Objectives
Objectives
The course aims to provide students with the necessary theoretical and practical foundations necessary to act in various clinical specialties of physiotherapy in paediatrics, early care, gynaecology, uroproctology and rheumatology.
Pre-requisite
Not applicable.
Competencies
Identify the most appropriate physiotherapeutic treatment for the different processes of alteration, prevention and promotion of health as well as for growth and development processes.
Identify the situation of the patient/user by means of a Physiotherapy care diagnosis, planning interventions and evaluating their effectiveness in a cooperative work environment with other health sciences professionals.
Understand and apply good clinical practise guidelines.
The student must:
LEARN
1. Understand and identify the most appropriate physiotherapeutic treatment for the different processes of alteration, prevention and promotion of health, in the fields of early care, paediatrics, gynaecology, uroproctology and rheumatology, as well as for growth and development processes.
2. Identify the situation of the patient/user of these clinical specialities by means of a Physiotherapy care diagnosis, planning interventions and evaluating their effectiveness in a cooperative work environment with other health sciences professionals.
3. Understand the criteria and indicators that guarantee the quality of Physiotherapy in Early Care, paediatrics, gynaecology, uroproctology and rheumatology services through the use of good clinical practise guidelines and professional standards.
4. Understand the preventive-assistant models of Paediatric Physiotherapy for the care of the child population with developmental disorders or who are at risk of suffering from them.
5. Understand the structure, organisation and operation of an early care and rehabilitation unit for children.
6. Understand the theoretical bases of Early Care Physiotherapy as a science and profession, as well as the theoretical bases of the assessments, tests and functional checks that must be used in good clinical practise.
7. Understand the different paediatric and developmental pathologies as well as the techniques that must be applied for each of them and the existence of possible contraindications.
8. Understand the procedures at a preventive and care level, based on the specific physiotherapy methods and techniques to be applied in children that are between zero and six years old, school-aged children and teenagers who have any deficiency, developmental delay or are at risk of suffering from them. Understand the intervention models for their context.
9. Understand the changes that occur in women during pregnancy and birth processes, as well as the physiotherapeutic techniques and procedures to be applied during pregnancy, birth and postpartum.
10. Understand the preventive and care procedures based on specific physiotherapy methods and techniques to be applied for menopause, gynaecological abdominal surgery and reconstructive breast surgery.
11. Understand the morphofunctional concepts of urination and the pathologies associated with it, as well as the physiotherapy methods and techniques that can be used for said pathologies and for anorectal conditions.
12. Understand the rheumatological pathologies and processes as well as the physiotherapy methods and techniques that can be used for rheumatic conditions.
LEARN HOW TO
1. Systematically prepare and complete the full Physiotherapy Medical Record, where every step is recorded in an appropriate and effective manner, from patient/user reception to the Physiotherapy discharge report.
Assess the functional status of the patient/user of the early care, paediatrics, paediatrics, gynaecology, uroproctology and rheumatology units, considering physical, psychological and social aspects.
3. Determine the Physiotherapy diagnosis within the Early Care, Paediatrics, Paediatrics, Gynaecology, Uroproctology and Rheumatology team, in accordance with internationally recognised standards and international validation instruments.
Design the Physiotherapy intervention plan. Prepare a specific Physiotherapy intervention plan for Early Care, birth lessons, postpartum recovery, vesico-sphincter dysfunction and rheumatological processes, using specific Physiotherapy techniques, as well as problem-solving and critical thinking skills.
5. Evaluate the evolution of the results obtained by applying the specific Physiotherapy procedures in relation to the established objectives and outcome criteria.
6. Understand how to apply the quality assurance procedures in the practise of Physiotherapy complying with the criteria, indicators and quality standards identified and validated for good professional practise.
7. Encourage the participation of the user and the family in the recovery process.
8. Design and implement social-health-educational dissemination campaigns.
LEARNING OUTCOMES
1. Systematically prepare and complete the full Physiotherapy Clinical History, applied to the specialist fields of early care, paediatrics, gynaecology, uroproctology and rheumatology.
Assess the functional status of the patient/user in Early Care, Paediatrics, Gynaecology, Uroproctology and Rheumatology units, which includes:
a. Receive the patient, collect and assess the subjective data expressed by the user and/or people who are significant in their context.
b. Apply the appropriate Physiotherapy assessment procedures in each of these specialist fields.
c. Identify the data and describe the real and potential alterations, functional limitations and disabilities found.
d. Record the significant data of the collected information and document it correctly in the Physiotherapy Clinical History.
Implement, direct and coordinate the Physiotherapy intervention plan within the Early Care, Paediatrics, Gynaecology, Uroproctology and Rheumatology team, following the user individuality principle and using the appropriate Physiotherapy tools for these fields. This implies:
a. Establish and apply the appropriate therapeutic physical means in each specific case of individuals who present a pathology, a developmental disorder or who are at risk of suffering from one.
b. Apply the specific physiotherapy treatment techniques in children that are between zero and six years old, school-aged children and teenagers depending on the pathologies and apply intervention procedures for their personal environment.
c. Design and apply mobilisation and physical care procedures.
d. Design and apply the different modalities of reflex therapeutic methods and procedures, as well as other specific, alternative or complementary manual therapies related to the Physiotherapy field of competence.
e. Encourage the participation of the user and family in the recovery process.
f. Prevent and avoid the possible risks derived from applying the treatment.
g. Establish the guidelines to follow during the intervention.
h. Prepare the discharge report.
4. Provide effective Physiotherapy care, giving comprehensive care to patients/users of the Early Care, Paediatrics, Uroproctology and Rheumatology services, which includes:
a. Interpret medical prescriptions.
b. Prepare the setting in which Physiotherapy sessions will take place so that it adapts to the needs of the patient/user.
c. Explain the objectives of each action to the patient/user in an appropriate manner that is adapted to their level of understanding, asking for their collaboration at all times.
d. Record the application of Physiotherapy, its progress and incidents daily.
e. Identify the signs and symptoms of biological function alteration related to Physiotherapy care in these clinical specialities and those included in other disciplines.
f. Monitor and interpret vital signs during the Physiotherapy session.
g. Guide the activities and mode of operation in relation to the patient/user.
5. Apply the prevention, early detection and follow-up procedures for possible alterations in the child's overall development.
6. Assess the child's development status, differentiating a normal status from a pathological status.
7. Perform technical support and advisory tasks at Nursery Schools with integrated children.
8. Apply the physiotherapy assessment process as well as physiotherapy techniques to gynaecological processes in a practical way.
9. Design and direct a birth lesson programme.
10. Integrate the importance of Physiotherapy during postpartum.
Understand how to apply and direct physiotherapy techniques in pelvic floor re-education. 12.
12. Apply the physiotherapy assessment process as well as physiotherapy techniques to rheumatological processes in a practical way.
13. Apply the physiotherapy assessment process as well as physiotherapy techniques to uroproctological processes in a practical way.
Prerequisites
Not Applicable
Competences
Not Applicable
Learning outcomes
RS3 Prepare the physiotherapy discharge report once the proposed objectives have been covered
RS13 Identify the most appropriate physiotherapeutic treatment in the different alteration, prevention and promotion processes health as well as in growth and development processes.
RS15 Understand and perform specific methods and techniques related to the locomotor system (including manual therapies, joint manipulative therapies, osteopathy and chiropractic), to neurological processes, to the respiratory system, to the cardiocirculatory and static and dynamic alterations
RC3 Diagnostic assessment of physiotherapy care according to standards and with recognised validation internationally instruments.
RC4 Execute, direct and coordinate the intervention plan in physiotherapy, using their own therapeutic tools and attending to the individuality of the user.
RC17 Know and apply the good clinical practice guidelines.
Description of contents
1. Systematically prepare and complete the full Physiotherapy Clinical History, applied to the specialist fields of early care, paediatrics, gynaecology, uroproctology and rheumatology.
2. Assess the functional status of the patient/user in Early Care, Paediatrics, Gynaecology, Uroproctology and Rheumatology units, which includes:
receive the patient, collect and assess the subjective data expressed by the user and/or people who are significant in their context.
apply the appropriate Physiotherapy assessment procedures in each of these specialist fields.
identify the data and describe the real and potential alterations, functional limitations and disabilities found.
record the significant data of the collected information and document it correctly in the Physiotherapy Clinical History.
3. Implement, direct and coordinate the Physiotherapy intervention plan within the Early Care, Paediatrics, Gynaecology, Uroproctology and Rheumatology team, following the user individuality principle and using the appropriate Physiotherapy tools for these fields. This implies:
Establish and apply the appropriate therapeutic physical means in each specific case of individuals who present a pathology, a developmental disorder or who are at risk of suffering from one.
Apply the specific physiotherapy treatment techniques in children that are between zero and six years old, school-aged children and teenagers depending on the pathologies and apply intervention procedures for their personal environment.
Design and apply mobilisation and physical care procedures.
Design and apply the different modalities of reflex therapeutic methods and procedures, as well as other specific, alternative or complementary manual therapies related to the Physiotherapy field of competence.
Encourage the participation of the user and family in the recovery process.
Prevent and avoid the possible risks derived from applying the treatment.
Establish the guidelines to follow during the intervention.
Prepare the discharge report.
4. Provide effective Physiotherapy care, giving comprehensive care to patients/users of the Early Care, Paediatrics, Uroproctology and Rheumatology services, which includes:
Interpret medical prescriptions.
Prepare the setting in which Physiotherapy sessions will take place so that it adapts to the needs of the patient/user.
Explain the objectives of each action to the patient/user in an appropriate manner that is adapted to their level of understanding, asking for their collaboration at all times.
Record the application of Physiotherapy, its progress and incidents daily.
Identify the signs and symptoms of biological function alteration related to Physiotherapy care in these clinical specialities and those included in other disciplines.
Monitor and interpret vital signs during the Physiotherapy session.
Guide the activities and mode of operation in relation to the patient/user.
5. Apply the prevention, early detection and follow-up procedures for possible alterations in the child¿s overall development.
6. Assess the child¿s development status, differentiating a normal status from a pathological status.
7. Perform technical support and advisory tasks at Nursery Schools with integrated children.
8. Apply the physiotherapy assessment process as well as physiotherapy techniques to gynaecological processes in a practical way.
9. Design and direct a birth lesson programme.
10. Integrate the importance of Physiotherapy during postpartum.
11. Understand how to apply and direct physiotherapy techniques in pelvic floor re-education.
12. Apply the physiotherapy assessment process as well as physiotherapy techniques to rheumatological processes in a practical way.
13. Apply the physiotherapy assessment process as well as physiotherapy techniques to uroproctological processes in a practical way.
Training activities
They are expressed in hours of training activities and percentage of in-person attendance.
P1.- Lectures
30 h
100%
P2.- Dynamic classes
7 h
100%
P3 - Workshop and/or laboratory activities
45 h
100%
P4.- Elaboration of works or projects and resolution of challenges
15 h
0%
P5.- Personal study, resolution of cases or problems, bibliographic research.
93 h
0%
P6.- Tutoring
6 h
100%
P7.- Knowledge tests
4 h
100%
Total 200h
Evaluation system and criteria
Without prejudice to any additional requirements that may be established in the specific course syllabus, as a general rule, failure to attend more than 70% of the course's learning activities (100% PRACTICALS and TRABS) that require the student's physical or virtual presence will result in the loss of the right to continuous assessment in the ordinary examination session. In such cases, the exam held during the official examination period established by the University will be the sole assessment criterion, carrying the percentage weight assigned in the course syllabus.
Evaluation Criteria
The evaluation system will consist of oral exams, demonstration practices, multiple-choice written exams and/or written development exams, completion and exposition of assignments, tutorial follow-up, attendance and participation in seminars.
The evaluation criteria will be weighted according to the teaching-learning methodology used and the teaching load of each item, considering the following criteria:
- Evaluation of Practical Concepts: 45% Evaluation of Theoretical Concepts: 45% Evaluation of Theoretical Concepts: 45
- Evaluation of Theoretical Concepts: 45%.
- Activities in Seminars and Other Non-Presential Activities: 10% Evaluation of Practical Concepts: 45% Evaluation of Theoretical Concepts: 45% Evaluation of Theoretical Concepts: 45
The final mark of the course will be the sum of all items, with a with a mark of 5 being considered a pass, provided that both the "practical concepts" evaluation and the "theoretical concepts" evaluation are independently passed with a minimum score of 5 each. An additional activity will be required if the student did not achieve the minimum score of 5 for passing the course but did achieve a 5 in both the theoretical and practical sections. This will be at the professor's choice, based on the student's performance and progress throughout the course.
ATTENDANCE CRITERIA: Students will be required to attend a minimum percentage of theoretical or practical sessions in which teaching is organised. At the Faculty of Health Sciences, the minimum attendance requirement is 70% for THEORETICAL sessions and 100% for PRACTICAL sessions and TRAB. Failure to meet this requirement will result in the loss of the benefits of continuous assessment, and therefore the grades obtained through it will not be taken into account. Attendance at PRACTICAL sessions and TRAB is therefore MANDATORY (100% attendance is required, unless duly justified).
Justification of absences must be submitted through the channels and within the deadlines established by the university.
Evaluation of THEORETICAL CONCEPTS will be conducted as follows: throughout the two semesters, a series of eliminatory assessments covering the subject content taught up to that point will be conducted. To eliminate the subject content for each semester, a minimum score of 6 is required. Scores can be compensated between assessments if a minimum of 5 is achieved. Students must meet the minimum class attendance requirement for continuous assessment to be taken into account.
If the final grade of the eliminatory assessments does not reach a mark of 6, the student must take an exam covering all the subject content taught in that semester during the official examination periods.
The grade for this theoretical part will account for 45% of the final course grade.
3. Evaluation of Practical Concepts will be conducted as follows:
a. Continuous Assessment: Two continuous assessment controls will be conducted, each worth 10%. Attendance to class is mandatory. These controls will not eliminate subject content, as all students must take the final exams for each semester, although they will contribute 20% to the final grade.
b. Final Practical Exam: At the end of the semester, a practical exam worth up to 80% of the practical grade will be conducted. This will assess the student's knowledge and skills in each technique covered in practical lessons. Attendance, attitude, and participation in classes will also be considered. This exam is still considered part of the continuous assessment.
c. If a student fails to complete or partially completes any question, it is equivalent to not performing a clinical action with a patient, and they will not pass the exam. This will be communicated to the student, who will be responsible for deciding whether to continue with the exam.
d. Students must meet the minimum class attendance requirement for continuous assessment to be taken into account.
e. The grade for this practical part will account for 45% of the final course grade.
Seminars (TRAB): The content explained in both theoretical and practical classes will be further explored through critical analysis of relevant scientific literature. Students must complete various activities, such as searching for and commenting on articles and making ORAL PRESENTATIONS or PRESENTING PROJECTS throughout the semester. These will be graded provided the work is submitted on time. Consideration will be given to:
Explanation of concepts
Bibliography consulted
Quality and means of presentation
Compliance with specific guidelines for the work or presentation
Participation of group members, etc.
Class attendance.
The final grade for seminars will account for 10% of the final course grade.
Students must meet the minimum class attendance requirement for the seminar (TRAB) grade to be taken into account. Otherwise, the seminar mark (TRABS) will not be included in the final course grade calculation.
5. Other Non-Presential Activities: These will be proposed by the professor or the university, and student participation will be evaluated. Examples include:
Participation in workshops, university congresses, conferences, events organized by the university, etc. These activities will be evaluated based on their perceived benefit according to the professor's criteria, provided that the theoretical and practical concepts of the course are passed.
Solving cases, answering questions, collaborating, and/or taking tests proposed on the course portal.
SEMESTER AND FINAL EXAMS:
THEORETICAL: If the student has not passed the theoretical part of the course through the eliminatory assessments during the semester, or does not meet the minimum attendance requirement, they must take an exam covering all the subject content taught in that semester during the official examination periods planned by the university.
PRACTICALS: Regarding the practical component, as with the theoretical part, if the student does not pass the course through the continuous assessment exams, or fails to meet the minimum attendance requirement, they must take an exam covering all the material taught during that semester, during the official examination sessions scheduled by the university.
- If the student fails to pass the continuous assessment for any of the semesters, both theoretical and practical parts, they must take the official exam held in May-June (ordinary examination session), in which they will be examined only on the failed semester. For the theoretical component, if the student has failed both semesters, they must take two separate exams, one for each semester, and it is mandatory to pass both exams independently (minimum grade of 5) in order to pass the course. In the case of the practical component, if the student must be examined on both semesters, a single exam covering both semesters will be held.
- If the student fails to pass any part of this examination, they will be required to retake the entire failed component (Theoretical and/or Practical) in the June-July examination call (extraordinary examination session), which will cover both the first and second semesters (the full academic year), even if one of them was previously passed.
For the practical component, both in the ordinary and extraordinary examination sessions, it is reiterated that if the student fails to complete or partially completes any question, it is equivalent to not performing a clinical action with a patient, and they will not pass the exam. This will be communicated to the student, who will be responsible for deciding whether to continue with the exam.
SE1.- Practical activities (solving cases, problems and challenges, carrying out projects, oral presentations, debates, etc.).
0
30
SE2.- Final knowledge tests
50
70
SE3.- Laboratory practical notebook
5
10
SE4.- Portfolio
5
10
Total
60
120
Bibliography
Basic:
1.- Inés Ramírez García, Laia Blanco Ratto, Stephanie Kauffmann
Rehabilitation of the female pelvic floor: Evidence-based clinical practice.
Panamericana. 2021.
ISBN: 8491104755
2.- Macias Merlo, M. Lourdes.
Physiotherapy in paediatrics
2 ed. Editorial Médica Panamericana. 2018.
ISBN: 9788491102137
3.- Métayer, Michel Le
Cerebro-motor re-education of the young child - therapeutic education.
Elsevier-Masson. 2009.
ISBN: 844580247X
4. Miller, Freeman Bachrach, Steven Lennon, Nancy O'Neil, Margaret E.
Cerebral Palsy, Second Edition
Springer. 2020.
ISBN: 978-3-319-745
5.- Todd W. Vanderah, PhD, Douglas J. Gould, PhD
The Human Brain. An Introduction to Its Functional Anatomy, 7th Edition.
Elsevier. 2016.
ISBN: 978-1-4557-28
6.- Tornero, J. Blanco, J.
Treatise on Rheumatic Diseases of the SER
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ISBN: 9788491102816
7.- Vojta, Václav
The Vojta principle
Springer. 2000.
ISBN: 8407001414
Walker, Carolina
Physiotherapy in obstetrics and urogynaecology.
2 ed. Masson. 2013.
ISBN: 9788445821022
Complementary:
Anne Shumway-Cook, Washington Marjorie H. Woollacott 9.- Anne Shumway-Cook, Washington Marjorie H. Woollacott.
Motor control. From research to clinical practice: From research to clinical practice.
Ovid Technologies. 2019.
ISBN: 8417370854
10.- Cano de la Cuerda, Roberto
Neurorehabilitation. Specific methods of assessment and treatment
Editorial Médica Panamericana. 2012.
ISBN: 9788498354102
11.- Esther Díaz Mohedo, Esther Mª Medrano Sánchez, Carmen Mª Suárez Serrano
Clinical practice guide for physiotherapists in female urinary incontinence.
Digitmedia. 2013.
ISBN: 978-84-616-49
12.- Frank H. Netter
Atlas of human anatomy
7 ed. Elsevier 2019. 2019.
ISBN: 8491134689
13.- Kari Bø, Bary Berghmans, Siv Mørkved, Marijke Van Kampen
Evidence-Based Physical Therapy for the Pelvic Floor Bridging Science and Clinical Practice. Bridging Science and Clinical Practice
Churchill Livingstone. 2015.
ISBN: 978-0-7020-44
Novak et al.
State of the Evidence Traffic Lights 2019: Systematic Reviewof Interventions for Preventing and Treating Childrenwith Cerebral Palsy.
Current Neurology and Neuroscience Reports. 2020.
ISBN: 1528-4042
Peña Segura JL, Abenia Usón P, Alonso Curco X, Vidal Valls J, Ortiz Madiaveitia S, Ponte Mittelbrunn J.
Early Intervention
Diagnostic and therapeutic protocols in Paediatrics. 2022.
ISBN: 2171-8172
16.- Raquel Chillón, Javier Merino, Jone Miren Noain, Concepción Cardona, Rita Pilar Romero, Francisco Javier Rego, Lourdes Macias, Kattalin Sarasola, Rocío Palomo
Physiotherapy in Early Intervention. Framework Document.
Consejo General de Colegios de Fisioterapeutas de España. 2020.
ISBN: 978-84-09-238
17.- Sandra L. Kaplan, Colleen Coulter, Barbara Sargent
Physical Therapy Management of Congenital Muscular Torticollis: A 2018 Evidence-Based Clinical Practice Guideline From the APTA Academy of Pediatric Physical Therapy.
Pediatric Physical Therapy. 2018.
ISBN: 0898-5669
WHO Multicentre Growth Reference Study Group.
WHO Motor Development Study: windows of achievement for six gross motor development milestones.
Acta Paediatrica. 2006.
ISBN: 1651-2227
