Integrated Clinical Care

Other teachers

• Daniel Alonso Masmitja
• Josep Oriol Alarge Marti
• Laura Crous Parcerisas
• Meritxell Parareda Ventura
• Ricard Castro Prat
• Sandra Rierola Fochs
• Josep Ortiz Jurado
• Laura Crous Gonzalez
• Vinicius Rosa De Oliveira
• Eva Giro Nieto
• Ramon Jolis Prat
• Helena Güell Masramon
• Anna Parramon Horno
• Maria Gloria Castello Gil

Sustainable Development Goals (SDG)

• 5. Gender equality

Objectives

This subject aims to integrate theoretical and attitudinal knowledge of physiotherapist care and intervention in the respiratory, musculoskeletal, geriatric, neurology and pediatric areas based on the structuring of an appropriate clinical reasoning process and interdisciplinary integration.

The subject aims for the student to achieve the following objectives:

• Know the general theory of clinical reasoning.
• Relate clinical reasoning to the International Classification of Functioning, Disability and Health (ICF) and integrate both with physiotherapy diagnosis.
• Integrate physiotherapy care within the interdisciplinary team.

Learning outcomes

• LO1. Designs interventions that respond to the needs of the field in a disciplinary way.
• LO2. Acquires advanced knowledge and understands the theoretical and practical aspects of the field of physiotherapy.
• LO3. Moves with ease in complex situations or those that require the development of new solutions, both in the academic and work or professional spheres within the field of physiotherapy.
• LO4. Analyzes and relates the processes of clinical reasoning in the different areas of physiotherapy.
• LO5. Develops disciplinary and interdisciplinary clinical intervention situations in the different areas of physiotherapy.
• LO6. Proposes interventions in coherence with democratic values and sustainable development. (T8)
• LO7. Shows sensitivity for equitable and equal professional practice between men and women. (T8)
• LO8. Uses language that is respectful of gender issues in both oral and written productions. (T8)
• LO9. Apply strategies for the promotion of gender equality and equity between people in the professional field. (T8)

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.

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.
• Develop the professional role of the therapist in different settings (hospital, social care and community, among others) and in a context of health and social policies for integrated care that promotes continuity and comprehensive care of people.
• 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.
• Manage, organize and optimize physiotherapy work processes and care services in accordance with administrative and legal regulations and incorporating inclusive and participatory organizational models.
• Participate as a physiotherapist in an interdisciplinary context, coordinating with other professionals and routinely participating in work teams in practice.
• Understand and act in accordance with the interactive behavior of the person in terms of gender, group or community, within their social and multicultural context, respecting the opinions, beliefs and values ​​​​of people, their privacy and confidentiality, and professional secrecy, and taking the life cycle into account.

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 can communicate information, ideas, problems and solutions to both specialists and non-specialists.
• 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.
• Students have developed the learning skills necessary to undertake further studies with a high degree of independent learning.

Core skills

• Bring to bear values of entrepreneurship and innovation in one's academic and professional careers.
• Communicate orally, in writing and audiovisually, in one's own language and in foreign languages, with proficiency in form, content and use.
• Develop strategies for promoting gender equality and equity for all.
• Exercise active citizenship and individual responsibility with a commitment to democratic values and sustainable development.
• Interact in international contexts to transfer knowledge to current and emerging fields of professional development and research.
• 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. Clinical reasoning theory
2. Study and resolution of cases from an integrated, interdisciplinary and intersectoral care perspective
3. Clinical reasoning in practice
4. Clinical simulation

Practical blog

1. Case resolution seminars for musculoskeletal, geriatric, pediatric, respiratory and neurological physiotherapy

Evaluation

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

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

Ordinary period

Theoretical block

This block accounts for 50% of the total for the subject.

The theoretical content is assessed through written tests (V/F type, test, short questions and/or clinical case). To pass, the final grade of the theoretical block must be equal to or greater than 5. The activities are retrievable.

Practical blog

This block accounts for 50% of the total course weight. It is distributed as follows:

• Attitude to learn (10%): attitude in class, participation, interaction within the work subgroup, continuous evaluation by the teacher (non-retrievable)
• Evaluation of clinical case resolution (40%, recoverable)
  • Resolution of the clinical case of musculoskeletal physiotherapy (8%)
  • Resolution of the clinical case of respiratory physiotherapy (8%)
  • Resolution of the clinical case of physiotherapy in geriatrics (8%)
  • Resolution of the clinical case of physiotherapy in neurology (8%)
  • Resolution of the clinical case of physiotherapy in pediatrics (8%)

The practical content is evaluated based on the resolution of a clinical case for each area of knowledge. The evaluation of the clinical case for each area, which corresponds to the practical content of the subject, is carried out through the co-evaluation process between the student groups and the corresponding teacher. If the co-evaluation score between the student group and the teacher does not differ by more than 2 points, the final result is the average between the student group's evaluation and that of the teacher. If the result between the two evaluations (that of the group and that of the teacher) differs by more than 2 points, the final result is the score established by the teacher responsible for teaching the corresponding area being evaluated.

To pass the practical block, each of the clinical cases in the evaluation must be approved with a 5. That is, the clinical case of musculoskeletal physiotherapy, the geriatrics case, the pediatrics case, the neurology case and the respiratory physiotherapy case.

The assessment is continuous and to pass the subject, each part must be passed, that is, the theoretical block and the practical block.

To establish the final grade according to the weighting of the different evaluation items, it is necessary that these items are passed with a grade of 5 or more in the evaluation activities that are recoverable.

In the event of not passing any of the parts, the student can recover the content they decide on in the complementary evaluation period, as long as they do not exceed 50% of the subject.

Complementary evaluation period

The student can recover the contents not passed during the continuous assessment process and that do not exceed 50% of the total grade for the subject.

To apply the weighting of the final grade of the items evaluated in the complementary assessment, it is essential to have passed the following contents with a grade of 5 or more:

• Resolution of the clinical case of musculoskeletal physiotherapy (8%)
• Resolution of the clinical case of respiratory physiotherapy (8%)
• Resolution of the clinical case of physiotherapy in geriatrics (8%)
• Resolution of the clinical case of physiotherapy in neurology (8%)
• Resolution of the clinical case of physiotherapy in pediatrics (8%)

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 a 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

Sessions are held with the class group (in the classroom) in which the theoretical contents of each block are presented through lectures, clinical cases, problem solving and group work.

Practical classes are also held with small groups (in laboratories) in which the practical procedures of each block are developed and case resolution is practiced in small groups.

Bibliography

Key references

• Guzmán, S & Elizondo, R (2022). Anatomía humana en casos clínicos : aprendizaje centrado en el razonamiento clínico (5 ed.). Editorial Médica Panamericana.
• Seco Calvo,J & Burgos Alonso, N (2022). Fisioterapia comunitaria y salud pública : gestión, administración sanitaria y educación para la salud. Editorial Médica Panamericana.
• Torres Cueco, Rafael (2008). La columna cervical: Evaluación clínica y aproximaciones terapéuticas. Editorial Médica.

Further reading

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