Universitat Internacional de Catalunya
Ageing, Pluripathology and Chronicity
Teaching staff
Students may ask lecturers questions at the end of each class. For enquiries outside of class time, students must make an appointment by email:
Subject coordinators
M.Victòria Farré Mercadé mfarre@uic.es (main coordinator)
Enric Garcia Restoy egarciar@uic.es
Other teachers
Margarita Carmona Sánchez mcarmona@cst.cat
Mireia Llonch Masriera mllonch@uic.es
Lluís Guirao Cano llguirao@gmail.com
Daniel Rodriguez González DRodriguez@cst.cat
Nicole Stantonyonge nicolesys@gmail.com
Introduction
The aging of our population is an evident reality that will increase in the coming decades, as the presence of chronic diseases and pluripathology or multimorbidity, defined by the presence of two or more chronic diseases.
For this reason, the World Health Organization (WHO) is committed to promoting and prioritizing knowledge in these areas with the aim of knowledge in these areas in order to improve their management with the aim of giving "life to the years", as prioritized in the WHO's as currently prioritized and promoted in the Decade of Healthy Aging (2021-2030), declared by the United Nations General Assembly in December 2020, which is the main strategy for building a society for all people of all ages, and builds on the framework of the Global Strategy on Ageing and Health (2016). https://www.who.int/es/initiatives/decade-of-healthy-ageing.
Therefore, we should not treat multimorbid and/or elderly patients just because their diseases, but in a comprehensive way taking into account their clinical, functional and social aspects, without forgetting their values and preferences. In this way, we will improve their state of health and quality of life, reduce possible avoidable complications and, in short, improve their care and the associated health care costs.
This course "Aging, pluripathology and chronicity" invites us to get to know the elderly patient with its different typologies, as well as the chronic and pluripathological patient, from the youngest to the oldest.
We will learn how to apply the best model of care to these patients from the detection of their individual needs, through an integral management and following a continuity in their care based on a person-centered interdisciplinary intervention.
Welcome!
M. Victòria Farré and Enric Garcia
Coordinators of the course
Pre-course requirements
None
Objectives
1.- The student will be able to identify the typologies of older adult, chronic, complex chronic and MACA patients and will be able to demonstrate their knowledge of the different models and levels of care for chronicity and their application in the clinical context.
their application in the clinical context.
2.- Demonstrate sufficient knowledge of the theories and physiology of development to understand
concepts such as atypical presentation, and functional loss. And demostrate respect to the older person.
4.- Demonstrate sufficient knowledge of pharmacology (pharmacokinetics and pharmacodynamics) in order to
understand the principles of prescription for the elderly, chronic pluripathological diseases with special attention to the
to pharmacological reconciliation, polypharmacy, drug interactions, adverse drug reactions, and potentially
reactions, and potentially inappropriate prescribing of medicines that meet the STOPP-START criteria.
STOPP-START CRITERIA.
5.- Understand the complex relationship between pathological processes, dysfunctions, handicaps and disabilities, and will be able to
6. Understand the complex relationship between pathological processes, dysfunctions, disabilities and incapacities, and be able to assess the consequences of the disease in the functional sphere. As well as
adaptation through technical adjustments and adaptation to the environment.
7.- As the manifestations of malaltia in these groups is often atypical, manifested by functional impairment and frequently influenced by social factors; an interdisciplinary approach is taken. The student must demonstrate a good understanding of team dynamics, appreciate the contributions of each member and participate in the team.
8.- Demonstrate competence in: obtaining information, communicating with patients with sensory and cognitive deficits, carrying out a detailed comprehensive assessment, drawing up a list of patients with sensory and cognitive deficits, carrying out a detailed comprehensive assessment, drawing up a list of patients with sensory and cognitive and sensory deficits, the implementation of a detailed comprehensive assessment, the elaboration of a list of problems and a prioritised treatment plan, and theproblems and a treatment plan establishing priorities, emphasising the promotion of functionality, independence and quality of life.
9.- Demonstrate an adequate approach to the most common syndromes and diseases among the elderly, and
chronic pluripathological patients including: mobility problems, instability and falls, common syndromes of mental health (dementia, depression, depression, etc.).
mental health syndromes (dementia, delirium and depression), incontinence (urinary and faecal incontinence), cardiovascular diseases (hypertension, HF and AMI), metabolic diseases (DM, osteoporosis, thyroid disorders, water and electrolyte imbalance), ulcers and electrolytes), pressure ulcers, frailty and sarcopenia.
10.- Apply the principles of management of complex illness in the elderly and in pluripathological chronic illnesses in activities such as rehabilitation and rehabilitation of the elderly.
in activities such as rehabilitation and medical care.
9.- Understands the principles of primary, secondary, tertiary and quaternary prevention and incorporates these principles
in their care for these groups.
10. Will understand the limitations in the application of conventional clinical practice guidelines, as well as the different aspects that make the management of chronic, multi-pathological and elderly patients complex.
Competences/Learning outcomes of the degree programme
- 01 - Recognise the essential elements of the medical profession, including ethical principles, legal responsibilities and patient-centered professional skills.
- 02 - Understand the importance of central principles, in particular of professional confidentiality for the benefit of patients, society and the profession.
- 03 - Know how to apply the principle of social justice to professional practice and understand the ethical implications of health in a changing global context.
- 04 - Develop professional practice with respect for patient autonomy, beliefs and culture.
- 05 - Recognize own limitations and the need to maintain and upgrade professional skills, with particular emphasis on autonomous learning of new knowledge and skills and motivation for quality.
- 06 - Develop professional practice with other health professionals, acquiring teamwork skills.
- 10 - To understand and recognise the agents and risk factors which determine health status, and learn how they determine the symptoms and natural development of acute or chronic diseases in individuals and populations.
- 11 - Understand and recognize the effects of growth, development and aging on the individual and their social environment.
- 12 - Understanding the foundations for action, the indications and efficacy of therapeutic interventions, based on available scientific evidence.
- 13 - Obtain and develop a clinical history that contains all relevant information.
- 14 - Perform a physical examination and a mental assessment.
- 15 - Ability to formulate an initial diagnosis and establish a rationalised diagnostic strategy.
- 17 - Establish the diagnosis, prognosis and treatment, applying principles based on the best information possible and safe clinical practice..
- 18 - To indicate the most appropriate (pharmacological, surgical, psychological, social or other) treatments that are pertinent to the most prevalent procedures, in terms of rehabilitation and also terminally ill patients, including an evaluation of their effectiveness.
- 19 - Propose preventive measures appropriate to each clinical situation.
- 21 - Listen carefully, obtain and synthesize relevant information about the problems affecting the patient and understand the contents of this information.
- 24 - Establish good interpersonal communication skills that enables efficient and empathetic communication with patients, relatives, media and other professionals.
- 25 - Recognize the determinants of public health; genetic and sex-dependent lifestyle, demographic, environmental, social, economic, psychological and cultural determinants.
- 26 - Assume role in the prevention and protection from diseases, injuries or accidents and maintenance and promotion of health, both individual and at the community level.
- 27 - Recognize role in multidisciplinary teams, assuming leadership when appropriate, for the delivery of health care, such as interventions for health promotion.
- 31 - Understand, critically evaluate and know how to use sources of clinical and biomedical information to obtain, organize, interpret and communicate scientific and health care information.
- 32 - Know how to use information and communication technology in clinical, therapeutic, preventive health care and research.
Learning outcomes of the subject
- Know the impact of aging on the functioning of the organs and on pathology; longevity and its demographic and epidemiological impact, as well as respecting the elderly and patients with/without multimorbidity.
- Knowing how to identify the types of elderly patients, chronic patients, complex chronic patients and MACA (advanced chronic disease according to NECPAL criteria).
- Know the most relevant national and regional healthcare models for addressing ageing, multipathology and chronicity.
- Know the different levels and care devices available for the management of elderly patients, with multiple pathologies or in a chronic situation, and know how to make the appropriate referral according to individual needs.
- Know the dynamics of the healthcare process, emphasizing the dynamics of multidisciplinary and interdisciplinary teamwork.
- Know the peculiarities of the disease in the elderly patient, the atypical presentation of the disease. Recognize, diagnose and guide the most frequent geriatric syndromes: frailty, dementia and delirium, falls, immobility, pressure ulcers, urinary incontinence, eating disorders (malnutrition), sarcopenia, chronic pain, elder abuse, visual disturbances and more frequent hearing, constipation.
- Recognize, diagnose and guide a patient with a geriatric profile through the Comprehensive Geriatric Assessment. Know the main functional, nutritional, cognitive-affective and social assessment tools.
- Know how to manage polypharmacy in chronic pathology and elderly patients to avoid inappropriate medications and prevent iatrogenicity.
- Know healthy lifestyle habits (diet, exercise, sleep hygiene) in elderly patients with multiple pathologies and chronic conditions. Know the programs that promote community health education in relation to the prevention and promotion of health.
- Know the basic principles of functional rehabilitation and prescription of physical exercise. Identify the functional impairment due to intercurrent acute illness and the limitations associated with prevalent comorbidity. Know the concept of intrinsic capacity.
- Recognise, diagnose and guide the rehabilitation needs of a chronic multimorbid patient, and in advanced age.
- Know the indications for the most common devices and technical aids.
- Recognize, diagnose and guide malnutrition in the elderly, chronically ill and multimorbid patient. Knowing how to apply hydration and nutrition measures in these groups.
- Recognize, diagnose and guide urinary incontinence syndromes.
- Recognize, diagnose and guide the syndrome of instability, balance disorder and falls. Know and know how to apply measures to prevent falls.
- Recognize chronic patients from a multi-pathological complex chronic patient, being able to analyze and address the therapeutic complexity.
- Recognize, diagnose and guide patients with the most frequent comorbidity profiles (cardiovascular diseases - including heart failure and HTA-, cerebrovascular disease and stroke, Chronic obstructive disease and pneumonia, diabetes, renal failure, osteoporosis)
- Know techniques for participation and integration of the core patient-carer-associations. Knowing the disease from the patient's perspective. Develop informative educational materials such as posters, videos.
- Recognize the role of caregivers and work on tools that encourage their training both in caring tasks and in their own self-care.
- Knowing how to recognize the social needs of elderly patients, with multiple pathologies or in a chronic situation.
- Know the medico-legal aspects in relation to the elderly, with multiple pathologies, chronic conditions or loss of autonomy.
Syllabus
Topic 01 (CM1): Aging, Multimorbidity, and Chronicity. Demographic, epidemiological, and technological transition. Definitions. The elderly individual, types. Biology and physiological changes of aging. Comprehensive Geriatric Assessment. Levels of care.
Topic 02 (CM2): Geriatric syndromes: definition and consequences. The Giants of Geriatrics and new geriatric syndromes. Sarcopenia, frailty, constipation.
Topic 03 (TP3): Urinary incontinence: definition. Epidemiology. Anatomy and physiology of micturition. Age-related changes in the lower urinary tract. Clinical, psychosocial, and economic impact. Clinical classification of urinary incontinence types: concept, definition, causes, and treatment.
Topic 04 (CM4): Models of Chronic Care in our environment. Complex Chronic Patient (PCC) and Patients with Advanced Chronic Diseases (MACA). Person-Centered Care: concept, general principles, and fundamental criteria. Areas of intervention and planning.
Topic 05 (CM5): General concepts on Rehabilitation and Chronicity: functional assessment, indications and contraindications for rehabilitation, rehabilitation programs, multidisciplinary team. Functional rehabilitation in patients with acute or chronic illnesses.
Topic 06 (LH1): The interdisciplinary meeting as a vehicle for the therapeutic plan. Concept of interdisciplinarity. Objectives and limitations of the interdisciplinary team. Formal and informal interdisciplinarity. Geriatric nursing. Physiotherapy and Occupational Therapy. Other disciplines involved in the care of the elderly and chronically ill. Levels of care.
Topic 07 (CM6): Decision-making in patients with multimorbidity, multiple pathologies, and complexity. Clinical practice guidelines for patients with multimorbidity and complexity. Most common comorbidities: diagnostic, prognostic, and therapeutic implications. Cumulative complexity model. Minimally disruptive medicine. Therapeutic complexity: factors and consequences.
Topic 08 (TP1): Nutritional aspects in the elderly, chronically ill, and multimorbid patients. Definition. Causes. Diseases related to malnutrition. Consequences. Nutritional status assessment. Nutritional requirements in the elderly. Treatment and prevention. Nutritional supplements.
Topic 09 (LH2): Nutritional approach in elderly, chronically ill, and multimorbid patients.
Topic 10 (TP2, TP3 -ABP1-): Case Study 1: Chronic patient.
Topic 11 (TP4): Pharmacological considerations and general principles of medication prescribing in geriatrics and multimorbid chronic patients: definitions and consequences of polypharmacy, hyperpolypharmacy, polytherapy, and medication adherence. Pharmacodynamic and pharmacokinetic changes with aging. Predisposing factors to therapeutic noncompliance. Mechanisms to optimize polypharmacy: medication reconciliation and deprescribing.
Topic 12 (TP5, TP6): Patient education school (presentation of assignments).
Topic 13 (TP7): Cognitive impairment. Delirium. Dementia. Clinical forms and neuropsychiatric complications. Diagnostic process and interdisciplinary/multidisciplinary therapeutic approach.
Topic 14 (TP8): Instability and falls. Importance of falls. Epidemiology. Related risk factors. Assessment of patients at risk of falling. Prevention strategies. Specific interventions. Consequences of falls: hip fracture. Osteoporosis.
Topic 15 (TP9): Depression and Sleep Disorders. Definitions and classification. Magnitude of the problem. Clinical manifestations and diagnostic evaluation. Treatment. Sleep architecture in aging. Insomnia. Therapeutic approach.
Topic 16 (CM7): Preventive actions and health promotion. Successful aging: healthy elderly care program. Definition and objectives of prevention and health promotion. Types of prevention (primary, secondary, tertiary, quaternary). Healthy elderly program: intervention on lifestyle habits, cardiovascular risk factors, vaccination program, screening of the most common neoplasms.
Topic 17 (TP10): Adaptation to disability: medical prescription of orthoses and assistive devices.
Topic 18 (TP11, TP13 -ABP2-): Case Study 2: Geriatric patient. Application of Comprehensive Geriatric Assessment.
Topic 19 (TP12): Multidisciplinary approach to chronicity: social management. Interdisciplinary social management of the most prevalent chronic conditions.
Teaching and learning activities
In person
| Data | Hora inici (hh:mm) |
Hora fi (hh:mm) |
Modalitat | Nº sessió modalitat | Grup | Aula | Tema | Professor/a |
| 03/09/2025 | 16:00 | 18:00 | CM | TODOS | Aula teòrica | Envejecimiento, Pluripatología y Cronicidad | FARRÉ MERCADÉ, Maria Victori | |
| 05/09/2025 | 16:00 | 18:00 | CM | TODOS | Aula mòvil | Síndromes Geriátricos | FARRÉ MERCADÉ, Maria Victori | |
| 08/09/2025 | 18:00 | 20:00 | CM | TODOS | Aula mòvil | Incontinencia urinaria | FARRÉ MERCADÉ, Maria Victori | |
| 15/09/2025 | 16:00 | 18:00 | CM | TODOS | Aula teòrica | Modelos de Atención a la Cronicidad.Atención Centrada en la Persona | GARCIA RESTOY, Enric | |
| 18/09/2025 | 14:00 | 16:00 | CM | TODOS | Aula teòrica | RHB y Cronicidad | GUIRAO CANO, Luis | |
| 19/09/2025 | 16:00 | 18:00 | LH | G4 | CISA | Interdisciplinariedad | GARCIA RESTOY, Enric | |
| 19/09/2025 | 18:00 | 20:00 | LH | G2 | CISA | Interdisciplinariedad | GARCIA RESTOY, Enric | |
| 23/09/2025 | 16:00 | 18:00 | CM | TODOS | Aula teòrica | Toma de decisiones en pacientes con multimorbilidad, y complejidad | GARCIA RESTOY, Enric | |
| 26/09/2025 | 14:00 | 16:00 | MC | A | Aula mòvil | Nutrición en Envejecimiento, Pluripatología y Cronicidad | STANTONYONGE SESNIC, Nicole | |
| 26/09/2025 | 16:00 | 18:00 | MC | B | Aula mòvil | Nutrición en Envejecimiento, Pluripatología y Cronicidad | STANTONYONGE SESNIC, Nicole | |
| 03/10/2025 | 16:00 | 18:00 | LH | G1 | CISA | Abordaje Nutricional | STANTONYONGE SESNIC, Nicole | |
| 03/10/2025 | 18:00 | 20:00 | LH | G3 | CISA | Abordaje Nutricional | STANTONYONGE SESNIC, Nicole | |
| 03/10/2025 | 18:00 | 20:00 | LH | G5 | CISA | Interdisciplinariedad | GARCIA RESTOY, Enric | |
| 06/10/2025 | 16:00 | 18:00 | LH | G3 | CISA | Interdisciplinariedad | FARRÉ MERCADÉ, Maria Victori | |
| 06/10/2025 | 16:00 | 18:00 | MC | B | Aula mòvil | ABP Paciente Crónico (1) | GARCIA RESTOY, Enric | |
| 06/10/2025 | 18:00 | 20:00 | MC | A | Aula mòvil | ABP Paciente Crónico (1) | GARCIA RESTOY, Enric | |
| 06/10/2025 | 18:00 | 20:00 | LH | G4 | CISA | Abordaje Nutricional | STANTONYONGE SESNIC, Nicole | |
| 13/10/2025 | 16:00 | 18:00 | LH | G2 | CISA | Abordaje Nutricional | STANTONYONGE SESNIC, Nicole | |
| 13/10/2025 | 18:00 | 20:00 | LH | G5 | CISA | Abordaje Nutricional | STANTONYONGE SESNIC, Nicole | |
| 16/10/2025 | 16:00 | 18:00 | MC | A | Aula mòvil | ABP Paciente Crónico (2) | GARCIA RESTOY, Enric | |
| 16/10/2025 | 18:00 | 20:00 | MC | B | Aula mòvil | ABP Paciente Crónico (2) | GARCIA RESTOY, Enric | |
| 23/10/2025 | 16:00 | 18:00 | MC | B | Aula mòvil | Consideraciones farmacologicas | LLONCH MASRIERA, Mireia | |
| 23/10/2025 | 18:00 | 20:00 | MC | A | Aula mòvil | Consideraciones farmacologicas | LLONCH MASRIERA, Mireia | |
| 27/10/2025 | 16:00 | 18:00 | MC | A | Aula teòrica | Escuela de pacientes A | FARRÉ MERCADÉ, Maria Victori | |
| 27/10/2025 | 18:00 | 20:00 | MC | B | Aula teòrica | Escuela de pacientes A | FARRÉ MERCADÉ, Maria Victori | |
| 31/10/2025 | 16:00 | 18:00 | MC | B | Aula teòrica | Escuela de pacientes B | GARCIA RESTOY, Enric | |
| 31/10/2025 | 18:00 | 20:00 | MC | A | Aula teòrica | Escuela de pacientes B | GARCIA RESTOY, Enric | |
| 03/11/2025 | 16:00 | 18:00 | MC | A | Aula teòrica | Deterioro Cognitivo. Delirium. Demencia | RODRIGUEZ GONZALEZ, Daniel | |
| 03/11/2025 | 18:00 | 20:00 | MC | B | Aula teòrica | Deterioro Cognitivo. Delirium. Demencia | RODRIGUEZ GONZALEZ, Daniel | |
| 07/11/2025 | 16:00 | 18:00 | MC | B | Aula mòvil | Inestabiliad y caídas | FARRÉ MERCADÉ, Maria Victori | |
| 07/11/2025 | 18:00 | 20:00 | MC | A | Aula mòvil | Inestabiliad y caídas | FARRÉ MERCADÉ, Maria Victori | |
| 11/11/2025 | 16:00 | 18:00 | Ex.Parcial | TODOS | Aula informàtica | FARRÉ MERCADÉ, Maria Victori | ||
| 14/11/2025 | 16:00 | 18:00 | MC | A | Aula mòvil | Depresión y Transtornos del sueño | RODRIGUEZ GONZALEZ, Daniel | |
| 14/11/2025 | 18:00 | 20:00 | MC | B | Aula mòvil | Depresión y Transtornos del sueño | RODRIGUEZ GONZALEZ, Daniel | |
| 18/11/2025 | 18:00 | 20:00 | LH | G1 | CISA | Interdisciplinariedad | GARCIA RESTOY, Enric | |
| 25/11/2025 | 16:00 | 18:00 | MC | A | Aula teòrica | Adaptación a la discapacidad | GUIRAO CANO, Luis | |
| 25/11/2025 | 18:00 | 20:00 | MC | B | Aula teòrica | Adaptación a la discapacidad | GUIRAO CANO, Luis | |
| 28/11/2025 | 16:00 | 18:00 | MC | B | Aula mòvil | ABP Paciente Geriátrico (1) | FARRÉ MERCADÉ, Maria Victori | |
| 28/11/2025 | 18:00 | 20:00 | MC | A | Aula mòvil | ABP Paciente Geriátrico (1) | FARRÉ MERCADÉ, Maria Victori | |
| 11/12/2025 | 14:00 | 16:00 | CM | TODOS | Aula teòrica | Actuaciones preventivas en el envejecimiento y enfermo crónico. Envejecimiento activo | LLONCH MASRIERA, Mireia | |
| 04/12/2025 | 16:00 | 18:00 | MC | B | Aula teòrica | Abordaje de la cronicidad desde la multidisciplinaridad:manejo social | CARMONA SANCHEZ , Margarita | |
| 04/12/2025 | 18:00 | 20:00 | MC | A | Aula teòrica | Abordaje de la cronicidad desde la multidisciplinaridad:manejo social | CARMONA SANCHEZ , Margarita | |
| 11/12/2025 | 16:00 | 18:00 | MC | B | Aula mòvil | ABP Paciente Geriátrico (2) | FARRÉ MERCADÉ, Maria Victori | |
| 11/12/2025 | 18:00 | 20:00 | MC | A | Aula mòvil | ABP Paciente Geriátrico (2) | FARRÉ MERCADÉ, Maria Victori |
Evaluation systems and criteria
In person
Teaching and Assessment of the Course – Academic Year 2025–2026
This academic year, teaching will be entirely face-to-face. Assessment will combine theoretical exams, group work, and other activities linked to participation, professionalism, and individual reflection. The aim is to evaluate both the knowledge acquired and the students' transversal competencies.
1. Theoretical assessment (65% of the final grade)The theoretical component will be assessed through two compulsory written exams consisting of multiple-choice questions.
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Midterm exam (15%): 30 multiple-choice questions with four answer options. Each incorrect answer will deduct one-third of the question’s value. A minimum score of 5 out of 10 is required to pass.
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Final exam (50%): 60 questions, same format and penalty system. A minimum score of 5 out of 10 is also required to pass. This exam is mandatory to pass the course.
Each exam will be reviewed on the same day, immediately after the test.
Several collaborative activities will be assessed, promoting analysis, communication, and active learning.
Problem-Based Learning (PBL):
The activity will take place in two phases, during sessions TP2 and TP3 (PBL1) and TP11 and TP13 (PBL2). Each PBL will be worth 7.5%, for a total of 15%. It is a group activity in which clinical cases will be analysed with a biopsychosocial and multidisciplinary approach.
Attendance at both sessions of each PBL is mandatory to receive the full score. If only one session is attended without justification, the score will be reduced proportionally. If neither session is attended and no justification is provided, the activity will not be graded.
Patient School:
This activity will be held during sessions TP5 and TP6 and will account for 10% of the final grade. It will be conducted in groups and will consist of designing and presenting an educational project addressed to patients and/or caregivers.
To receive a grade, attendance at both sessions is required. Attending only one will reduce the grade by half. If both are missed, the work will not be assessed.
This component includes classroom behaviour, active participation, and professional conduct (5%), as well as the submission of an individual reflective report (5%).
The report must be submitted between December 12 and 23, 2025.
To pass the course, students must achieve at least 5 out of 10 on the final exam. No additional activities will be allowed to improve the final grade.
Students with a final grade of 9 or higher may qualify for honours. The teaching team will also consider professionalism, motivation, interest in the subject, and respectful behaviour towards faculty and peers.
Attendance at lab sessions is mandatory.
6. Group change policyGroup changes (for PBL, patient school, or lab sessions) must be requested at least one week before the scheduled session. The request must:
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Be sent via email to both the course coordinator and the class instructor.
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Include the reason for the request and any relevant supporting documents.
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Specify with whom the student has arranged to switch sessions.
The change will only be authorised if an agreement has been made with another student. Requests that do not meet this requirement will not be accepted.
Bibliography and resources
- Sociedad Española de Geriatria y Gerontologia. Tratado de Geriatria para residentes. https://www.segg.es/tratadogeriatria/index.html
- Pedro Abizanda Soler, et al. Medicina Geriátrica Una aproximación basada en problemas. Editorial Elsevier Masson 2020
- Ministerio de Sanidad Servicios Sociales e Igualdad. Estrategia para el abordaje de la cronicidad en el sistema nacional de salud. Madrid: Ministerio de Sanidad, Servicios Sociales e Igualdad; 2012.
- Bullich I, Elias T, Ferrando C, Salvà A, Sánchez P. Adequació de la xarxa sociosanitària en l’atenció a la cronicitat. In: Sociosanitari PD, editor. Barcelona: Departament de Salut; 2015. https://canalsalut.gencat.cat/web/.content/Documents/adequa_cronicitat.pdf
- Generalitat de Catalunya. Programa de prevenció i atenció a la cronicitat. Bases per a un model català d’atenció a les persones amb necessitats complexes. Conceptualització i introducció als elements operatius. https://salutweb.gencat.cat/web/.content/_ambits-actuacio/Linies-dactuacio/Estrategies-de-salut/Cronicitat/Documentacio-cronicitat/arxius/doc_complexitat_final_5.pdf
Altres llibres i materials recomanats:
- Abizanda Soler, P, et al. Tratado de medicina geriátrica : fundamentos de la atención sanitaria a los mayores. 2ª edición. Elsevier. 2020.
- Roller-Wirnsberger, R, Singler K, et al. Learning Geriatric Medicine. A Study Guide for Medical Student. Springer, 2018.
- Harrison’s Principles of Internal Medicine.19th edition by Kasper D, Fauci A, Hauser S, Longo DL, Jameson L and Loscalzo J. et al. New York McGraw Hill. 2015
- Farreras Rozman. Medicina Interna. 20ª edición, Rozman Borstnar & Cardellach Elsevier. 2016