General information


Subject type: Basic

Coordinator: Marc Terradellas Fernández

Trimester: Third term

Credits: 6

Teaching staff: 

Maria Lluïsa Segura Ferrando
Pere Bacardit Pintó 

Teaching languages


  • Catalan

Skills


Specific skills
  • RAE3 - You will identify the psychological and social aspects in the physiotherapist-patient relationship, including the result in the state of health or illness of people, families and the community.
     

  • RAE4 - It will incorporate techniques of assertiveness and social skills by applying them, in education for health in users throughout life, in the realization of practical seminars.
     

  • RAE5 - You will be able to identify the factors involved in teamwork and leadership situations, in the theoretical and/or practical activities in which you work in this modality.
     

  • RAE10 - You will identify the psychological and physical problems arising from gender violence by performing the early detection, assistance and rehabilitation of victims of this form of violence in practical seminars, simulation and external academic practices.
     

Description


This subject aims to relate physiotherapy and pedagogy, understanding the latter as an important discipline for the best development of the physiotherapist's work. It will be shown, through different activities (framed from a gender perspective), the importance and the need to integrate the skills of both disciplines, in order to best achieve the specific goals of physiotherapy.

The distribution of the theoretical and/or practical content of the subject can be consulted in the timetable and sections of the corresponding virtual classroom before it starts.

This subject aims to introduce the gender perspective in its content and development. In addition, the goals are aligned with the Sustainable Development Goals (SDGs) of the United Nations 2030 Agenda.

The classroom (physical or virtual) is a safe space, free of sexist, racist, homophobic, transphobic and discriminatory attitudes, whether towards students or teachers. We trust that together we can create a safe space where we can make mistakes and learn without having to suffer prejudice from others.

Contents


1. Modalities of educational attention

2. Education and physiotherapy

3. Socialization

4. The educational process

5. Communication

6. Objectives and evaluation

7. The directed session

8. Experienced learning

9. Gamification

10. Integration of the contents worked on

Evaluation system


This subject may consider the following indicators detailed in the following table in its evaluation proposal:

Evaluation system Weighting
SE1. Electronic portfolio 10-40%
SE2. Oral presentation 20-50%
SE3. Exam 30-60%
SE4. Self evaluation 5-30%
SE5. Peer assessment (2P2) or co-assessment 5-30%
Total  100%

A system of quantitative (from 0 to 10) and qualitative (suspended, approved, notable, excellent, honorary registration) is used according to RD 1125/2003.

The subject will have assessment and recovery activities in accordance with the teaching guide and the subject's learning plan, published in its virtual classroom and which will establish the necessary requirements to be able to participate.

In accordance with current UPF regulations, all students who, having participated in the learning and assessment activities during the term, have obtained a failing grade for the corresponding subject in the quarterly assessment may participate in the recovery process . Those who have not participated in the learning and assessment activities or who have waived the assessment will not be able to participate. If the grade is "not submitted", you will not be able to opt for recovery and therefore the subject will have to be taken again in its entirety in the following academic year.

In the event of copying, plagiarism or illegitimate use of generative artificial intelligence in any assessment activity, you must consult the TecnoCampus University Center's Undergraduate and Master's Course Assessment Regulations.

REFERENCES


Basic

Blázquez, Domingo (2013). Ten teaching skills to be the best physical education teacher. Barcelona INDIA.

Chiva, Oscar and Martí, Manuel (coord.). (2016). Active and globalizing pedagogical methods. Conceptualization and application proposals. Barcelona: Graó.

Butler, David Sheridan & Moseley, GL (2013). Explaining pain (2nd ed.). Noigroup.

 

Complementary

Serrano (2003). The Gift of Communication. Now Books

Blazquez Sanchez, Domingo. (2021). How to evaluate well?: physical education. INDIA.
 

  Neurosciences, didactics and pedagogy: contributions to today's school. (2018). bonum

 Víctor M. Martín Solbes, & Eduardo S. Vila Merino. (2015). GENDER EQUALITY AND PEDAGOGY/SOCIAL EDUCATION: AN ONTOLOGICAL ENCOUNTER. In Gender, Education and Coexistence (1st ed., p. 167–). Dykinson.