What are you looking for?
B1_That students have demonstrated knowledge and understanding in a field of study that is based on general secondary education, and is at a level that, if supported by advanced textbooks, also includes some aspect that involves knowledge from the forefront of their field of study
B4_That students can convey information, ideas, problems and solutions to both specialized and non-specialized audiences
E14_Incorporate the ethical and legal principles of the profession into professional practice, as well as integrate social and community aspects into decision-making
E17_Understand the importance of updating the knowledge, skills and abilities and attitudes that make up the professional competencies of the physiotherapist
E19_Know how to communicate effectively and clearly, both orally and in writing, with users of the healthcare system, as well as with other professionals
T3_The student must be able to develop skills in interpersonal relationships and be able to work within an intra and interdisciplinary team
BIOETHICS AND LEGISLATION
The scenario of the exercise of the care professions has undergone in recent years rapid and profound changes that have come to change the nature and objectives of care activities, one of the causes has been the current proliferation of regulations governing the rights of the user / patient of the healthcare system, of the various healthcare activities, as well as of the requirements and availability of resources, among others, which implies an increasingly complex and demanding professional practice which leads to an increase in area of competence and in the professional responsibility of the physiotherapist.
This professional responsibility does not only imply the monitoring and compliance with current legislation, but also generates ethical and moral responsibility, given the various situations and / or ethical-legal conflicts that occur in healthcare practice; it is these reasons that demand a deep and interdisciplinary reflection of the health professions in order to give answers in the search for professional excellence. Bioethics and professional legislation as disciplines offer tools and resources to facilitate the reflection and management of possible answers to the ethical-legal dilemmas that derive from professional practice.
Regarding the expected learning outcomes, the student at the end of the subject must:
- RA37. They understand the substantial problems of health and healthcare. Interprets public health concepts and incorporates them into healthcare practice.
- RA38. It applies health policies to prevent diseases and/or health complications in populations at risk.
- RA39. Analyze the specific behaviors in the various contexts of professional intervention that may be a risk to people's health.
- RA40. Know the laws that regulate the physiotherapy interventions under which they are going to work. It detects violations and critical points of intervention that may be susceptible to being penalized.
- RA41. Acquire bioethical criteria for the treatment of people with health problems.
- RA43. Acquires the capacity for critical reasoning, interaction with professionals and communication.
Bioethics and Legislation - METHODOLOGIES |
Bioethics and Legislation |
TYPE OF ACTIVITY |
HOURS |
AF1 Theoretical classes |
27 h |
AF6 Study and group work |
16 h |
AF7 Study and autonomous, individual work |
32 h |
Total hours |
75 h |
The contents of the subject of Bioethics and Legislation are:
BIOETHICS AND LEGISLATION
Teacher: Marlen Moreno Martínez
Part I. Legislation:
Topic 1. Introduction to Bioethics and Health legislation-Professional responsibility
Presentation of the subject. Introduction to Professional Ethics and Bioethics. Introduction to Legislation.
Topic 2. Legislation and Professional Practice of Physiotherapy. Rights and Duties of the user of the Health System
Topic 3. Healthcare norms - Civil and criminal liability - professional negligence.
Part II. Bioethics:
Topic 4. Ethics and Healthcare Bioethics:
Topic 5. Bioethical conflicts in assistance and clinical research.
Topic 6. Professional ethics:
Topic 7. Care ethics with a gender perspective.
"The total or partial copy in any of the learning activities will mean 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
The total or partial copy in any of the learning activities will mean 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. "
The evaluation of the subject will be based on a continuous evaluation that will consist of a test-type exam of multiple choice of the block of theoretical contents, with a value of 40% of the final mark. The other 60% of the final mark of the subject will correspond to the part of practical knowledge developed in the sessions of seminars and group tutorials with the final delivery of the electronic portfolio and exhibition worked along the same.
It will be a fundamental requirement to pass each of the parts -theoretical and practical- described above with a quantitative qualification equal to or greater than 5 points to pass the subject of Bioethics and Professional Legislation.
Specifically, obtaining the final grade for the subject is summarized in the following table:
Evaluation system |
Weighting |
SE1. Electronic portfolio (group written work) |
30% |
SE2. Oral presentation |
20% |
SE3. Peer assessment or Co-assessment |
10% |
SE4. Written Exam | 40% |
Allué, M. (2013) The restless patient. Barcelona: Edicions Bellaterra.
Masiá, J. (2012) Caring for life. Barcelona: Herder.
Beauchamp TL, Childress JF. (2005) Principles of Biomedical Ethics. Barcelona: Masson.
Schockenhoff, E. (2012) Ethics of life. Barcelona: Herder.
Pons, Marcial (2011) Law for health personnel. Madrid: Mediuris.
Torralba, F. (2002) Ethics of caring. Madrid: MAPFRE.
Official Association of Physiotherapists of Catalonia: http://www.fisioterapeutes.com
Borja Institute of Bioethics: http://www.ibb.bsjdbcn.org
Alvarez-Cienfuegos Suárez, JM, Aulló Chaves, M. (2000) Legal responsibility of the health professional. Madrid: Edicomplet: asoc. Spanish health law.
Institute of Bioethics of the Health Sciences Foundation:
Fair Play. Journal of Philosophy, Ethics and Sports Law. UPF BCN. http://www.upf.edu/revistafairplay
(2012) Health law and occupational medicine. Barcelona: Bosch.
Feyto L, Gracia D, Sánchez M. (2011) Bioethics: the state of the issue. Madrid: Triacastela.
Bioethics and Law Observatory. University of Barcelona: http://www.bioeticayderecho.ub.es
Cortina, A. (2013) What is ethics really for? Barcelona: Paidós.
Soliniís, G. (2015). WHY? A GLOBAL BIOE?TIC? UNESCO: Ed. Organization of the United Nations for Education, Science and Culture.https://unesdoc.unesco.org/ark:/48223/pf0000231540
Simón, P. (2005) Ethics of health organizations. Madrid: Triacastela.
Borrell, F. (2010) Patient-centered clinical practice. Madrid. Triacastela.
Gracia, D. (2007) Decision Procedures in Clinical Ethics. Madrid: Triacastela.
Martínez Montauti J. (2018). THE DOCTOR-PATIENT RELATIONSHIP. Barcelona: Ediciones Observatorio de Bioethics y Derecho de UB