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CB5_That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.
CB1_That students have demonstrated knowledge and understanding of an area of study that is based on general education, and is usually found at a level that, while supported by advanced textbooks. Also includes some aspects that involve knowledge from the forefront of their field of study
CE1_Know and identify the structure and function of the human body. Understand the molecular and physiological basis of cells and tissues
CG6_Basing nursing interventions on scientific evidence and available media
CT 1 Develop the ability to assess inequalities based on sex and gender, to design solutions
The subject Structure and Function of the Human Body II is taught during the first year.
During the second term, the bases established in the first part of the subject are deepened and the main devices and systems of the body are worked on, both from the anatomical and physiological aspects. Both concepts, presented in an integrated way, promote understanding and place students in an ideal situation for understanding the disease (physiopathology).
It is a basic concept in the work of the nursing professional, ensuring that the person's balance is maintained and/or restored, both physically and psychologically. For this, it is an indispensable condition to know the anatomical and physiological normality, and, based on the same, its dysfunction, the disease.
The gender perspective will be an aspect that the teaching staff will take into account by making an inclusive and non-sexist use of language and promoting the equal participation of everyone in a respectful and inclusive environment both in master classes and in seminar sessions. Female bibliographic references will be provided in the classroom to the extent that the subject allows it and the full first name of the authors will be used. Regarding the images of the content in the teaching material, the non-perpetuation of stereotypes will be encouraged. The different responses in women and men will become visible in terms of the exposure of risk factors underlying the onset of disease, the differences due to sex and gender in the manifestations and experience of the disease. Epidemiological studies have identified differences in the frequency of diseases between sexes, as well as differences in life expectancy; key concepts that will be integrated into the teaching syllabus.
BLOCK 1 - Cardiovascular system
Systemic and pulmonary circulation
Heart: structure, valve functionalism
Hemodynamics
Pressure and volume curves
Blood vessels
Pulmonary circulation
Lymphatic system
BLOCK 2 - Blood
Cells and plasma
Blood groups
Hemostasis
Immune system
BLOCK 3 - Respiratory system
Respiratory tract
Mechanics of ventilation and volume
Gas exchange and transport
BLOCK 4 - Digestive system
Anatomy of the digestive tract
Accessory organs: salivary glands, liver and bile ducts, exocrine pancreas
Digestion, absorption, defecation
BLOCK 5 - Urinary system (reno-excretory)
Kidney and excretory tract
Renal physiology
BLOCK 6 - Reproductive system and gestation
Female reproductive system
Male reproductive system
Gestation: fertilization, implantation and phases of gestation
Fetal and embryonic period
Part and postpartum
Physiology of breastfeeding
BLOCK 7 - Growth and aging
Hormonal and physiological bases of growth and aging
SEMINARS
Cardiovascular system
Blood and immune system
Respiratory track
Digestive system
Renal system
Reproductive system, growth and aging
The assessment system for the skills and learning outcomes of this subject includes different assessment activities for Subject 1 - Anatomo-physiopathology:
Evaluation system |
Minimum weighting |
Maximum weighting |
|
SE1. Exam |
Present in several = 30% |
Present in several = 60% |
|
SE2. Individual works |
5% |
Present in several = 40% |
|
SE3. Teamwork |
5% |
Present in several = 40% |
|
SE4. Classroom participation |
5% |
Present in several = 20% |
A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.
The total or partial copy in any of the learning activities means a "Not Presented" in the subject, without option to present in the proof of recovery and without prejudice of the opening of a file for this reason.
According to UPF regulations, students who have the option of retrieving the subject are those who have obtained a “suspended” grade, which are the only ones that can be modified in the recovery process.
The evaluation system and recovery period are detailed in the Learning Plan available in the virtual classroom at the beginning of the subject.
Anatomy and Physiology. 8th Ed. Kevin T. Patton and Gary A. Thibodeau. Madrid 2013
Atlas of Human Anatomy. 7 Ed. Frank H. Netter. Edited by Elsevier Masson. Barcelona 2019
Principles of Anatomy and Physiology. 15 Ed. Gerard J. Tortora and Bryan H. Derrikson. Edit Med Panamericana. Madrid 2018
Treatise on Medical Physiology. 14 Ed. John E. Hall and Arthur C. Guyton. Edit Elsevier. Barcelona 2021
https://www.visiblebody.com/anatomy-education-resources