JOINT BALANCE 2.1.2.6 IMPROVING STABILITY AND MOTOR CONTROL 2.1.2.7 VASOMOTOR EFFECTS 2.1.2.8 IMPROVING MOVEMENT PATTERNS 2.1.2.9 TECHNICAL AIDS: BANDAGES, SPLINTS, ORTHOSIS, ORTHOPEDIC DEVICES,

USE OF CRUTCHES, CANE... 2.2 PRACTICAL APPLICATIONS

2.2.1 PHYSIOTHERAPY IN HIP DISORDERS 2.2.1.1 PELVIC FRACTURES. CONSIDERATIONS AND BASIC PRINCIPLES OF TREATMENT 2.2.1.2 FEMORAL FRACTURES. CONSIDERATIONS AND BASIC PRINCIPLES OF TREATMENT 2.2.1.3 ORTHOPEDIC DISORDERS: FEMOROACETABULAR IMPINGEMENT, LABRAL

INJURIES, COXARTHROSIS AND HIP PROSTHESIS 2.2.1.4 SOFT TISSUE DISORDERS: TROCHANTERIC BURSITIS, ENTHESOPATHIES AND

PYRAMIDAL SYNDROME 2.2.2 PHYSIOTHERAPY IN KNEE DISORDERS

2.2.2.1 TIBIA FRACTURES 2.2.2.2 ANTERIOR KNEE PAIN AND PAIN PROCESSES OF THE EXTENSOR SYSTEM 2.2.2.3 MOST FREQUENT LIGAMENT INJURIES (EXTERNAL, INTERNAL, ACL) 2.2.2.4 MENISCAL PATHOLOGY 2.2.2.5 KNEE PROSTHESIS

2.2.3 PHYSIOTHERAPY IN ANKLE AND FOOT DISORDERS 2.2.3.1 DISTAL TIBIA AND FIBULA FRACTURES 2.2.3.2 SPRAINS OF THE SUBTALAR JOINT COMPLEX 2.2.3.3 PRONATED FOOT AND BASIS FOR THE UNDERSTANDING OF ANKLE / FOOT

ORTHOPEDIC DISORDERS 2.3 PRESENTATION OF PAPERS AND COMMENTARY ON CLINICAL CASES

3. MANUAL THERAPY – PROPRIOCEPTION 3.1 PROPRIOCEPTIVE RE-EDUCATION

3.1.1 CHARACTERISTICS 3.1.2 INDICATIONS 3.1.3 CONTRAINDICATIONS 3.1.4 EQUIPMENT TO BE USED

3.2 PROPRIOCEPTION IN TRAUMATIC INJURIES OF THE FOOT 3.3 PROPRIOCEPTION IN TRAUMATIC INJURIES OF THE KNEE 3.4 PROPRIOCEPTION IN TRAUMATIC INJURIES OF THE SHOULDER GIRDLE 3.5 GLOBAL MOBILIZATION OF THE SHOULDER GIRDLE 3.6 STRETCHING OF THE SHOULDER GIRDLE MUSCLES 3.7 EXAMINATION AND TREATMENT OF THE FIRST RIB 3.8 EXAMINATION AND TREATMENT OF THE SCAPULOHUMERAL JOINT 3.9 EXAMINATION AND TREATMENT OF THE STERNOCOSTOCLAVICULAR JOINT 3.10 EXAMINATION AND TREATMENT OF THE ACROMIOCLAVICULAR JOINT 3.11 MOBILIZATION OF THE STERNOCOSTAL JOINT 3.12 EXAMINATION AND TREATMENT OF THE CLAVICLE JOINT 3.13 EXAMINATION OF ELBOW MOBILITY 3.14 GLOBAL MOBILIZATION OF THE ELBOW 3.15 EXAMINATION AND TREATMENT OF THE RADIAL HEAD 3.16 MOBILIZATION OF THE CARPUS



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Theory classes with graphic and computer support in which the theoretical basis of physiotherapy of the extremities will be provided. Estimated hours: 17.5.

Practical classes with graphic and computer support in which the professor will explain, on a model, how the various techniques are performed. Estimated hours: 17.

Presentation and resolution of clinical cases. Various clinical cases will be presented from which the students will have to propose the necessary treatment and the reasoning behind the sequence and type of treatment proposed. Estimated hours: 4.





Research of the updated bibliography on the proposed topics, critical review of the methodology of the articles and preparation of a summary of content. Estimated hours: 10.

A critical evaluation of the current literature, previously selected by the students themselves, to be carried out in groups.


Independent personal study for exam preparation, organization of notes and/or materials, and free tutorials: individual or in groups.




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Theory classes E1.21, E3.2, E3.3, E3.4, E5, E8, E9.4, E9.5, E9.6, E17, E20.3

17.5 hours.

Practical classes E1.21, E3.3, E3.4, E5, E8 17


E1.21, E3.3, E3.4, E5, E8, E9.4, E9.5, E9.6, E17, T2, T5, G2

4


Practical activities E1.21, E3.3, E3.4, E5, E8 27


Research of various articles.

E1.21, E3.2, E3.3, E3.4, E5, E8, E17, E20.3

10

Written assignments E1.21, E3.2, E3.3, E3.4, E5, E8, E9.4, E9.5, E9.6, E17, E20.3, T2, T5, G2

10

Independent work E1.21, E3.2, E3.3, E3.4, E5, E8, E9.4, E9.5, E9.6, E17, E20.3

61.75

TOTAL HOURS 147.25



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ASSESSMENT



Manual skills when applying the various techniques, as well as the suitability of the chosen technique/maneuver to the situation at hand, by means of practical tests, with an overall weight of 45% towards the final grade.

Written assignments and clinical cases presented. With an overall weight of 20% towards the final grade.



Pass every unit of each section of the course, with a minimum grade of 5. Have attended 100% of the practical classes. (If there is a well-founded reason, it is permissible

to miss up to 20% of the practical classes). Achieve an overall grade of 5 or higher for the course.

Internal Practice Regulations:




LEARNING OUTCOMES

STUDENT HOURS

Written tests 35% E1.21, E3.2, E3.3, E3.4, E5, E8, E9.4, E9.5, E9.6, E17, E20.3

2

Practical tests 45% E1.21, E3.3, E3.4, E5, E8 0.75

Written assignments and clinical cases

20% E1.21, E3.2, E3.3, E3.4, E5, E8, E9.4, E9.5, E9.6, E17, E20.3, T2, T5, G2

---

TOTAL HOURS 2.75



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Books


Stanley, Barbara G.

1992 Concepts in Hand Rehabilitation

Contemporary Perspectives in Rehabilitation

Hunter Mackin Callahan

1995 Rehabilitation of the hand: Surgery and Therapy

St. Louis Mosby

Boschetnen-Morrin, J., et al.

1998 The Hand Fundamentals of Therapy

Oxford Butterworth-Heinemann

Martinez, J. L. 2006 Lesiones en el hombro y fisioterapia

Madrid Aran

Neiger, Genot et al

1988 Kinesioterapia principios

Buenos Aires

Panamericana

Nuñez Samper, M., Llanos Alcazar, L. F.

1997 Biomecánica, medicina y cirugía del pie

Barcelona Masson

Perez Sainz 2004 Fisioterapia del complejo articular del hombro

Barcelona Masson

Puigdollers, J. M. 2000 El hombro doloroso Barcelona Laboratorios Dr Andreu

Rockwood Ch 2006 Hombro Barcelona Marban

Travell, J. G, Simons, D. G.

1983 Myofascial Pain and Dysfunction. The Trigger Point Manual.

Baltimore Williams and Wilkins

Vilar, Sureda 2005 Fisioterapia del aparato locomotor

Barcelona McGraw-Hill

Voss, D. E., Ionta, M. K., Myers, B. J

1987 Facilitación Neuromuscular Propioceptiva

Argentina Editorial Médica Panamericana

Del Cura, J. L., Pedraza, S., Gayete, A.

2010 Radiología Esencial (2 tomos)


Fernández, C., Cleland, J., Huijbregts, P.

2013 Síndromes dolorosos en el cuello y el miembro superior: Detección, diagnóstico y tratamiento informados por la evidencia

Barcelona Elsevier

Articles

Author Title Publication Volume Year Pages Description/ Comment

American Journal of Hand Therapy

The British



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Journal of Hand

Therapy

Sirvent, E., Huguet, J.

Resultados y principios de reeducación en la ruptura del manguito de rotadores no quirúrgico

Fisioterapia Vol. 17 1995 81–89

COURSE SYLLABUS




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WRITTEN TESTS (35%)

Theory tests:

Upper extremities (50 %)

Lower extremities (50 %)



PHYSIOTHERAPY OF THE UPPER EXTREMITIES – SHOULDER/ELBOW (20%) (Ms. Vanessa Bayo/Ms. Noelia Serrano)

Description/outline of the test: The test is based on a practical assessment in which the student must perform five manual therapy techniques in relation to the shoulder and elbow.

The test will be held at the end of the semester.

Marking criteria: See Appendix II

PHYSIOTHERAPY OF THE UPPER EXTREMITIES – WRIST/HAND (20%) (Mr. Vicenç Punsola / Ms. Noelia Serrano)

Description/outline of the test: The test is based on a practical assessment in which the student must perform five manual therapy techniques in relation to the wrist and hand. The test will be held at the end of the semester.




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PHYSIOTHERAPY OF THE LOWER EXTREMITIES (30%) (Mr. Pedro Rubio / Mr. José Miguel Aguililla)

Description/outline of the test: The test is based on a practical assessment in which the student must answer 2 questions on manual therapy techniques and 1 theory-based question regarding the lower extremities. The test will be held at the end of the semester.


MANUAL THERAPY – PROPIOCEPTION (30%) (Mr. Ricard Tutusaus / Ms. Georgina Pardina)

Description/outline of the test: The test is based on a practical assessment in which the student must perform three manual therapy and propioreception techniques. The test will be held at the end of the semester.


WRITTEN ASSIGNMENT AND CLINICAL CASES (20%)

Description/outline of the assignment: 1. The assignment must be uploaded in "Word" format. 2. In general, the assignment should first consist of a short diagnostic summary of the case (the same as the VFAL course) and the most significant variables of the examination - this should take up a maximum of one page - and, more extensively (in detail), the treatment to be applied in each case. Remember that the treatment forms part of the theoretical and practical knowledge acquired in the different specialities of the FECLAL-II course (approximately 2-3 pages), that is to say: the treatment proposed must be based on the treatments that have been covered by the course professors. You can also extend this with treatments proposed by different authors (of course, always citing the bibliographic reference). 3. The assignment must be uploaded to the Moodle platform ("tasks") on the day indicated with a specific code: the uploaded file name must indicate the group (A1/B2/A4 etc.) and the subject of the report (shoulder/hand/LE). For example, if group A2 has focused their assignment on the hand, the file should be titled: A2-HAND or if B4 has done an assignment on the Lower Extremities: B4-LE or if it is an assignment on the shoulder: B4-SHOULDERS. At this point it should be noted that assignments that do not follow this "file name" guideline will not be accepted. The assignment must be submitted by one of the group members on behalf of the others. 4. Next to the title of the paper, the name of each of the authors must be made clear.



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5. There is a different space for each assignment, so that the ones on the shoulder should be placed under "shoulder", hand under "hand", and Lower Extremities under "LE". 6. Each member of the group will evaluate the rest of the group. This evaluation will be given, in paper format and on the dates indicated, to the second course coordinator in a closed envelope (one envelope per group). Inside the envelope there should be one sheet (per student) of the form: VFAL GROUP SELF-ASSESSMENT. This assessment is personal to each member of the group and evaluates the participation of each one of their peers under the following parameters: name of the person assessing, name of the other members of the group. Next to the name of each member of the group there must be an individual mark regarding the participation that that member is considered to have had. This individual mark will not be numerical. There will only be 4 options: Has participated like the rest / Has participated less than the rest / Has participated much less than the rest / Has not participated (it is worth printing and using the above-mentioned form and handing it in within the foreseen period). In the event that a student is considered by a majority of the group members to have failed, he/she should have a meeting with the course coordinator before the written exam. A meeting in which each of the assessors will explain the reason for the negative mark. The internal assessments of each group do not imply an increase or decrease of the grade of the assignment, except for any "fails" mentioned that are justified (by the group). 7. There will be only one tutorial with the corresponding teacher, the attendance of which is compulsory. The objective of this tutorial is to consult any specific final doubts about the assignment. Failure to attend the tutorial will result in a penalty in the final grade of the assignment. The deadline for submissions and timetable for tutorials will be set at the beginning of the semester.

Marking criteria: See Appendix – III

APPENDIX II – PRACTICAL TEST MARKING CRITERIA

The 5 items to be assessed in relation to the execution of the techniques are the following:

- Position of the physiotherapist (with a value of 0 to 2 points) - Execution of the technique (with a value of 0 to 2 points) - Safety of the technique (with a value of 0 to 2 points) - Degree of physiotherapist – patient communication (with a value of 0 to 2 points) - Application of knowledge (with a value of 0 to 2 points)



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APPENDIX III – WRITEN ASSIGNMENT MARKING CRITERIA

CRITERIA FOR THE ASSESSMENT OF THE FECLAL-II ASSIGNMENT


Good Average Poor

Presentation of the assignment

Well organized and clearly worded in the various chapters (3 points)

Report presented with relative clarity, but with little fluency or organization of information (Subtract 1 point)

Report presented in a disorderly and unclear manner (Subtract 2.5 to 3 points)

Use of bibliographical references and clinical reasoning for the justification of the type of therapy proposed for the case in question.

Correct use of clinical reasoning and bibliographical references regarding treatments that go beyond those used in the theory classes. (3 points)

Correct use of clinical reasoning and bibliographical references regarding the treatments described in the theory classes, but without additional references. (Subtract 1 to 1.5 points)

Incorrect use of clinical reasoning and bibliographical references regarding the treatments described in the theory classes and without additional references. (Subtract 2 to 3 points)

Development of a treatment for the clinical case in question.

Written description of treatment for the clinical case in question with examinations carried out and the use of bibliographical references that go beyond those used in the theory classes (3 points).

Written description of treatment for the clinical case in question but not based on bibliographical references with respect to the treatments covered in the theory classes and without additional references. (Subtract 1 to 1.5 points)

Written description of treatment for the clinical case in question that is inconsistent with the examinations carried out in the diagnostic hypothesis and that has been completed without bibliographical references. (Subtract 2 to 3 points)

Use of appropriate imaging for the treatment of the clinical case in question.

Imaging examples in the appendix of the document, where all the therapeutic techniques can be seen from a therapeutic perspective, including both local and general aspects. (1 point)

Imaging examples in the appendix of the document, where all the therapeutic techniques can be seen, but lacking a therapeutic perspective that includes local and general aspects. (Subtract 0,5 points)

Poor use of imaging in all therapeutic techniques or use of incorrect techniques. (Subtract 0.5 to 1 points)



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GENERAL INFORMATION

COURSE DETAILS

Course PHYSIOTHERAPY IN NEUROLOGY - I Code 200553 Academic year 2020-2021


Year 2 Semester 2



FACULTY DATA

Course coordinator Professor's name Ms. MARTA FERNÁNDEZ LOBERA



Lecturers

Professor's name Mr. VANESSA BAYO



Professor's name Ms. ELIA GONZÁLEZ



Professor's name Ms. MARTA MONTANÉ BLANCHART



Professor's name Ms. LLUÏSA PORTE CARRERA



Professor's name Ms. MARIONA VIÑAS



ENTRY REQUIREMENTS

There are no official prerequisites, but in order to take this course we recommend that you should have already passed the course "PHYSIOLOGY III" during the first semester of the second year of study.








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• Course content: Physiotherapy in Neurology • This course aims to transmit to the student the theoretical knowledge and practical skills

necessary to carry out assessments and treatments based on scientific evidence and good clinical practice, in the field of neurological physiotherapy.

• Knowledge of this area of physiotherapy is essential within the profile of the degree and

the profession, since the increase in the incidence of vascular and neurodegenerative disorders makes this specialty increasingly important.




Learning outcomes E3.6. Identify the physiological and structural changes that can occur as a result of physiotherapy intervention in neurological disorders.

Specific objectives: E3.6.1. Relate the different procedures in neurological physiotherapy to the neurophysiological mechanism involved. E3.6.2. Differentiate hypertonia from protective hypertonia and muscle shortening. Identify the changes brought about by the application of adequate physiotherapy procedures in these disorders.

E3.7. Apply physiotherapy methods, procedures, and interventions in the treatment of neurological disorders.

Specific objectives: E3.7.1. Apply physiotherapy procedures to increase muscle tone. E3.7.2. Apply physiotherapy procedures to reduce muscle tone. E3.7.3. Apply physiotherapy techniques and procedures to improve secondary adaptations to immobility. E3.7.4 Apply physiotherapy techniques to improve pathoneurodynamic, sensitivity, and autonomic nervous system disorders. E.3.7.5 Apply physiotherapy techniques to improve motor control through perceptive processes. E.3.7.6 Apply techniques in order to regain the functions of the lower extremities, upper extremities, and torso. E.3.7.7 Apply the basic patterns of Kabat’s PNF (proprioceptive neuromuscular facilitation) method for upper and lower extremities. E.3.7.8. Describe the particular characteristics of patients with pusher syndrome.



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E.3.7.9. Identify the causes of the onset of shoulder pain in hemiplegic patients.


Learning outcomes E7.5. Describe the basic principles behind the assessment of nervous system disorders.

Specific objectives: E7.5.1 Develop specific skills to carry out the assessment of alterations in muscle tone, sensitivity, balance and gait of patients with neurological disorders.

E7.6. Describe and apply physiotherapy assessment procedures, with the aim of determining the degree of impact on the nervous system and its possible functional repercussions.

E7.6.1. Detect alterations in structure and function, limitations in activity and restrictions in participation of those suffering from neurological disorders. E7.6.2. Objectively measure the results derived from the application of different procedures in neurological physiotherapy. E7.6.3. List the most common techniques used in neuroscience research.


Learning outcomes E8.5. Design a physiotherapy diagnostic hypothesis from clinical cases related to neurological disorders.

E8.5.1. Use different standardized assessment scales in neurological physiotherapy correctly.


Learning outcomes E9.9. Describe the circumstances that condition the action priorities in the physiotherapy of neurological disorders.

Specific objectives: E9.9.1. Plan the short-term and long-term treatment goals according to the patient’s personal and family situation and his/her current and future environment. E9.9.2 Identify the priorities that need to be resolved in order to achieve functional independence based on regaining movement quality.

E9.10. List the different types of equipment and devices to be used in the physiotherapy of neurological disorders.

Specific objectives: E9.10.1. Choose the most appropriate devices for the rehabilitation of different neurological disorders. E9.10.2. Propose the individualized cognitive tools for each patient based on the identification of the problem, elaboration of a hypothesis, and its subsequent verification. E.9.10.3. Describe the various technical aids for the re-education of walking in hemiplegic patients.



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Competency T6. Make the most appropriate decisions in a given situation.

Learning outcomes Specific objectives: T6.1. Justify the decisions taken in view of the patient's condition.

Competency T7. Teamwork.

Learning outcomes Specific objectives: T7.1. Develop the appropriate conditions to work as a team when defending a clinical case. T7.2. Take account of other people’s point of view when discussing a video about neurorehabilitation.


Competency G1. Develop critical thinking and reasoning skills and be able to communicate effectively, both in one's own languages as well as in a third language.

Learning outcomes Specific objectives: G1.1. Use the basic terminology and grammatical structures in medical English when presenting Journal Club articles. G1.2. Practice active reading strategies in English when reading articles and reference works in the field of neurological physiotherapy. G1.3. Begin to apply active listening strategies in English by viewing audio-visual material in this language.


Learning outcomes This competency is considered to be developed in this course by working on “T7. Teamwork.”

CONTENTS

1. PHYSIOTHERAPY OF THE CENTRAL NERVOUS SYSTEM – I

1.1. Applied neurophysiology and neuroanatomy 1.1.1. Control mechanisms of muscle tone 1.1.2. Control mechanisms of muscle tone 1.1.3. Control mechanisms of posture



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1.1.4. Mechanisms of motor learning and neuroplasticity 1.2. Alterations secondary to CNS injury

1.2.1. Alterations in muscle tone 1.2.2. Alterations in balance 1.2.3. Alterations in coordination 1.2.4. Alterations in sensitivity 1.2.5. Cognitive alterations 1.2.6. Pathoneurodynamic alterations 1.2.7. Secondary adaptations to mobility

1.3. Physiotherapy assessment in neurology. Standardized assessment scales 1.3.1. Assessment criteria in neurological physiotherapy 1.3.2. Assessment of structure and function 1.3.3. Assessment of activity limitations 1.3.4. Assessment of participation restrictions

1.4. Procedures and actions in neurological physiotherapy 1.4.1. Muscle tone inhibition techniques 1.4.2. Muscle tone facilitation techniques 1.4.3. Techniques for the treatment of alterations in sensitivity: hypesthesia, hypersensitivity

and allodynia 1.4.4. Techniques for the treatment of secondary adaptations 1.4.5. Techniques for treatment of coordination, balance and gait disorders

1.5. Research techniques in neuroscience 1.6. Hemiplegic patients: special considerations

1.6.1. Painful shoulder syndrome 1.6.2. Techniques to improve voluntary movement 1.6.3. Pusher syndrome: Characteristics and treatment 1.6.4. Technical aids to improve function: lower extremity splinting

2. PERIPHERAL NERVOUS SYSTEM (Neurological Physiotherapy I) 2.1. General concepts

2.1.1. Structure of the peripheral NS 2.1.2. Spinal nerve 2.1.3. Functional unit: the neuron 2.1.4. Constitution of the peripheral nerve 2.1.5. Vascularization of the peripheral NS 2.1.6. Innervation of connective tissue 2.1.7. Axoplasmic transport 2.1.8. Wallerian Degeneration 2.1.9. Axonal regeneration

2.2. Types of nerve damage 2.2.1. Grade I / Neuropraxia 2.2.2. Grade II- II - IV / Axonotmesis

2.2.2.1. Compression injury 2.2.2.2. Stretch injury

2.2.3. Grade V / Neurotmesis 2.3. Causes of peripheral NS injury

2.3.1. Trauma injury 2.3.2. Compression injury / Nerve compression syndrome 2.3.3. Multifocal neuropathy 2.3.4. Stretch injury 2.3.5. Sectional Injury

2.4. Peripheral nerve exploration 2.4.1. Anamnesis 2.4.2. Exploration of conduction



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2.4.3. Additional tests 2.4.4. Examination of the mechanical properties of the nerve 2.4.5. Examination of the general condition 2.4.6. Conclusions of the exploration

2.5. Treatment planning 2.5.1. Conservative treatment – Grade I injury 2.5.2. Conservative treatment – Grade II – III injury 2.5.3. Conservative treatment – Grade IV injury 2.5.4. Surgical treatment - Grade V injury 2.5.5. Post-surgical treatment in physiotherapy

2.6. Cervical radiculopathy 2.7. Brachial plexus nerve injury 2.8. Carpal Tunnel Syndrome 2.9. Neuropathies at the elbow 2.10. Cubital Tunnel Syndrome 2.11. Radial Tunnel Syndrome 2.12. Lumbosacral radiculopathy 2.13. Deep Gluteal Syndrome 2.14. Peroneal neuropathy 2.15. Posterior Tarsal Tunnel Syndrome 2.16. Sural nerve entrapment 2.17. Diabetic Neuropathy 2.18. Guillain-Barré Syndrome 2.19. Radiation neuropathy 2.20. Facial nerve palsy

3. OVERVIEW IN THE APPROACH TO PATIENTS WITH NEUROLOGICAL DISORDERS 3.1. How functional movement is organized. 3.2. Movement disorders in neurological patients 3.3. Patients with neurological conditions: motor deficits

3.3.1. Exaggerated Stretch Reflex 3.3.2. Abnormal irradiation 3.3.3. Basic frameworks 3.3.4. Motor unit recruitment deficiency

3.4. Patients with neurological conditions: sensory deficits 3.4.1. Touch sensitivity 3.4.2. Proprioceptive sensitivity (kinesthesia and space) 3.4.3. Pressure sensitivity 3.4.4. Weight sensitivity 3.4.5. Sensitivity scales in patients with neurological conditions

3.5. Patients with neurological conditions: cognitive deficits 3.5.1. Hemispatial neglect patients 3.5.2. Cognitive assessment scales

3.6. Positioning of patients with neurological conditions 3.6.1. General considerations 3.6.2. Supine position and adjustments 3.6.3. Seated position and adjustments

4. THE KABAT METHOD

4.1. Introduction to Proprioceptive Neuromuscular Facilitation 4.2. Kabat diagonals in the upper and lower extremities



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Lectures with ICT support will provide the theoretical basis for assessment methods and basic treatment techniques in neurological physiotherapy. Estimated hours: 32.5.

Practical classes in which the professor will explain, on a model, how the different techniques are performed and relate them to clinical cases. Graphic and computer support will be used. Estimated hours: 9.5.

Presentation and resolution of clinical cases. Different clinical cases will be presented from which the students will have to apply their theoretical knowledge to the practice of rehabilitation. Estimated hours: 1.5


Practical activity among students, under the supervision of the teacher, in order to apply the different techniques presented. Estimated hours: 21

Group work – Journal Club: Analysis and critique of a current physiotherapy article, to be carried out in class, in groups, following the criteria set by the professor of the course. Estimated hours: 9


Prepare a presentation of a scientific article, based on its analysis and critique, that will then be presented at the Journal Club. Estimated hours: 15.

Complete a questionnaire provided by the professor based on a reading from the bibliography on neuroscience. Estimated hours: 5.

Independent personal study for exam preparation, organization of notes and/or materials, and free tutorials: individual or in groups. Estimated hours: 54.



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Lectures E3.6, E3.7, E7.5, E8.5, E9.9, E9.10

32.5

Practical classes E3.7, E7.5, E7.6, E8.5 9.5


E3.7, E7.5, E7.6, E8.5, E9.9, E9.10, T6, G1, G2

1.5



E3.7, E7.5, E7.6, E8.5 21

Group work – Journal Club

E3.6, E3.7, E7.5, E7.6, E8.5, E9.9, E9.10, T7, G1, G2

9


Presentation of a scientific article

E3.6, E3.7, E7.5, E7.6, E8.5

15

Questionnaire based on the reading from the course bibliography

E3.6, E3.7, E7.5, E7.6, E8.5, E9.9, E9.10, G1

5

Independent work E3.6, E3.7, E7.5, E7.6, E8.5, E9.9, E9.10, G1

54

TOTAL HOURS 147.5



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ASSESSMENT



Manual skills in the application of the different techniques, as well as the suitability of the chosen technique/maneuver to the proposed situation, by means of practical tests, with an overall weight of 40%.

Group work (Journal Club) with an overall weight of 10%.

Assignment based on the reading from the bibliography, with an overall weight of 10%. See Appendix I for further details of the assessment activities.



Present and approve all work respecting the criteria set by the professor.


Achieve an overall grade of 5 or higher for the course. Internal Practice Regulations:




LEARNING OUTCOMES

STUDENT HOURS

Written tests 40% E3.6, E3.7, E7.5, E8.5, E9.9, E9.10 2

Practical tests 40% E3.7, E7.5, E7.6, E8.5, T6

0.25

Group work (Journal Club) 10% E3.6, E3.7, E7.5, E7.6, E8.5, E9.9, E9.10, T7, G1, G2

0,25

Assignment on a reading from the course bibliography

10% E3.6, E3.7, E7.5, E7.6, E8.5, E9.9, E9.10, G1

---

TOTAL HOURS 2.5



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Books


NEUROLOGICAL PHYSIOTHERAPY Stokes, M. 2013 Fisioterapia en la

rehabilitación neurológica

3rd Madrid Elsevier

Umphered, D. 2007 Neurological Rehabilitation

5th St. Louis, Missouri

Elsevier

Shumway-Cook, A. 2012 Motor Control 4th Philadelphia Lippincott Williams & Wilkins 2012

Kandel, E. R. 2013 Principles of neural science

5th New York McGraw-Hill

Cano de la Cuerda 2012 Neurorehabilitación 1st Madrid Panamericana

NEUROLOGICAL PHYSIOTHERAPY – PNS PHYSIOTHERAPY Shacklock, M. 2007 Neurodinámica clínica Madrid Elsevier

OVERVIEW OF THE APPROACH TO PATIENTS WITH NEUROLOGICAL DISORDERS Rizzolatti, G., Sinigaglia, C.

2006 Las neuronas espejo, los mecanismos de la empatía emocional

Barcelona Paidós

Kandel, E. R 2013 Principios de neurociencia

5th New York McGraw-Hill

Cano de la Cuerda 2012 Neurorehabilitación 1st Madrid Panamericana

PNS PHYSIOTHERAPY Dike, E. 1981 Thérapie Manuelle des

zones rèflexes du tissu conjunctif

France Librarie Maloine S.A.

Netter, F. The Ciba Collection of medical illustrations

USA CIBA

Sinmonet, J. Encyclopèdie Médico-Chirurgicales

Madrid Praxis Medica

THE KABAT METHOD Voss, D. E. 1987 Facilitación

Neuromuscular Propioceptiva

Buenos Aires Panamericana


Books


NEUROLOGICAL PHYSIOTHERAPY Butler, D. 2002 Movilización del sistema

nervioso Barcelona Paidotribo

Carr J., Shepperd, R. 2004 Rehabilitación de pacientes en el ictus

Madrid Elsevier

Purves, D. 2016 Neurociencia 5th Madrid Panamericana

NEUROLOGICAL PHYSIOTHERAPY (PERFETTI METHOD Kandel, E., Schuwartz, J., Jessell, T.

2001 Principios de neurociencia

Madrid McGraw-Hill Interamericana

OVERVIEW OF THE APPROACH TO PATIENTS WITH NEUROLOGICAL DISORDERS Ramachandram, V. 1999 Fantasmas en el cerebro Madrid Debate pensamiento

Luria, A. 2010 Mundo perdido y recuperado

Oviedo KRK

Sacks, O. 2009 El hombre que confundió a su mujer con un sombrero

Barcelona Anagrama

PNS PHYSIOTHERAPY Laso, F. 1990 Directrices para el

diagnóstico diferencia Madrid Ediciones Doyma



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Articles

Author Title Publication Volume Year Pages Description/ Comment

Kantak SS Rewiring the brain: potential role of the premotor cortex in motor control, learning, and recovery of function following brain injury

Neurorehabil Neural Repair

26(3) 2012 282–292

Wieloch, T. Mechanisms of neural plasticity following brain injury

Curr. Opin. Neurobiol. 16(3) 2006 258–64.

Bradnam Ipsilateral motor pathways after stroke: implications for non-invasive brain stimulation

Front. Hum. Neurosci. 8 2013 184

Patrick, E. The Tardieu Scale differentiates contracture from spasticity whereas the Ashworth Scale is confounded by it

Clinical Rehabilitation 20 2006 173–82.

Whitall Bilateral and unilateral arm training improve motor function through differing neuroplastic mechanisms: a single-blinded randomized controlled trial

Neurorehabil. Neural Repair

25 2011 118–29

Hovington, C. L. Guided motor imagery in healthy adults and stroke: does strategy matter?

Neurorehabil. Neural Repair

24(9) 2010 851–7

COURSE SYLLABUS




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THEORY TESTS (40 %)

Theory tests:

Peripheral nervous system (35 %)

Central Nervous System and Overview of the approach to patients with neurological disorders (65%)



CENTRAL NERVOUS SYSTEM (60%)

Oral tests:

3 tests (2 points each)

The student must perform two practical maneuvers assigned by the professor. Each maneuver is worth 2 points according to the following criteria:

0 – incorrect 1 – partially correct 1.5 – correct, but with little technical skill 2 – totally correct. The student demonstrates high technical skill.

Written tests:

1 short question (1 point) The question will consist of describing theoretical aspects related to practical activities such as the goals of the treatment activities, justification of the treatment activities, description of the neurophysiological or biomechanical mechanisms of the treatment activities.

1 long question (3 points) The question will be to explain the treatment activities that can be performed in a particular clinical case. Students will have to justify their answer, as the justification behind the choice of these activities is an important factor in the assessment. The grade will be assigned by assessing whether the activities chosen by the student are relevant and whether their choice is correctly argued and justified, with particular emphasis on the student's clinical reasoning. Inappropriate choices that are not relevant or cannot be made in the clinical case presented will be scored down.



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OVERVIEW IN THE APPROACH TO PATIENTS WITH NEUROLOGICAL DISORDERS (20%)

Practical/Oral tests

2 oral tests: - The first test is worth 2.5 points. The student will have to produce motor and sensory

assessment tests. 2.5 points if the test is done correctly 1 point if done correctly but with little functional skill 0 points if incorrect

- The second test is worth 2.5 points. The student will have to carry out the necessary maneuvers according to the questions asked by the professor. 2.5 points if the test is done correctly 1 point if done correctly but with little functional skill 0 points if incorrect

Written tests

1 written test: The student will have to answer a question asked by the professor.

THE KABAT METHOD (20%)

Oral test:

Assessment of 5 parameters related to the application and execution of the Proprioceptive Neuromuscular Facilitation Method (2 points per parameter)



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ASSIGNMENTS (20 %)

GROUP WORK – Journal Club (50%) (Ms. Marta Fernández / Ms. Lluïsa Porte)

A group oral presentation on the critical analysis of a scientific article (Journal Club) See Appendix II

ASSIGNMENT ON A READING FROM THE COURSE BIBLIOGRAPHY (50%) (Ms. Èlia González)

The student must read an article provided by the professor one month before the test. In order to pass, it is necessary to answer 50% of the questions correctly. This assessment will be made on the same day as the theory tests.

APPENDIX II – CRITICAL ANALYSIS OF A SCIENTIFIC ARTICLE (JOURNAL CLUB)

OBJECTIVES:

To become familiar with research in physiotherapy, while deepening the knowledge acquired in class. To develop critical thinking.

METHODOLOGY:

The course professors will assign a scientific article to each group. The assignment will be presented orally, with the support of a PowerPoint presentation. The duration of the presentation will be 20 minutes. The following 10 minutes will be used to answer questions and receive input from the audience. The assignment must contain the following points:

1. INTRODUCTION: Main hypothesis / assignment aims

2. METHODOLOGY: Presentation of article and research methodology

3. RESULTS

4. PERSONAL CONCLUSIONS, CRITICAL COMMENTARY OF THE ARTICLE

ASSESSMENT:

The grade will be given according to the rubric in Appendix III. If a minimum grade (5) is not achieved, the course professors will assign another article which will have to be analyzed and assessed in the same way.



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APPENDIX III – CRITERIA FOR ASSESSING THE JOURNAL PRESENTATION

CRITERIA FOR ASSESSING THE JOURNAL PRESENTATION


Good Average Poor

Content

All parts of the article are explained clearly. (3 points)

All parts of the article are explained, but there are parts that have not been understood. (2 points)

All parts of the article are not explained. The article has not been understood (0.5 points)

Teaching quality (individual assessment of each group member)

They express themselves naturally and clearly with notable proficiency. (2 points)

They express themselves with relative ease and some clarity, but with limited fluency or organization (1 point)

They express themselves poorly or in a confused manner. They need to read from a document. (0.5 points)

The presentation Helps to understand the article. (1 point)

There are slides with too much text (0.5 points)

Slides are missing that would help understand the article (0.25 points)

Personal conclusions They make several interesting personal conclusions related to the article. (3 points)

They make personal conclusions, but they are not related to the article. (2 points)

They do not make any personal conclusion. (0 points)

Group dynamic Good interaction between group members. Group members support each other in answering questions. (1 point)

There is no good coordination between group members. There are some group members who do not support each other in answering the questions. (0.5 points)

Poor coordination between group members, which affects the quality of the final presentation. (0 points)



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GENERAL INFORMATION

COURSE DETAILS

Course LEGISLATION, PUBLIC HEALTH, HEALTH ADMINISTRATION

AND ETHICS Code 200554 Academic year 2020-2021


Year 2 Semester 2



FACULTY DATA

Course coordinator Professor's name Dr. JORDI ESQUIROL CAUSSA



Lecturers

Professor's name Mr. JAUME PUJADAS ROSICH



Professor's name Ms. MARIONA VIÑAS



ENTRY REQUIREMENTS







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Course content: Legislation, Public health, and Health administration

A health professional is a person who is committed to society and whose task goes beyond the benefit of a particular individual; this includes the repercussions of any health action and which affect society as a whole. An important part of the knowledge of a health professional involves the knowledge of what surrounds him/her and the knowledge of how that society is organized.

Knowledge of the history, legal framework and organization of the health system in the geographical area in which the health professional is to work is essential to carry out their professional role successfully and in line with the expectations that society has placed on health professionals. In the same way, consideration of the equal dignity of all human beings and the concepts of human dignity, respect for the individual's independence, justice, charity and non-maleficence must be rooted in all health professionals.

Students will be introduced to the legislative, ethical and organizational aspects of past and present health care systems. Through this course, students will assume the knowledge that will allow them to understand the environment in which the health professional must move, both in terms of the philosophical aspects as well as the current historical, legal and organizational aspects.

During this course, the student will learn: o The history of health professions and their evolution up to the present day. o The concepts of person, human dignity, and the main concepts of current principilist

bioethics, as well as codes of practice and the need for their existence and application.

o The general concepts of ethics and legislation, reflecting on the principles and values underlying human behavior and professional practice.

o The rights of individuals from an ethical and legal perspective o Concepts of professional ethics and codes of practice in the current legislative

framework. o Bioethics: its principles and methodologies. Certain ethical dilemmas occurring in

everyday practice will be analyzed. o The legislative environment of the country and the legal aspects of our profession, by

means of the rules that govern health professions. o The organization of health institutions and the public health administrations in Spain,

as well as a comparison with those of neighboring countries. o The social functions and organization of Public Health in Spain, as well as its working

methods and systems.



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Competency E14. Take part in the areas of health promotion, prevention, protection and recovery.

Learning outcomes E14.3. Describe the basic concepts of epidemiology. Learning objectives: E14.3.1. Define the concept of health promotion. E14.3.2. Define the concept of health protection. E14.3.3. Define the concept of disease prevention. E14.3.4. Define the concept of health recovery and social reintegration.

E14.4. Explain the principles governing health education.

Learning objectives: E14.4.1. Formulate the methodology to be followed in the design of health education actions.

E14.5. Explain the factors related to health and the challenges related to physiotherapy in the fields of Primary and Specialized Care and Occupational Health.

Learning objectives: E14.5.1. Explain the determinants of health and their influence on people's health. E14.5.2. Interpret the concept of DALYs and their importance in calculating the burden of illness.

E14.6. Define the fundamental concepts of health.

Learning objectives: E14.6.1. Define the concepts of health and illness. E14.6.2. Define the concept of quality of life related to health. E14.6.3. Recognize the stages of the natural history of disease.

E14.7. Describe the role of the physiotherapist in the health system.

Learning objectives: E14.7.1. Explain the role of the physiotherapist in primary care. E14.7.2. Explain the role of the physiotherapist in specialized care.

E14.8. Promote healthy lifestyle habits through health education.

Learning objectives: E14.8.1. Describe the usefulness of health education actions. E14.8.2. Design health education campaigns aimed at specific groups of people.

Competency E16. Incorporate the ethical and legal principles of the profession into professional culture.

Learning outcomes E16.2. Interpret and describe the ethical, legal and professional conditions that shape the practice of physiotherapy.

Learning objectives: E16.2.1. Define and apply health legislation in the field of



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physiotherapy. E16.2.2. Evaluate civil and criminal responsibilities in the practice of the profession. E16.2.3. Explain what the basic regulations are at present in the prevention of environmental and occupational risks (safety in the workplace).

E16.3. Explain the Code of Ethics of the profession.

Learning objectives: E16.3.1. Interpret the importance of the Code of Ethics and the obligation to comply with it.

E16.4. Describe the legal rules of the professional field in a changing social context.

Learning objectives: E16.4.1. Describe and distinguish the basic concepts of law. E16.4.2. Apply the specific regulations for the promotion of personal autonomy. E16.4.3. Use the rules in force for the care of dependent persons. E16.4.3. Describe the specific tax regimes for physiotherapy professionals.

Competency E19. Develop planning, management and control activities in the care units where physiotherapy is provided and their relationship with other health services.

Learning outcomes E19.1. Analyze the Spanish public health systems and aspects related to the management of healthcare services, in particular those in which physiotherapy is involved.

Learning objectives: E19.1.1. Recognize the fundamental classification of public health systems in Western countries. E19.1.2. Describe the running of the Spanish public healthcare system. E19.1.3. Recognize the characteristics of the Catalan healthcare system.

E19.2. Explain aspects related to the management of healthcare services.

Learning objectives: E19.2.1. Calculate the disease burden of different populations. E19.2.2. Calculate disability adjusted life years for a specific health condition.

E19.3. Explain the management processes of a physiotherapy service or unit.

Learning objectives: E19.3.1. Describe the internal organization of a physiotherapy center, differentiating between healthcare personnel, administrative personnel and support personnel. E19.3.2. Explain the tax obligations of the staff in a physiotherapy center. E19.3.3. Analyze the application of regulations on tax obligations of physiotherapy centers.



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Competency E20. Apply quality assurance mechanisms in the practice of physiotherapy, according to recognized and validated criteria.

Learning outcomes E20.1. Describe the management processes and explain the mechanisms of quality assurance in the practice of physiotherapy, in accordance with the criteria, indicators and standards of quality recognized and validated by the appropriate professional practice.

Learning objectives: E20.1.1. Interpret the basic regulations on quality management and the prevention of occupational and environmental risks.


Competency T7. Teamwork

Learning outcomes Learning objectives: T7.1. Accept and comply with group rules, collaborate in the definition, organization, and distribution of group work.


Learning outcomes Learning objectives: T9.1. Analyze the different legal consequences derived from professional behavior in the field of criminal and civil liability.

Competency T10. Identify, analyze, and solve ethical problems in complex situations.

Learning outcomes Learning objectives: T10.1. Identify, analyze, and propose solutions to ethical problems raised in class.

Competency T14. Demonstrate sensitivity to environmental issues.

Learning outcomes Learning objectives: T14.1. Propose improvements in aspects that have an impact on the environment in physiotherapy centers.


Competency G3. Respect the diversity and plurality of ideas, people, and situations.

Learning outcomes Learning objectives: G3.1. Participate in bioethical debate sessions, respecting the participants' turns to speak, diversity of ideas and beliefs.



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CONTENTS

Module I: Health administrations

1. 1.1. History of the healthcare professions 1.1. Professional practice in history

1.1.1. Mesopotamia and Egypt 1.1.2. Greece and Rome 1.1.3. Medieval and Renaissance period 1.1.4. Enlightenment and Modern Era

1.2. History of physiotherapy 1.2.1. Physiotherapy in history 1.2.2. The practice of physiotherapy today

2. Medicine and healthcare 2.1. The welfare state 2.2. Healthcare systems 2.3. Comparison between different Western healthcare systems 2.4. The Spanish healthcare system 2.5. The Catalan healthcare model

2.5.1. CatSalut 2.5.2. The healthcare, social and public health map 2.5.3. The health plan

3. Primary healthcare 3.1. Concept of primary healthcare 3.2. Primary healthcare in Catalonia

3.2.1. Primary healthcare teams 3.3. Levels of care: specialized healthcare and complementary benefits in Catalonia

3.3.1. Physiotherapy services: quality management and assurance processes 3.4. Primary healthcare medical history 3.5. The Data Protection Act

3.5.1. Custody of healthcare data 3.5.2. Transmission of health information

4. Physiotherapists and teamwork 4.1. Regulations for introducing a physiotherapist into a primary healthcare team 4.2. Teamwork 4.3. Type of teams

Module II: legislation

1. Basic legal concepts 1.1. Rights. Justice. Law. Jurisprudence. 1.2. Positive law. Classification 1.3. Catalan civil law 1.4. Human Rights. International courts 1.5. The European Union. Institutions

2. Development of the right to health protection 2.1. The state-wide General Health Act 2.2. The Healthcare Regulation Act of Catalonia

3. The Dependency Act 3.1. Promotion of personal autonomy 3.2. Healthcare for dependent persons

4. Occupational health and the environment in healthcare centers 4.1. Basic regulations for the prevention of environmental risks 4.2. Basic regulations for the prevention of occupational risks

5. The right and practice of physiotherapy 5.1. College of physiotherapists 5.2. Ethical standards 5.3. Tax systems – Simplified direct assessment 5.4. Civil and criminal liabilities 5.5. Information on personal income tax



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Module III: public health 1. Demography and population structure

1.1. Definition and scope of demography 1.2. Concepts of static and dynamic demography 1.3. Structure of the population

1.3.1. Sources of information 1.3.2. Population pyramids 1.3.3. Demographic indicators

1.4. Components of population change 1.5. Life expectancy

2. Health, disease and quality of life 2.1. Concept of health 2.2. Concept of health-related quality of life 2.3. The health-disease continuum and the dynamic model of health 2.4. Natural history of disease 2.5. Population health:

2.5.1. Determinants of population health 2.5.2. Healthcare services and health information indicators 2.5.3. Population health measures 2.5.4. Burden of disease

3. Public health 3.1. Definition of public health 3.2. Public and community health 3.3. Epidemiology and public health

3.3.1. Concept, types and design of studies 3.3.2. Public health surveillance 3.3.3. Diagnostic tests and concordance studies

3.4. Public health functions and responsibilities 3.5. Public health services and the relationship with other healthcare and non-healthcare

workers 4. Preventive medicine

4.1. Current concept of preventive medicine 4.2. Concepts of health promotion and protection 4.3. Prevention of disease: levels of prevention 4.4. General criteria and principles of prevention 4.5. Clinical preventive services:

4.5.1. Screening 4.5.2. Immunizations and chemoprophylaxis 4.5.3. Health education: conceptual basis 4.5.4. The health council

5. Communication of health content 5.1. History of the communication of scientific knowledge 5.2. Current scientific communication

5.2.1. Communication between professionals 5.2.2. Communication in the general population

Module IV: bioethics

1. Professional ethics: the code of ethics in healthcare professions 1.1. The code of ethics: concept and application 1.2. The code of ethics in physiotherapy

2. Concepts of morals and ethics 3. Human rights and human dignity

3.1. Concept of the person and his/her dignity 3.2. Human rights and their application in the healthcare professions

4. Principlist bioethics 4.1. Working methods in bioethics 4.2. The principles of beneficence and non-maleficence

4.2.1. Professional relationship with the patient: paternalism 4.3. The principle of justice

4.3.1. Principle of solidarity and sustainability of the system 4.4. The principle of people's autonomy

4.4.1. Professional relationship with the patient: respect for their autonomy 5. Working methods in bioethics



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Lectures with ICT support, where the theoretical principles on which the theoretical contents of the course are based will be provided.

Presentations by the professor with graphic and computer support on the issues of ethical conflicts.


Distribution: o Teacher-led activities Module I: 9 hours. o Teacher-led activities Module II: 18 hours. o Teacher-led activities Module III: 16.5 hours. o Teacher-led activities Module IV: 9 hours.


Problem solving in class: problem solving on ethical conflicts, as well as practical teaching on historical medical tools, which can be done individually or in groups under the professor's supervision.


Distribution: o Supervised activities Module I: 3 hours. o Supervised activities Module III: 1.5 hours. o Supervised activities Module IV: 3 hours.


Writing a group assignment on topics based on problems of applied bioethics. o Estimated hours: 30. o Distribution:

Independent activities Module I: 15 hours. Independent activities Module IV: 15 hours.

Independent personal study assignment for exam preparation, organization of notes and/or materials, free tutoring: individual or group.




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Theory classes E14.3, E14.4, E14.5, E14.6, E14.7, E14.8, E16.2, E16.3, E16.4, E19, E20

52.5


Problem-solving. T7, T9, T10, T14, G3 7.5


Written group assignments.

E14.3, E14.4, E14.5, E14.6, E14.7, E14.8, E16.2, E16.3, E16.4, T7, T9, T10, T14, G3

30

Independent work E14.3, E14.4, E14.5, E14.6, E14.7, E14.8, E16.2, E16.3, E16.4, E19, E20

58

TOTAL HOURS 148



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ASSESSMENT


1. Written tests representing 50% of the total final grade will be used to assess theoretical and practical knowledge.

2. Assignments/activities submitted will account for the remaining 50% of the total of the final grade.





Achieve an overall grade of 5 or higher for the course. Final assessment period: from 06/01/2021 to 06/18/2021. Re-sit examination period: from 06/17/2021 to 07/02/2021. Procedure for reviewing grades: see the University's Assessment Guidelines. A student shall be “non-assessable” if he/she has not taken the required assessment tasks or has not completed a compulsory training activity.


LEARNING OUTCOMES

STUDENT HOURS

Written tests 50% E14.3, E14.4, E14.5, E14.6, E14.7, E14.8, E16.2, E16.3, E16.4, E19, E20

2

Assignments/activities submitted

50% E14.3, E14.4, E14.5, E14.6, E14.7, E14.8, E16.2, E16.3, E16.4, T7, T9, T10, T14, G3

---

TOTAL HOURS 2



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Books


Frutos, J., Arroyo, M. A.

2006 Salud Pública y Epidemiología

Madrid Díaz de Santos

Piédrola, Gil G. et al.

2015 Medicina Preventiva y Salud Pública.

12th Ed. Barcelona Elsevier Masson

Boissonault, W. G. 2011 Primary Care for the Physical Therapist: examination and triage

2nd Ed. St. Louis Elsevier Saunders

Larios, D. 2007 Marco jurídico de las profesiones sanitarias

Madrid Lex Nova

Latorre, A. 2000 Introducción al derecho Madrid Alianza Editorial

Web references


Bioética en la web

http//www.bioeticaweb.com


Books


Diego Gracia 2008 Fundamentos de Bioética Madrid Triacastela

Gallardo M. Jesús i Cruz M. José

2011 La responsabilidad jurídica-sanitaria

Madrid La Ley

León Alonso M. 2010 La protección constitucional de la salud

Madrid La Ley

Sampere Navarro A. 2008 Comentario sistemático de la Ley de la Dependencia

Madrid Aranzadi

Esquirol Caussa, J., Herrero Vila, E., Sánchez Aldeguer, J.

2012 Trivium 4: Metodologia i Estadística per a professionals de la salut I. Conceptes bàsics de metodologia científica

Cerdanyola (Barcelona)

Servei de Publicacions Universitat Autònoma de Barcelona.


2012 Trivium 5: Metodologia i Estadística per a professionals de la salut. II. Bases de l'estadística i del disseny d'estudis científics




2012 Trivium 6: Metodologia i Estadística per a professionals de la salut. III. L'anàlisi estadística.



COURSE SYLLABUS




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WRITTEN TESTS (50%)

Theory test:

Public health, health administration and ethics (50 %)

Legislation (50 %)


SUBMITTED ASSIGNMENTS/ACTIVITIES (50 %)

ACTIVITIES ON PUBLIC HEALTH, HEALTH ADMINISTRATION AND BIOETHICS (50%) (Dr. Jordi Esquirol) All activities have the same value. The marking criteria for each of them is:

From 1 to 3 points, depending on the quality and accuracy of the answers. 0 points if you fail to submit it.

Ethics

Activity I

Description/outline of the activity: Resolution of a case study based on a video, using the process of bioethical assessment explained

in class and presented in the course materials.

Health administrations

Activities I, II, III and IV

Description/outline of the activity: At the end of each chapter of the curriculum (subjects 1, 2, 3 and 4). Activity to be completed and brought to the next class: Prepare 5 "hypothetical" multiple-choice style questions on the topics covered during the course.



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Multiple choice answers (a-d), without using the option "all are correct" or similar.

Public health

Activities I, II, III and IV

Description/outline of the activity: At the end of each chapter of the curriculum (subjects 1, 2, 3 and 4). Activity to be completed and brought to the next class: Prepare 5 "hypothetical" multiple-choice style questions on the topics covered during the course. Multiple choice answers (a-d), without using the option "all are correct" or similar.

Activities V

Description/outline of the activity: Public health – subject 1. Activity to be completed and brought to the next class. Exercise on demography: prepare a Spanish population pyramid from the data contained in a Moodle Excel file of the course. Prepare a graph of the population pyramid and calculate and analyze the Friz and Sundbarg indices.

Activity VI

Description/outline of the activity: Public health – subject 2. Activity to be completed and brought to the next class. Exercise on calculating the burden of disease. Calculate the burden of disease caused by traffic accidents in a city, following the attached materials.

Activity VII

Description/outline of the activity: Public health – subject 4. Activity to be completed and brought to the next class. Exercise on prevention levels. List the level of prevention of different healthcare actions, using the attached notes and materials.



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POSTER ON BIOETHICAL ISSUES OR CASES (50%) (Dr. Jordi Esquirol) Description/outline of the assignment: At the end of the course, in small groups of students, you will make a poster on one of the following topics (each course will choose one of the following topics at random):

Analysis of an article on the Code of Ethics of physiotherapists

Analysis of an article on the Charter of Rights and Duties of Citizens in relation to health

Analysis of a bioethical case study/problem The article or case study/problem will be assigned between the groups The poster must have the following content:

Articles on the Code of Ethics or Charter of Rights and Duties: title, authors,

introduction to the charter, description of the article to be analyzed, analysis,

conclusions and bibliography.

Bioethical case study/problem: title, authors, case, possible options, resolution,

conclusions and bibliography.

It will be submitted through the virtual campus ("Moodle") on a set day, at the end of the classes of the course. Marking criteria:

50 % of the grade (from 0 to 10 points each item, depending on the quality and accuracy

of the following content, marking equally between them):

Visual aspect

Introduction

Analysis

Contrast with the principles of bioethics

Resolution and conclusions

Bibliography used

General impression and adherence to the guidelines set

Remaining 50 %: the grade will also be made up of the mark given by the students

themselves (averaged over the self-assessment and the peer assessment of their

classmates) within the assignment group.



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GENERAL INFORMATION

COURSE DETAILS

Course PRACTICUM – II Code 200555 Academic year 2020-2021


Year 2 Semester 2



FACULTY DATA

Course coordinator Professor's name Dr. YOLANDA SÁNCHEZ RETAMERO



Lecturers

Professor's name Ms. MELANIA MASÓ NUÑEZ



Professor's name Ms. DIANA MUÑOZ PUÑET



ENTRY REQUIREMENTS

BASIC PHYSIOTHERAPY OF THE LOCOMOTOR SYSTEM – I

BASIC PHYSIOTHERAPY OF THE LOCOMOTOR SYSTEM – II






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Course content: Supervised practical training.

This course aims, through the realization of the Practicum, to lay the foundations of basic physiotherapy of the locomotor system and to integrate all the knowledge, skills, abilities, attitudes and values acquired in all subjects, under the guidance of qualified physiotherapists. All professional skills will be developed, enabling the student to provide effective physiotherapy care with comprehensive assistance to patients/users.



Competency E4. Demonstrate sufficient knowledge of physiotherapeutic methods, procedures and actions to carry out activities aimed at promoting and maintaining health.

Learning outcomes E4.1. Design, teach, and advise regarding the various means of preventing functional disorders and specifically to postural hygiene, situations of loss of mobility and acute algic phases.

Specific objectives: E4.1.1. Recommend prevention guidelines for patients with less complex locomotor system disorders.


Learning outcomes E5.5. Solve clinical cases that can be treated with physiotherapy in any of the clinical specialties.

Specific objectives: E5.5.1. Effectively apply the different physiotherapy techniques to patients with less complex locomotor system disorders.

Competency E6. Systematic preparation and completion of physiotherapy records.

Learning outcomes E6.3. Adequately and effectively record all the steps followed beginning with the arrival of the patient/user up to the physiotherapy discharge report, depending on the clinical specialty.

Specific objectives: E6.3.1. Understand the physiotherapy records made for patients with less complex locomotor system disorders.




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Learning outcomes E7.12. Conduct the appropriate physiotherapy assessment procedures with the aim of determining the degree of impairment and its possible functional impact on the patients/users assigned to the student during their clinical visit.

Specific objectives: E7.12.1. Use the specific assessment tools in patients with less complex locomotor system disorders with appropriate skill.


Learning outcomes E8.9. Establish a physiotherapy diagnostic hypothesis. Specific objectives: E8.9.1. Identify the deficiencies, activity limitations, participation restrictions and contextual factors of patients with less complex locomotor system disorders.


Learning outcomes E9.17. Establish general and specific criteria for the application of treatment. Specific objectives:

E9.17.1. Propose treatment goals for less complex locomotor system disorders.

E9.18. Establish treatment priorities based on the problems identified. Specific objectives: E9.18.1. Classify short- and long-term goals in patients with less complex locomotor system disorders.

E9.20. Anticipate the need for equipment and devices. Specific objectives: E9.20.1. Plan in advance the equipment and devices needed to treat less complex locomotor system disorders.

Competency E12. Prepare the physiotherapy discharge report once the proposed goals have been covered.

Learning outcomes E12.2. Prepare a physiotherapy report that includes all the necessary information to make it a valid communication tool for users and/or professionals.

Specific objectives: E12.2.1. Understand discharge reports of patients with less complex locomotor system disorders.


Competency T3. Express oneself fluently, coherently, and appropriately according to established

rules, both orally and in writing.

Learning outcomes Specific objectives: T3.1. Express the information in a structured way. T3.2. Express oneself in language that the patient understands.


Learning outcomes Specific objectives: T5.1. Identify the right tools to solve the problem.



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Competency T7. Teamwork.

Learning outcomes Specific objectives: T7.1. Integrate oneself into the physiotherapy team.


Learning outcomes Specific objectives: T9.1. Make judgements and assessments about one's own work, the center and the physiotherapist tutor.

Competency T11. Have initiative and enterprising spirit.

Learning outcomes Specific objectives: T11.1. Show initiative in the face of difficulties.

Competency T12. Easily recognize and deal with changes.

Learning outcomes Specific objectives: T12.1. Interpret the facts in context in a flexible way.



Learning outcomes This competency is considered to be developed in this course by working on “T3. Express yourself fluently, coherently, and appropriately according to established rules, both orally and in writing,” “T5. Problem solving", "T7. Teamwork", "T9. Critical thinking”, “T11. Have initiative and entrepreneurial spirit" and "T12. Easily recognize and deal with changes".

CONTENTS

The aim of the Practicum is to apply all the knowledge, skills, abilities, attitudes and values acquired with regard to less complex locomotor system disorders. Under the guidance of qualified physiotherapists, all professional competencies will be developed to enable effective physiotherapy care with comprehensive assistance to patients/users.



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CARE WORK The student will assess the patients, make a physiotherapy diagnosis, draw up an action plan,

implement it and evaluate the results. Estimated hours: 105.

INFORMATION SESSIONS Information will be given on how to carry out the different training activities.

Estimated hours: 7.5. ASSIGNMENT WRITING

Make a follow-up report on one or several patients. Estimated hours: 30.

SELF-ASSESSMENT Compose a self-assessment report.

Estimated hours: 4.5. EVALUATION OF THE CENTER AND THE TUTOR Complete an appraisal form about the center and the physiotherapist tutor.

Estimated hours: 3.



Information Sessions 7.5


Care work E4, E5, E6.3, E7, E8.9, E9.17, E9.18, E9.20, E12, T3, T5, T7, T11,

T12, G2

105


Make a follow-up report on one or several patients

E4, E5, E6.3, E7, E8.9, E9.17, E9.18, E9.20,

E11, T3 30

Compose a self-assessment report

T9 4.5

Complete an appraisal form about the center and the physiotherapist tutor

T9 3

TOTAL HOURS 150



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ASSESSMENT

The practicum committee will assess the following:

• The report submitted by the physiotherapist tutor. With an overall weight of 49% towards the final grade

• The self-assessment report of the student. With an overall weight of 1% towards the final grade

• The follow-up reports on the patients. With an overall weight of 50% towards the final grade



• Pass each of its segments and the parts that make them up, with a minimum score of 5 • Achieve an overall grade of 5 or higher for the course

Procedure for reviewing grades: see the University's Assessment Guidelines. A student shall be “non-assessable” if he/she has not taken the required assessment tasks or has not completed a compulsory training activity.


LEARNING OUTCOMES

STUDENT HOURS

The report submitted by the physiotherapist tutor

49%

E4, E5, E6.3, E7, E8.9, E9.17, E9.18, E9.20, E12, T3, T5, T7, T11, T12, G2

---

The self-assessment report of the student

1% T9

---

The follow-up reports on the patients. 50%

E4, E5, E6.3, E7, E8.9, E9.17, E9.18, E9.20, E11, T3

---

TOTAL HOURS ---



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Books


Bergel, E., Ferrés, S., Lorente, A., Porte, L. l.

2018 Manual de fisioteràpia bàsica de l’aparell locomotor – I

7th Bellaterra Servei de Publicacions UAB

Ferrés, S., Lorente, A., Porte, L. l.

2018 Manual de fisioteràpia bàsica de l’aparell locomotor – II

5th Bellaterra Servei de Publicacions UAB

Web references


NormativaPràcticum.pdf Course regulations Course Intranet

ObjectiusPràcticum.pdf Course objectives Course Intranet

IntroduccióEscales.pdf Introduction to functional assessment scales

Course Intranet

EscalesFisioterapia.pdf Most used assessment scales and questionnaires in Physiotherapy

Course Intranet


Books


Viel, E. 1999 Diagnóstico fisioterápico

Barcelona Masson

Meadows, J. 2000 Diagnóstico diferencial en fisioterapia

Madrid Interamericana

Buckup, K. 2003 Pruebas clínicas para patologia osea, articular y muscular

Barcelona Masson

Daza, J. 2007 Evaluación clínico-funcional del movimiento corporal humano

Bogotá Panamericana

Peterson, F., Kendall, E., Geise, P.

2016 Músculos, pruebas funcionales y dolor postural

Madrid Marban



Physiotherapy

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Web references


CIF-OMS International Classification of Functioning, Disability and Health

http://www.who.int

COURSE SYLLABUS


http://www.who.int/



Physiotherapy

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REPORT SUBMITTED BY THE PHYSIOTHERAPIST TUTOR (49%)

The report is found in Appendix II. To arrive at the grade, the weighted average of the marks assigned to all the learning objectives will be used. If the degree of compliance with some of the aspects assessed at the end of the document in relation to external practice regulations is negative, the following will be assessed:

Item Score



Punctuality -0.5

Attendance Fail

Medical record confidentiality Fail

STUDENT SELF-ASSESSMENT REPORT (1%)

The report is found in Appendix III. To arrive at the grade, the weighted average of the marks assigned to all the learning objectives will be used. If the degree of compliance with some of the aspects assessed at the end of the document in relation to external practice regulations is negative, the following will be assessed:

Item Score



Punctuality -0.5

Attendance Fail

Medical record confidentiality Fail



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PATIENT FOLLOW-UP REPORT (50%)

The sample patient follow-up report is located on the virtual campus. If the degree of compliance with some of the aspects covered by the regulations is not stated in the document, it will be considered non-assessable if the following occurs:

If the template is not used

If there is no seal of the center

If there is no tutor signature

The report grade is made up of the following:

ITEM MARK

IDENTIFICATION/PATIENT PROFILE INITIAL DISORDERS REPORTED BY THE PATIENT/SYMPTOMATOLOGY

0.5

MEASUREMENTS: INITIAL ASSESSMENT 1

INITIAL IMPAIRMENTS 2

LIMITATIONS ON ACTIVITY AND RESTRICTIONS ON PARTICIPATION 2

PHYSIOTHERAPY DIAGNOSIS 1

TREATMENT OBJECTIVES 1

PHYSIOTHERAPY TREATMENT 0.5

MEASUREMENTS: FINAL ASSESSMENT 1

SUMMARY WITH RESPECT TO EVALUATION AND TREATMENT ASSESSMENT 1



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APPENDIX II – REPORT SUBMITTED BY THE PHYSIOTHERAPIST TUTOR



Physiotherapy

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Physiotherapy

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APPENDIX III – STUDENT SELF-ASSESSMENT REPORT

Documents

GENERAL INFORMATION - EUG