Universidade Nova de Lisboa

Universidade Nova de Lisboa

Faculdade de Ciências Médicas

Developing Expertise in Physiotherapy

Code

MF05

Department

Physiotherapy

Credits

6

Teacher in charge

Eduardo B Cruz

Teaching language

Portuguese

Objectives

The aim of this curricular unit is to promote the implementation of an integrated patient centred model of practice and the development of professional practice knowledge and expertise. At the end of this unit students should demonstrate knowledge and understanding of the collaborative patient-centred practice model of practice and ability to reflect on their professional practice in order to identify personal and professional learning needs.

The emphasis is on non- diagnostic clinical reasoning strategies (narrative reasoning, interactive reasoning, collaborative reasoning; predictive and ethical reasoning), and in the exploration of strategies to develop professional practice knowledge, clinical reasoning and reflective practice.

Prerequisites

 

Subject matter

  • Clinical reasoning and patient-centred practice;
    • non-diagnostic clinical reasoning strategies (narrative reasoning; interactive reasoning, collaborative reasoning, predictive and ethical reasoning) in an integrated patient-centred model;
  • Development of professional practice knowledge:
    • types of knowledge (scientific/ technical, experimental/ professional and personal knowledge);
    • critical reflection;
    • strategies for a reflexive practice and professional expertise development.

Bibliography

  • Higgs, J.; Jones, M.; Loftus, S. & Christensen, N. (2008). Clinical Reasoning in the Health Professions. Butterworth-Heinemann.
  • Cruz, E. B., Moore, A., & Cross, V. (2012). Clinical reasoning and patient-centred care in musculoskeletal physiotherapy in Portugal - A qualitative study. Manual therapy, 17(3), 246–250. Elsevier Ltd. doi:10.1016/j.math.2012.02.007
  • Higgs, J., Fish, D., & Rothwell, R. (2004). Practice knowledge- critical appreciation. In J. Higgs, M. Richardson, & N. Dahlgren (Eds.), Developing practice knowledge for health professionals (pp. 89–105). London.
  • Edwards, I., Jones, M., Carr, J., Braunack-Mayer, A., Jensen, G. (2004). Clinical Reasoning Strategies in Physical Therapy. Physical Therapy, 84, 312-330.
  • Higgs, J. et al. Developing Practice Knowledge for Health Professionals. Edinburgo: Butterworth Heinemann. 2004.

Teaching method

Teaching and Learning

Teaching and learning strategies includes:

  • Lectures and Seminars
  • Small Tutorial Groups
  • Self-directed Learning

Evaluation method

Assessment Methods

  • A reflective essay concerning the implementation of an integrated patient centred model on their professional practice, according to the prototypes defined by Trede and Higgs (2008) for a collaborative approach, limit to 1500 words (50%).
  • A reflective essay on the practical knowledge developed through their professional practice, justifying its added value compared to existing theoretical and scientific knowledge, limit to 1300 words (50%).

 

The students must have a classification of a minimum of 50% in both assessment activities. In the case of failure the student will repeat the assignments in a supplementary examination.

Courses