Universitat Internacional de Catalunya
Community Physiotherapy and Public Health
Other languages of instruction: Catalan, English,
Teaching staff
Ivet Bayés (ibayes@uic.es)
Introduction
Public Health watches over the health of populations. Supported by other fields in Health Sciences, such as epidemiology, statistics or biology, Public Health strives to protect, promote, and restore collective health, and also designs and evaluates the appropriate interventions. Public Health underlies health systems and is, therefore, an important part of the training of health professionals.
As health care providers, physiotherapysts intervene in many health problems, both in clinical settings and in the workplace or sports. They participate in promoting health with specific interventions during childhood, adulthood or in the old age. Physiotherapists are also key in planning and carrying out community interventions from primary care settings.
This subject places the physiotherapist as an important player in public health, and provides the knowledge and skills to understand their role in improving human health by means of individual and collective interventions.
Pre-course requirements
Not required
Objectives
The objectives are that students :
- Understanding the fundamental concepts of health and public health.
- Learning about health systems organization, with special emphasis on the Spanish health system.
- Identifying the role of the physical therapist in public health.
- Understanding basic population health indicators and outcomes and learn about their determinants.
- Identifying the main methods and techniques used in public health for the study of health problems that affect the population.
- Assessing and plan disease prevention and health promotion strategies in different healthcare settings and population groups.
Competences/Learning outcomes of the degree programme
- 01 - The ability to analysis and synthesis.
- 02 - The ability to organise and synthesize
- 05 - The ability to manage information.
- 06 - To have comprehensive problem-solving skills.
- 08 - The ability to work within an international context.
- 09 - Demonstrate critical thinking skills.
- 10 - Develop autonomous learning skills.
- 13 - Knowledge of other cultures and customs.
- 16 - Demonstrate a sensitivity towards environmental issues.
- 21 - Knowledge of the physiological and structural changes that can occur after physiotherapeutic interventions.
- 27 - Knowledge of psychological and social factors that affect the health of the individual, family and community.
- 28 - Understanding of theories of communication and interpersonal skills.
- 28.1 - Capacity for oral and written communication in the native language.
- 28.2 - Demonstrate Interpersonal skills.
- 29 - Knowledge of healthcare education theory and awareness of the student's own lifelong learning process.
- 29.1 - Demonstrate a committment to ongoing learning and self-improvement.
- 30.1 - Teamwork skills.
- 31 - Knowledge of health care administration and management proceduresespecially those related to physiotherapywithin a diverse and changing context.
- 33 - Knowledge of criteria and indicators for quality assurance in physiotherapy care according to guidelines for good clinical practice and professional standards.
- 34 - Knowledge of basic concepts in health, health systems and levels of care. Epidemiology. Physiotherapy in the health process.
- 35 - Knowledge of the impact of socio-health policies on professional practice.
- 36 - Knowledge of factors involved in problems of social inequality and in the health needs of different social groups.
- 37 - Knowledge of ethics, legal and professional issues in physiotherapy practice.
- 37.4 - adhere to professional competencies and standards in health care
- 44 - Knowledge of research and assessment methodology that integrates theory and research in the design and implementation of effective physiotherapy.
- 51.1 - Ability to design and set up activities related to disease prevention and health promotion.
- 53 - Capacity to participate within the areas of health promotion and disease prevention.
- 53.1 - Ability to design and set up activities related to health promotion and disease prevention.
- 54 - Ability to interact effectively in a multidisciplinary team.
Learning outcomes of the subject
By the end of the course students should be able to:
• Explain the fundamental concepts of health and public health.
• Acquire the ability to interpret indicators and basic measures in the field of public health.
• Identify the determining factors related to health.
• Identify the main methods and techniques used in public health for the study and prevention of health problems that affect the population.
• Evaluate and design prevention and health promotion programs, proposed from the physiotherapy area and aimed at different groups of people.
• Identify health education as a fundamental tool in health promotion and disease prevention.
Syllabus
Module I: Introduction to Public Health
Topic 1. Public Health and Physiotherapy
- Public health concept
- Evolution of public health over time
- Public health areas
- Relationship with physiotherapy
Topic 2. Health systems
- Introduction to health systems
- Models of health systems
- Spanish national health system
- Examples from other health systems
Module II: Population health
Topic 3. Demography
- Concept and types of demography
- Sources of data
- Basic demographic indicators
Topic 4. Introduction to epidemiology
- Definition and objectives
- Study designs in epidemiology
- Basic measures in epidemiology
Topic 5. Health determinants and disease prevention
- Health determinants and disease prevention Definition
- Models of health determinants
- Objectives of prevention
- Levels of prevention
- Basic concepts on validity of diagnostic tests
Module III: Physiotherapy and community health
Topic 6. Health planning and health diagnosis in the community
- Definition and objectives
- Design of health diagnosis
Topic 7. Health promotion from physiotherapy
- Fundamentals and definition of health promotion
- Objectives of health promotion
- Planning of health interventions from physiotherapy
Topic 8. Health education
- Definitions and objectives
- Methods used
- Stages of a health education programme
- Interventions in community health from physiotherapy
Teaching and learning activities
In person
Theoretical classes:
The main theoretical concepts will be explained in each class, with the possibility of using cases, scientific articles and practical activities in order to make the classes more dynamic and consolidate knowledge. The concepts will be put into practice through discussion and group work.
Case methods:
Three sessions will be held for the resolution of case methods, where the knowledge obtained in the theoretical sessions will be put into practice. The activities will be similar to those of the practical part of the final exam.
At the end of the class, the activity must be handed in with the names of the members of the group (4 people) who have attended the session. At the end of the class it shall be verified that only the attendees are in the group of the assessed activity. All members of the group will have the same grade, except in clear cases where a member is detected who has not actively participated.
Team work:
Group activity (groups of 4-5 members) in which, through an oral presentation, students must present a proposal for a promotional intervention on one of the scenarios raised in class in block III. Physiotherapy and community health. Students may use whatever support they consider appropriate for the presentation of their proposal, as long as the assessable elements are present.
Final exam:
Consists of a theoretical part with multiple-choice questions and a practical part in which questions relating to case studies must be answered. The format and level of difficulty of the exam questions will be very similar to those of the case study methods and short questionnaires carried out during the semester. The final exam is taken on paper in a conventional classroom at the end of the semester.
Participation in the classroom or in the forums:
Student contributions (active participation in the classroom and in the forums) will be valued, being especially valuable those contributions that go beyond presenting doubts, but that share information that stimulates the learning of the contents related to the subject.
Evaluation systems and criteria
In person
FIRST CALL
There are two assessment modalities (Option A and Option B) which students must take during the first two weeks after the start of the course:
- Option A: Final exam (60% of the final mark), case methods (3: 25%, each MC: 8.33%) and group work (15%).
- Option B: Final exam (80% of the final mark) and group work (20% of the mark).
*Class participation: in both modalities it would mean up to 1.5 extra points of the final grade as long as the student has obtained at least a 4 in the exam.
SECOND CALL
In the event of a fail in the first sitting, the student must sit the final exam in the second sitting. The grade of the second sitting will make up 85% of the mark obtained in the exam. The remaining 15% may be obtained from the grade for the case study methods and/or the group work carried out throughout the course.
* In both the first and second sittings, the final mark that constitutes a pass in the course is 5 points.
Communication
Communication with the group will be done exclusively through the NOTICE FORUM, so it is compulsory reading. The announcements forum will contain messages from the teaching staff to the students, both on course procedures and contents. It is the student's obligation to read the notice forum, and all communications in it will be taken as known. All information on timetable changes, assigned classrooms, among other matters, will be available in this forum.
In addition, a CONSULTATION AND DISCUSSION FORUM will be available so that students can ask questions, either about logistical aspects of the subject, or about aspects they consider of interest and want to share them with the other members of the class. The latter will be candidates for assessment and will be counted as part of the extra points.
Communication by e-mail is reserved for relevant personal matters, all other communications must be made through the forum.
Bibliography and resources
Argimón JM, Jiménez J. Métodos de investgación clínica y epidemiológica. Madrid: Elsevier, 2004.
Contel, JC. Atención domiciliaria. Organización y Práctica. Barcelona: Springer-Verlag Ibérica, Barcelona, 1999.
Daban F, Pasarín MI, Rodríguez-Sanz M, et al. Evaluación de la reforma de atención primaria: prácticas preventivas y desigualdades. Aten primaria, 2007; 39: 339-346.
Informe SESPAS 2004. La salud pública desde la perspectiva de género y clase social. Gaceta Sanitaria, 2004; 18 (supl.1).
Martín Zurro A, Jodar G (Ed). Atención familiar y salud comunitaria. Barcelona: Elsevier, 2011.
Martínez Rodríguez, A. Fisioterapia en Atención Primaria. Madrid: Síntesis, 2008.
Montagut F. Rehabilitación domiciliaria. Principios, indicaciones y programas. Barcelona: Masson, 2005.
Piedrola Gil. Medicina preventiva y salud pública. Barcelona: Elsevier, 2008.
Salleras Sanmartí, L. Educación sanitaria. Principios, métodos y aplicaciones. Madrid: Díaz de Santos, 1990.
Yach D, Hawkes C, Gould L, Hofman K. The global burden of chronic diseases. Overcoming impediments to prevention and control. JAMA 2004; 291: 2616-2622.
Enlaces
Agència de Salut Pública de Barcelona: www.aspb.es
American Public Health Association: www.apha.org
Association of Public Health Observatories: www.pho.org.uk
Escuela Nacional de Sanidad: www.isciii.es
European Public Health Association: www.eupha.org
Harvard School of Public Health: www.hsph.harvard.edu
Health Protection Agency: www.hpa.org.uk
Institute of Medicine: www.iom.edu
Pan American Health Organization: www.paho.org
Public Health Agency of Canada: www.publichealth.gc.ca
World Health Organization: www.who.int
Evaluation period
- E1 30/05/2024 A14 12:00h
- E1 30/05/2024 A16 12:00h
- E2 02/07/2024 A14 10:00h