Universitat Internacional de Catalunya

Professional Specialisation: Specific Therapeutic Intervention

Professional Specialisation: Specific Therapeutic Intervention
7
12158
1
Annual
op
Main language of instruction: Spanish

Other languages of instruction: Catalan, English

Teaching staff


Dra. BAGUR CALAFAT, Maria Caridad - cbagur@uic.es

The teaching staff will attend to all students who request it via email during scheduled hours.

Introduction

Advanced therapeutic intervention involves acquiring a more specific set of knowledge aimed at more complex pathologies. This subject requires the ability to defend pediatric physiotherapy interventions with clear and context-appropriate arguments and justifications. It is necessary to identify behavioral factors that influence a child's social and emotional development and design the most appropriate intervention strategies. Knowledge of the social, community, educational, and healthcare resources available to children with disabilities is essential to plan communication and interaction processes that enable children to participate in their natural environments, whether in physical activities to promote their health or in adapting various sports activities to their specific pathologies.

Pre-course requirements

None established.

Objectives

  1. Implement, direct, and coordinate the physiotherapy intervention plan for cardiopulmonary, cardiovascular, hematological, and oncologic pathologies, respecting the principle of individualized care and using physiotherapy-specific therapeutic tools.   

  2. Develop the ability to identify risk factors that affect a child's development and postural control.

  3. Design treatment programs based on the latest scientific advances.

  4. Understanding aspects of other professional skills that can help achieve better results in physiotherapy work.

  5. Acquire the knowledge, skills, techniques and procedures necessary to improve the physical and cardiopulmonary endurance involved in physical activity.

  6. Evaluate the evolution of the results obtained with the treatment, in relation to the objectives set and the established outcome criteria, and if necessary, redesign the objectives and adapt the intervention or treatment plan.  

  7. Demonstrate the ability to work as part of a team, collaborate with other professionals, and simultaneously work autonomously and proactively.  

  8. Understand different family behaviors in response to their child’s diagnosis.

  9. Recognize different emotional patterns between parent and child, as well as parental capacities.

  10. Understand the different models of family-centered care.

  11. Acquire training in the different types of adapted sports best suited to each particular pathology.

  12. Acquire training in the treatment of respiratory physiotherapy in neuromuscular diseases and according to the stage of their evolution.

  13. Acquire training on cystic fibrosis and the particularities of respiratory physiotherapy treatment.

  14. To understand the cardiorespiratory conditions in severely affected children with multiple disabilities and the therapeutic options available to improve their respiratory capacity.  

  15. To develop skills in comprehensive and integrated therapeutic approaches for specific clinical cases with multiple impairments and disabilities.    

Competences/Learning outcomes of the degree programme

Basic and general competencies

CB7 - Students know how to apply the knowledge acquired and their problem-solving ability in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study.

CB8 - Students are able to integrate knowledge and face the complexity of formulating judgments from information that, while incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.

CB10 - Students possess the learning skills that will enable to continue studying in a way that will be largely self-directed or autonomous.

CG1 - Ability to work in a multidisciplinary and/or interdisciplinary team while also being autonomous and proactive in resolving conflicts or problems between different professional perspectives.

CG2 - Execute professional practice based on humanistic values and respect for human dignity.

CG3 - Act with fairness, ensuring equal opportunities and universal access for children requiring physiotherapy care, promoting respect for human rights, and facilitating social and sustainable coexistence.

CG4 - Ability to plan and manage time and activities efficiently to ensure effective organization and optimal adaptability to unforeseen circumstances. 

Transversal competencies

CT1 - Ensure confidentiality in interventions and patient documentation management, complying with ethical, legal, and technical aspects.

CT2 - Show communication skills in interpersonal relationships that enhance the child's physical development, family participation, and multidisciplinary team collaboration.

CT3 - Communicate both orally and in writing using correct scientific terminology in each specialization of physiotherapy and health sciences, in both national and international contexts.

CT4 - Use information and communication technologies effectively to ensure continuous professional development and evidence-based practice.

CT5 - Manage information optimally to transform it into applicable knowledge for professional practice, whether in child care or family support.

CT6 - Identify and adapt professional practice to institutional regulations within healthcare, social services, or educational systems, while planning proposals to improve the quality of the healthcare system.

Specific competencies

CE1 - Apply knowledge about the body’s response to internal and external stimuli, understanding how they become mechanisms of harmful, response, or repair.

CE3 - Design, plan and implement the most efficient pediatric physiotherapy intervention; monitor and evaluate responses, using scientific evidence.

CE4 - Develop manual skills in applying various physiotherapy strategies for children.

CE5 - Direct, coordinate, and execute the Physiotherapy Intervention Plan based on the principle of user individuality, utilizing the specific therapeutic tools of Pediatric Physiotherapy.

CE6 - Redesign and adapt physiotherapy treatment by analyzing the evolution of results obtained from therapy concerning established objectives and outcome criteria.

CE7 - Stay updated and expand knowledge on child development, learning, and motor control, as well as pathologies, diagnostic processes, and therapeutic strategies presented by the scientific community.

CE8 - Defend pediatric physiotherapy interventions using clear, precise and context-appropriate arguments and justifications while valuing the contributions of others.

Learning outcomes of the subject

The student:

  • Understands the main cardiopulmonary, cardiovascular, hematological, and oncological disorders that affect children.

  • Identifies the main risk factors that affect a child's psychomotor development. 

  • Describes and classifies the different respiratory physiotherapy methods and analyzes their suitability in the treatment of various conditions.

  • Identifies the behavioral factors that influence a child's social and emotional development and designs appropriate intervention strategies.

  • Learn about the community resources for education and health services offered by the population or district where the child lives and plan communication processes among the child and the family and the rest of the multidisciplinary staff.

  • Understand the role of physical activity in promoting children's health.

  • Determine the criteria for adapting different sports and/or recreational activities to the different functional abilities and limitations of the child.

  • Design physical exercise programs adapted to different pathological conditions.

Syllabus

Respiratory Physiotherapy

  • Effectiveness of respiratory care management techniques.

  • Most Frequent Cardiorespiratory Pathologies in Childhood: Factors Influencing Their Progression; Structural and Functional Changes They May Entail.

  • Parameters for functional respiratory assessment in children.

  • Pediatric Respiratory Physiotherapy Methods: description and classification.

  • Relationship between respiratory physiotherapy methods and pathological.
    processes of the child’s respiratory system; changes observed after treatment.

Behavior management

  • Strategies to promote constructive behavior and interaction: positive reinforcement, motivation, redirection, play.

  • Potential influence of therapeutic interventions on social and emotional development at different ages.

Family, health, education and services

  • Family/Cultural Diversity.

  • Community resources for children and families.

  • Provision of Services.

Prescribing physical exercise for health

  • Guidelines for prescribing physical exercise in childhood.

  • Role of physical activity in treatment, primary and secondary prevention of pediatric pathological conditions.

  • Criteria for adapting sports and recreational activities to various pediatric conditions: neuromotor, cardiorespiratory, oncological, etc.

Teaching and learning activities

In person



TEACHING METHODOLOGY AND LEARNING ACTIVITIES

Teaching Methodology

  • LM - Lecture Method
  • MC - Case Method
  • CA - Learning Contract

Learning Activities

 

Hours

Attendance (%)

CT - Theory classes

60

100%

CP - Practical Classes

40

100%

AAP - Self-learning activities

50

0%

EI - Independent study

100

0%

 

Evaluation systems and criteria

In person



Since the course has a theory-practical nature, a minimum attendance of 80% of classes is required to pass the course. 

In this case, the assessment will consist of:

  1. A written multiple-choice exam will be administered to assess whether the student has acquired all the knowledge and skills presented throughout the theoretical and practical classes. This exam will account for 70% of the final grade, provided the student achieves a score higher than 5.0.

  2. The teaching staff will record a grade for each seminar based on the student's participation and engagement in the classroom activities. This record will account for 30% of the final grade.

Bibliography and resources

 

Useful links regarding physiotherapy in pediatrics and disability 

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