Degree in Physiotherapy

Tutorial action plan of the School of Health Sciences (ESCST)

Indexes

1. The why of a tutorial space

2. The PAT at the ESCST

3. Objectives of the PAT

4. Modalities of tutoring

5. ESCT tutors

1. The why of a tutorial space

Research and practical reflection on the tutorial function at the University is an open field in which an experimental theoretical corpus is beginning to be formed in recent years. Today's society demands not only professionals theoretical and practical knowledge (knowing and knowing how to do), but also skills related to knowing how to be and knowing how to be.

This is where the tutoring space acquires relevance in terms of the educative and socializing function, one more function within teaching that contributes to the integral development of the person.

2. The PAT at the School of Health Sciences

The Governing Council of Pompeu Fabra University (UPF) approved on July 13, 2011 the Regulations for Tutoring of Undergraduate Students. In this line and within the methodological and curricular adaptation in which the universities are immersed, the tutorial action represents a relevant and effective teaching action in the student learning process. For this reason, UPF is committed to a comprehensive tutoring model where various aspects are taken into account that can affect the student's learning throughout the years of study.

The School of Health Sciences, as a center attached to the UPF, considers the need for students to have a Tutorial Action Plan (PAT)

The PAT was created with the aim of promoting the integration and involvement of students in the ESCST. This is an educational action that is being carried out to provide university students with support and advice from the beginning to the end of their university career.

3. Objectives of the PAT

The tutorial action must satisfy both the objectives of the student and those of the university. The purpose of the tutorials is:

• Ensure the adaptation of students to the university.

Adapting students to the first term of the first year is essential to reduce early school leaving and frustration.

• Stimulate study and academic performance.

It is important to offer students specific support for the studies they have chosen to pursue, providing them with tools and resources that will help them enhance their development of their academic and professional itinerary.

• Help in situations of personal or study difficulty.

Sometimes, there are personal situations that affect the good follow-up of studies. The tutor must support the student so that he / she can overcome them. If personal problems are important, the tutor may recommend psycho-pedagogical help.

4. Modalities of tutoring

Tutoring can take the following forms:

• Individualized tutoring. This type of tutoring allows student support based on the personal and direct relationship with the tutor. It can be at the request of the student and / or the tutor.
• Group tutoring, previously planned, is carried out to work on either cross-cutting issues (curriculum, itineraries ...), or common issues between group members.

In reference to the development of the tutorials, there are three ways: face-to-face, telematic and mixed.

• In class, through direct interviews, both individual and group. At times agreed between the student and the tutor.
• Telematics, by email or video conference.
• Mixed, if both of the above modes are used.

The tutor has a special involvement in situations such as:

• Regime of dedication to part-time study.
• Special educational needs.
• Elite athletes.
• Risk of academic failure, defined as exhaustion of two calls for a subject.
• Other situations that, in the opinion of the school principal, advise strict supervision.

5.        ESCST tutor

The ESCST academic tutor is Mrs. Elisabeth Rosell.

In order to get in touch with them, you can write an email to erosell@tecnocampus.cat.