Assessment and Diagnosis I

Other teachers

• Vinicius Rosa De Oliveira
• Pau Farrés Godayol
• Ricard Castro Prat
• Gerard Baulenas Iborra

Objectives

This subject belongs to the subject Assessment and Intervention in Musculoskeletal System Alterations and is part of the beginning of the specific physiotherapy training. In Assessment and Diagnosis I the student has the first level of theoretical learning of the assessment and diagnostic procedures of the person's functioning and disability situation, clinical reasoning and the use of disability assessment tests, in the framework of a biopsychosocial view of physiotherapy. In the practical aspect, the student is introduced to muscle, joint and posture assessment procedures.

Learning outcomes

• RA1. Explain the different points of analysis of the standing posture.
• LO2. Performs the basic protocol of joint and muscle balance, perimetry and dysmetria.
• LO3. Identify the different phases of human gait.
• LO4. Describe the basic structure of the CIF.
• LO5. Explain the FIM as an instrument for assessing the person's health condition.
• LO6. Recognize the basic points of clinical reasoning.

Competencies

General skills

• Cater to the health needs of the population and meet professional challenges through an innovative and dynamic outlook.
• Demonstrate commitment to the profession and its values​​, seeking sustained improvements in practice and excellence in the care of individuals, families and the community.
• Interact with others with empathy, demonstrating interpersonal relationship skills.

Specific skills

• Act professionally in accordance with the values inherent to the profession, as stated in the ethical code of physiotherapy, respecting the legal framework and with a critical approach.
• Build and implement a physiotherapy intervention plan based on diagnosis, input from other professionals, available scientific evidence, and with the participation of the user/patient and their context, taking into account personal, relational and methodological aspects, and safety and efficiency.
• Collect, analyze and critically interpret relevant information on the user/patient and their context, within a biopsychosocial approach, to evaluate and make a clinical assessment of functional impairment, activity or participation.
• Communicate with patients/users, with significant others in their context or family, and with other professionals and managers. Use a register and channel of communication that is suited to their needs and characteristics, and the communicative context.
• Critically assess and reflect on the physiotherapy intervention plan and make adjustments as necessary based on dialogue with users/patients and on their context.
• Design, implement and evaluate risk prevention and health promotion actions that have an impact on factors determining health (lifestyle, social and community networks, work environment, etc.), on the basis of development, maintenance and improvement in activity and movement, within a biopsychosocial framework.
• Incorporate research and lifelong learning into professional practice through use of the best available evidence, formulating questions on the basis of one's own practice and informing and designing research projects.
• Make physiotherapy diagnoses based on analysis and critical interpretation of the relevant information and assessment, using internationally recognized classifications of functionality, disability and health, and clinical reasoning as a basis for decision making.
• Participate as a physiotherapist in an interdisciplinary context, coordinating with other professionals and routinely participating in work teams in practice.

Basic skills

• Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.
• Students have demonstrated knowledge and understanding in a field of study that builds on general secondary education with the support of advanced textbooks and knowledge of the latest advances in this field of study.

Core skills

• Communicate orally, in writing and audiovisually, in one's own language and in foreign languages, with proficiency in form, content and use.
• Make use of professional skills in multidisciplinary, complex, networked environments, whether on-site or online.
• Reflect critically on knowledge of all kinds, with a commitment to professional rigor and quality.
• Take control of one's learning process with a view to personal and professional growth and an all-round education.

Content

Theoretical block

1. Presentation of the subject. Objectives, competencies and teaching program
2. From assessment to diagnosis
   1. Systems assessment
   2. Diagnostic model in physiotherapy
3. International Classification of Functioning, Disability and Health (CIF)
   1. Introduction to the ICF
   2. ICF structure
   3. The person's health conditions
   4. Concept of disability and evolution over time
   5. Disability as an individual concept, as a social concept, as a universal concept
4. Disability assessment test: Barthel and FIM
5. Introduction to clinical reasoning
   1. Methodology
   2. Red flags / Yellow flags

Practical blog

1. Posture analysis. Methodology, objectives and clinical reasoning. Posture analysis practice in anterior, lateral and posterior vision
2. Introduction to muscle and joint balance. Muscle and joint assessment methodology. Joint balance of a joint and muscle balance of the related musculature
3. Perimetry and dysmetry of the lower extremities. Perimetry methodology, objectives and reasoning of the results. Lower limb dysmetry assessment tests, methodology, objectives and clinical reasoning
4. Introduction to the analysis of human gait. Phases of the march

Evaluation

According to the Academic Regulations for degrees at UVic-UCC, there is only one official call for applications that provides for two different evaluation periods:

• Ordinary period, which takes place as part of the training process and during the school period.
• Complementary evaluation period, in which the student can be evaluated again for the tasks, activities or tests that he or she did not pass satisfactorily within the framework of the first period.

Ordinary period

The evaluation is carried out through a continuous evaluation process that takes into account the following indicators:

1. Assessments in the form of written tests of multiple choice or clinical cases, of the theoretical and practical content of the subject, which is equivalent to 50% of the overall grade. In order to be able to average the various parts that make up this written assessment, a minimum grade equal to or greater than 4.5 must be obtained.
2. Practical test which is equivalent to 40% of the overall qualification.
3. Posture analysis work that is equivalent to 10% of the overall grade.

The continuous assessment is the result of this assessment process and it is necessary to pass each of the parts with a grade equal to or greater than 5. If a minimum of 80% attendance in practical classes is not met, the continuous assessment is considered not passed and, therefore, is suspended. In the event of not passing any of the parts of the continuous assessment and this does not exceed 50% of the total assessment of the subject, the subject is considered to be pending assessment. The pending part must be recovered during the complementary assessment period. For this purpose, the written test and the practical test are considered recoverable activities.

Complementary evaluation period

Students who do not pass some of the activities considered retakeable may make them up during this period. In this second period, the evaluation cannot account for more than 50% of the final grade for the subject.

The final grade for this period is calculated by taking the weighted average of the grades obtained in each of the parts, using the last grade obtained in the ordinary and complementary evaluation. The subject is passed if a grade equal to or greater than 5 is obtained.

Important

Plagiarism or copying someone else's work is penalized in all universities and, according to the UVic-UCC coexistence rules, constitute serious or very serious faults. Therefore, during the course of this subject, plagiarism or the improper appropriation of texts or ideas from other people (see What is considered plagiarism?) and the improper or undeclared use of artificial intelligence in an activity automatically result in suspension or other disciplinary measures.

To cite texts and materials appropriately, you must consult the academic citation guidelines and guidelines available on the UVic Library website.

Methodology

• Presentation of theoretical content with the class group
• Practical seminars with small groups and completion of work related to the seminars

Bibliography

Key references

• Norkin-White (2006). Goniometría. Evaluación de la movilidad articular. Marban.
• Hislop H. Daniels & Worthingham (2003). Técnicas de balance muscular (7 ed.). Elsevier.

Further reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.