BCCModuleDescriptorCatalogue2016-2017
Year1ModuleDescriptors
1
2
MODULETITLE:
PERSONALDEVELOPMENT.RESEARCHANDREFLECTIVEPRACTICEI
MODULECODE:
CHF008
LEVEL:
F
ECTS:
I
H
5
M
MODULELEADER:MarcVidal
PrerequisiteModules:
RATIONALEOFTHEMODULE:
YEAR:
SEMESTER:
1
I&II
TEACHER:MarcVidal,PabloPérezdelaOssa
Code:
Title:
This module will focus on providing Chiropractic students with the opportunity to improve his personal knowledge and
developskills,whichformthefoundationoflifelongpersonal,educationalandcareerdevelopment.Thestudentswilldefine
aPersonalDevelopmentActionPlantocollecttheirlearningandtoachievepersonalandprofessionaloutcomes.Thisisthe
modulewherestudentscanopenupandchallengethemselves.
Studentswillalsolearnthebasicconceptsofscientificcommunication,articlestructureand,referencing.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthe
following:
GRADUATECOMPETENCIES:
Knowledgeandunderstanding:
1.
Identifypersonalresourcesandabilitiestodefineandeffectiveactionplanand
toachieveobjectives.Measureanddefinewhattheobstacleswhichaffecttime
managementare.
CHI1.2,CHI1.3,CHI5.2
2.
Recognizeandrelatepersonalvalues,toidentifyandbecomeawareofown
criteriainmakingdecisions,anddefineprofessionalandethicalvalues.
CHI1.4,CHI1.5,CHI3.5,CHI6,COL2
3.
Listandnamepersonalbeliefstoidentifythosethatmoveusintoactionand
modifyorchangethosethatlimittheaction.
CHI3.4,CHIS9
4.
Relateaproactiveandpositiveattitudetoachievegoalsandovercomeobstacles.
CHI3.1,CHI3.2,CHI3.3,CHI5.2
Intellectual(thinking)Skills
5.
Listandextracthisownpersonalandprofessionalpointsofimprovement.
CHI2.1,CHI2.3,CHI4.1,COL1.3,COL6
6.
Knowthecommunicationprincipalelements,measurethecommunicationstyle,
andrepeatpracticaltechniquesthatimproveourabilitytocommunicate.
CHI1.1,CMM1.1,CMM1.2,CMM1.3,
CMM2,CMM2.6,COL1,COL3,
MAN4.
7.
Recognizethemaincharacteristicsofscientificthinkingandcommunication.
SCH2.1;2.9
Practical(disciplinespecific)skills
8.
Reproduceaninterview.Matchinformationwithpeers,providingfeedbackand
practicingactivelistening.
CHI2.9,CMM2.3,CMM2.7,COL1.5,
COL1.7,SCH1.1,SCH2.6,SCH2.7
9.
Beawareoftheimportanceofdevelopingareflectivepracticeduringalllife,
doinghis/herownPersonalDevelopmentPlanning.
CHI7,PRO1.3,PRO2.1
10. Relatetheresponsibleattitudetowardspersonalhealthandinrelationtoothers,
beingabletopresenta‘HealthTalk’
CHI5.1,COL5,HAD5.2,PRO1.2,PRO3.
3
3
11. Statingtheabilitytosearchforinformationandself-knowledge.
Transferable/keySkills
ApplicationofIT
PRO2.2,PRO2.3
ApplicationofNumeracy
Communication
Self-managementand
reflectivepractice
Teamworking
Researchskills
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
METHODSOFTEACHINGANDLEARNING:
Contacthours:59
Seminars:39h
Research20h
Directedlearning:40
ProjectWorkSII:20h
Booksreading:15h
ClinicObservatoryPracticum:5h
SUMMATIVEASSESSMENT
Type
%Contribution
PW
100%
Title
ProjectWorksemesterII
Independentstudy:
Duration(ifapp)
INDICATIVEREADINGLIST:
Requiredbooks:
SemesterI:“JonathanLivingstonSeagull”byRichardBach/“JuanSalvadorGaviota”
SemesterII:“Man'sSearchforMeaning”byViktorFrankl/“Elhombreenbuscadelsentido”
Complementarybooks:
“ContemporaryChiropracticPhilosophy”,DavidB.KochD.C,RoswellPublishingCompany.
“Laprofesiónquiropráctica”AntolinSilvaCouto,MapfreEditorial.
“TheGuidingPhilosophyforthefutureofHealthcare”NancyGordon,PH.D,BooksEd.
“Communicationskillsformedicine”,MargaretLloydandRobertBor,ChurchillLivingstone–ElServier.
“Los7hábitosdelagentealtamenteeficaz”,StephenR.Covey,PaidosPlural,España1997
“El8ºhábito,delaefectividadalagrandeza”,StephenR.Covey,PAIDÓS
SuggestedReading:
“LaParadoja:unrelatosobrelaverdaderaesenciadelliderazgo”EmpresaActiva,2003-JamesC.Hunter
“TheServant:ASimpleStoryAbouttheTrueEssenceofLeadership”EmpresaActiva,2003-JamesC.Hunter
“Ellíderinterior”,AlfredoDiez,Granica,España2007
“Cómocomunicarnosenpúblicoconpoder,entusiasmoyefectividad”,Cruz,Camilo,Tallerdelexito
“Los6pilaresdelaautoestima”,NathanielBranden,Paidos.
“Autoestimaen10días”,D.D.Burns,PAIDÓS
“Laasertividad:expresióndeunasanaautoestima”,OlgaCastanyer,DESCLÉEDEBROUWER
“¿Porquénologroserasertivo?”,OlgaCastanyeryE.Ortega,DESCLÉEDEBROUWER
“Desarrollodelaentrevista”Manualdelentrevistador.H.H.MorganyJ.W.Cogger,Editorial:TEAEdicionesS.A.U.
“Habilidadessociales”,R.BallesteryM.D.Gil,SÍNTESIS
“CerebroyMindfulness”,DanielSiegel,PAIDÓS
“InteligenciaEmocional”,DanielGoleman,KAIRÓS
“Laquintadisciplina"PeterM.Senge,Ed.JuanGranicaS.A.,1992y93.
"ElPoderdelosimple",JackTroutconSteveRivkin,Ed.McGraw-Hill,1999
4
Learningoutcomes
Teachingandlearningactivities
Beawareoftheimportanceofdevelopinga
reflectivepracticeduringalllife.
Identifythedifferentlevelsoflearning.
Organizeandwriteastudydevelopment
plan.
Expositorymethod:Lecture
Expositorymethod:Seminar
IndividualReflectiveexercises
Graphicorganizers(knowledgeratingsscale)
Planningguide:matrix
Groupwork:
Peer/SelfAssessment:workinpairsortriad.
Expositorymethod:Seminar
IndividualReflectiveexercises
Graphicorganizers(knowledgeratingsscale)
Groupwork:
Peer/SelfAssessment:workinpairsortriad.
Presentthe‘BCCGraduateCompetencies’
articulatedunderthesevenrolesthata
Chiropractorfulfilsindaytodayserviceto
society.
Increasestudents’understandingand
acquisitionofthecompetenciesrequired
priortograduation.
KnowwhereamI?WhereIwanttobe?
WhereIamgoing?
Measureandrelatepersonaltime
managementskillobstacles.
Organizeandwriteapersonaldevelopment
plan
Identifyandlistpersonalresourcesand
abilitiestodefineaneffectiveactionplan
andtoachieveobjectives
Listandnamethosebeliefswhichmoveus
intoactiontomodifyorchangethethings
thatlimitus.
Knowandrecognizedifferentchannelsof
perception,andtomeasurehowthey
influenceuswhenwecommunicate.
Recognizethecommunicationprincipal
elements,presentthecommunicationstyle,
andknowpracticaltechniquesthatimprove
theabilitytocommunicate.
Relatetheresponsibleattitudetowards
personalhealthandinrelationtoothers,
beingabletopreparea‘HealthTalk”anddo
aPatientinterview.
Matchinformationwithpeers,providing
feedbackandpracticingactivelistening,
empathy,assertiveness,rapport
Recognizetheneedforaproactiveand
positiveattitudetoachieveobjectives.
Relateaproactiveandpositiveattitudeto
achievegoalsandovercomeobstacles.
Identifythebasicemotionsandunderstand
howtheyaremanaged
Liststrengthsandweaknessanddefineown
criteriaforchanging,identifyingkeyareasof
problemsandextractappropriatemethods
fortheirresolution.
Assessmentmethod
(S)ummative
-
(S)Projectwork:PW2
(S)Projectwork:PW2
Expositorymethod:Seminar
Practicaldemonstration.
IndividualReflectiveexercises.
WheelofLife’graphicrepresentation
Graphicorganizer:SWOTmatrix
Planningguide:matrix
Expositorymethod:Seminar
IndividualReflectiveexercises
PersonalDevActionPlan
Groupwork
Peer/SelfAssessment:workinpairsortriads.
Expositorymethod:Seminar
IndividualReflectiveexercises
Groupwork
Peer/SelfAssessment:workinpairsortriads.
Expositorymethod:Lecture-seminar
IndividualReflectiveexercises
ClassTest
Groupwork
Peer/SelfAssessment:workinpairsortriads.
Expositorymethod:Seminar
IndividualReflectiveexercises
KinestheticAssessments(roleplaydynamic)
IndividualpreparationofaHealthtalk
Classtest
Groupwork
Peer/SelfAssessment:workinpairsortriads.
(S)Projectwork:PW2
(F)Bookreadingsummary
task
Expositorymethod:Seminar
ClassroomDiscussion:(developcriticalandcreative
thinkingskills)
Expositorymethod:Seminar
Videoprojection
Individualreflectionexercise
OralpresentationrefvideosshowninclassGroupwork
Graphicorganizers:(conceptormindmap)
Groupwork
Peer/SelfAssessment:workinpairsortriads.
ClassroomDiscussion:(developcriticalandcreative
thinkingskills)
Expositorymethod:Seminar
Groupwork
ClassroomDiscussion:(developcriticalandcreative
thinkingskills)
KinestheticAssessments(roleplaydynamic)
(S)Projectwork:PW2
(S)Projectwork:PW2
(F)Homework(lecturetask)
(S)Projectwork:PW2
(S)Projectwork:PW2
(S)Projectwork:PW2
(S)Projectwork:PW2
(S)Projectwork:PW2
(F)Homework(lecturetask)
5
Statingtheabilitytosearchforinformation
andself-knowledge.
Recognizeandrelatepersonalvalues,to
identifyandbecomeawareofowncriteria
inmakingdecisions,anddefineprofessional
andethicalvalues.
Expositorymethod:Seminar
Videoprojection
Individualreflectionexercise
Groupwork
ClassroomDiscussion:(developcriticalandcreative
thinkingskills)
Oralpresentationrefvideosshowninclass
Graphicorganizers:(conceptormindmap)
Peer/SelfAssessment:workinpairsortriads.
Recognize the main characteristics of Expositorymethod:Seminar
scientificthinkingandcommunication.
(S)Projectwork:PW2
(F)Homework(lecturetask)
(F)Coursework:reviewof
courseworkspresentedin
othermodules
Weeklyplanningofthemodule
SemesterI
Week
Topics
1
IntroductiontoPDP&RPIsubject(Who,what,whyandhow)
2
StudySkills.Thefourstagesoflearning.StudyPlan.
3
4
WhereamI?WhereIwanttobe?WhereIamgoingto?
TimeManagementSkill.SettingGoals.
WriteaPersonalDevelopmentActionPlan
BCCGraduateCompetencesseminar.I
5
BCCGraduateCompetencesseminar.II
Room
1,5hrs
1seminarsession
Teacher
MV
1,5hrs
1seminarsession
1,5hrs
1seminarsession
MV
1,5hrs
1seminarsession
1,5hrs
1seminarsession
7,5hrs
MV
TotalhoursSemesterI
SemesterII
Week
Topics
Room
1
(reminderofDEV1assessment,contents,etc)
2hrs
1seminarsession
Barcelona Chiropractic Centre observation task presentation (practicum at
clinic)
**Year4-5studentintroduction
2-3
Themotivation-enhancingbeliefs
4hrs
2seminarsessions
4-5
CommunicationSkills:feedback,assertiveness.
4hrs
2seminarsessions
Patientsinterview(practicumatclinicreview)Healthtalk
4-5?
OUTDOORACTIVITY
3hrs
1seminarsession
6
CommunicationSkills(communicationnonverbal):
2hrs
activelistening,Empathy,rapport
1seminarsession
7
‘Man'sSearchforMeaning‘
2hrs
compulsoryreading(formativeclass)
1seminarsession
8
Attitudes:reactiveorproactiveandhowtheyinfluenceyourself-esteem
2hrs
1seminarsession
9-10
Thefivebasicemotions.EmotionalRegulationsteps.
4hrs
2seminarsessions
11
ChangeManagement.
2hrs
1seminarsession
12-13
PersonalValuesfordecisionMaking
4hrs
2seminarsessions
TotalhoursSemesterII
29
TOTALHOURSS.IyS.II
36,5
MV
MV
Teacher
MV
MV
MV
MV
MV
MV
MV
MV
MV
MV
6
Weeklyplanningofthemodule:Research
SemesterI
Week Topic
1
EvidenceBasedPractice(EBP)
2
ScienceandChiropractic
3
Reviewofscientificcommunications
4
AbstractandIntroduction
5
Plagiarism&CWmarksheets
6
Groupevaluationsheets
7
Referencing:Vancouver&Harvard
8
Referencemanagers
9
Introduction
9b
Abstracts
10
11
12
13
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
PabloPérez(PP)
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
SemesterII
Week Topic
1
Feedback
2
Feedback
3
Feedback
4
Feedback
5
Feedback
6
Feedback
7
Feedback
8
Feedback
9
Feedback
9b
Feedback
10
11
12
13
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
PabloPérez(PP)
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
7
8
MODULE TITLE:
HUMAN STRUCTURE AND FUNCTION I
MODULE CODE:
CH002
LEVEL:
F
ECTS:
I
H
MODULE LEADER: David Ranz
Prerequisite Modules:
Code:
M
10
YEAR:
SEMESTER:
1
I / II / I & II
TEACHER: David Ranz
Title:
RATIONALE OF THE MODULE:
This module will focus in the musculoskeletal anatomy and physiology of the human body. Students will learn
the types of muscles, their function, properties and the mechanisms of muscle contraction and will be able to
identify and describe the major structures (bones, muscles, joints, and their innervation and vascularization)
of the trunk, limbs, neck and head and will be able to identify and palpate surface landmarks.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
Graduate
competencies
SCH2.1;2.9;CHI2.1
KNOWLEDGEANDUNDERSTANDING
1. Defineanatomyandphysiologyanddescribethepositionsandmovementsofpartsofthe
humanbodywithcorrectanatomicalterminology.
2. Recognizethestructuralandfunctionalclassificationofthedifferentjointsofthehuman
SCH2.1;2.9;CHI2.1
body.
3. Identifythedifferentbodycavitiesandtheircontentaswellasthemusclescompartments. SCH2.1;2.9;CHI2.1
4. Identifyanddescribethemajorstructures(bones,muscles,joints,andtheirinnervation
SCH2.1;2.9;CHI2.1
andvascularization)ofthespine,thethorax,theabdomen,thepelvis,theupperlimb,the
lowerlimb,theheadandtheneck.
5. Identifyandpalpatesurfacelandmarksandexploretheactiveandpassivemovementof
SCH2.1;2.9;CHI2.1
themusculatureofthehumanbody.
6. Identifythedifferentanatomicalstructuresandtheirrelationusinghumanspecimens.
SCH2.1;2.9;CHI2.1
7. Outlinethedifferentimagingtechniquesusedwithhumansandidentifytheanatomical
SCH2.1;2.9;CHI2.1
imagestheycanproduce.
INTELLECTUAL(THINKINGSKILLS)
8. Identifythedifferentanatomicalstructuresandtherelationshipamongtheminaliving
SCH2.1;2.9;CHI2.1
human
9. Appreciateanatomicalvariations.
SCH2.1;2.9;CHI2.1
10. Developthelinguisticandmemoryskillsforunderstandinganddescribingthecomplexityof SCH2.1;2.9;CHI2.1
thehumanbody.
11. Identifyandselectkeyconceptsinhumananatomy
SCH2.1;2.9;CHI2.1
PRACTICAL(DISCIPLINESPECIFIC)SKILLS
12. Identifyandunderstandtheanatomicalstructuresfromspecimens,andfromthe
SCH1.1;2.1;2.9
interpretationofRX,MRI,TCandothermedicalimagingtechniques.
13. Useorientationskillsinthe3Dspacetopreciselylocatemusculoskeletalstructures,vessels CHI1.2,PRO2.2
andnervesofthehumanbody.
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Self-managementandreflective
Teamworking
Researchskills
practice
Patient Awareness &
ProblemSolving
Professionalconduct
Practicemanagement
9
Continuousdevelopment
Active participation in a
professionalcontext
Self-drivenlearning
Modulecontentataglance:
Introductiontoanatomyandphysiology:definitionsandrelation
Anatomicaltermstodescribetherelativepositionsandmovementsofthebodyparts,theregionsofthebodyandthe
planesbywhichthebodycanbesectioned
Theback:bones,joints,musculature,innervationandvascularization
Thethorax:bones,joints,musculature,innervationandvascularization
Theabdomen:bones,joints,musculature,innervationandvascularization
Theupperlimb:bones,joints,compartments,musculature,innervationandvascularization
Thepelvisandperineum:bones,joints,musculature,innervationandvascularization
Thelowerlimb:bones,joints,compartments,musculature,innervationandvascularization
Theheadandneck:bones,joints,musculature,meninges,innervationandvascularization
Clinicalimagingtechniquesusedwithhumanstoproduceanatomicalimagesfordiagnosis
•
•
•
•
•
•
•
•
•
•
METHODSOFTEACHINGANDLEARNING:
Contacthours74,5h
• Lectures:13weeksx3,5h=45,5h
• Seminars:13weeksx1h=13h
• Practicals:4weeksx4h=16h
Directedlearning32h
• Mindmap(estimated16hof
studentautonomouswork)
• Formativeassessment(quizzes
anddirectquestioningduring
practicals)16hstudent
autonomouswork
Independentstudy
143,5h
10hours(approximately)of
independentstudyperweek
SUMMATIVEASSESSMENT
Type
%Contribution
Title
Knowledgewrittenexamination(50EMQ
questions+10fillintheblankquestions)
Duration(ifapp)
EXSI
40%
90min
PCEX
30%
Practicalexam(70imagesidentification)
50min
CW
30%
Courseworkbasedupon1casereport(group
work)
2000words(endofsemesterI)
INDICATIVEREADINGLIST:
REQUIREDREADING:
DrakeR.L.GrayAnatomíaparaEstudiantes.1ªEdición.Elsevier.
DrakeR.L.Gray’sAnatomyforStudents.3rdEdition.Elsevier.
• COMPLEMENTARYREADING&VIEWING:
JeanOliver.FunctionalAnatomyoftheSpine.Reprint2000.Butterworth&Heinemann.
RobertJ.Stone.AtlasofSkeletalMuscles.7th.Edition.McGraw-Hill.
HeinzFeneis.PocketAtlasofHumanAnatomyBasedontheInternationalNomenclature.Fourthedition.2000Thieme
Acland.AtlasofHumanAnatomy(6CDVideolessons)
AndrewBiel.Trailguidetothebody.Thirdedition.2005Booksofdiscovery.
Trailguidetothebody.Palpationvideolessons
AbrahamsP.GranAtlasMcMinndeanatomíaHumana.5aEdición.Mosby.
th
AbrahamsP.McMinn’sColourAtlasofHumanAnatomy.5 Edition.Mosby.
•
10
LEARNING TO TEACHING TO ASSESSMENT MATRIX
KNOWLEDGE AND UNDERSTANDING:
Learning Outcome
Teaching and learning activities
Define anatomy and
physiology and describe the
positions and movements of
parts of the human body with
correct anatomical
terminology.
Recognize the structural and
functional classification of the
different joints of the human
body.
Identify the different body
cavities and their content as
well as the muscles
compartments.
Lecture
Seminar: Movements of the body
students peer review
Identify and describe the major
structures (bones, muscles,
joints, and their innervation
and vascularization) of the
spine, the thorax, the abdomen,
the pelvis, the upper limb, the
lower limb, the head and the
neck.
Identify and palpate surface
landmarks and explore the
active and passive movement
of the musculature of the
human body.
Identify the different
anatomical structures and their
relations using human
specimens.
Outline the different imaging
techniques used with humans
and interpret the anatomical
images they can produce.
Assessment:
(S)ummative
(F)ormative
(S) Written exam (EMQ)
(F) Written exam (multiple choice)
Lecture
(S) Written exam (EMQ)
(F) Written exam (multiple choice)
Lecture
Seminar: Palpation of landmarks
and muscles. Muscles engaging and
stretching.
Practical sessions: dissection (UAB)
Lecture
Seminar: Palpation of landmarks
and muscles. Muscles engaging and
stretching.
Practical sessions: dissection (UAB)
(S) Written exam (EMQ)
(S) Practical exam
(F) Written exam (multiple choice)
(F) Practical session oral questioning
(F) Practical exam
(S) Written exam (EMQ)
(S) Practical exam
(F) Written exam (multiple choice)
(F) Practical session oral questioning
(F) Practical exam
Lecture
Seminar: Palpation of landmarks
and muscles. Muscles engaging and
stretching.
Practical sessions: dissection (UAB)
Practical sessions: dissection (UAB)
(S) Written exam (EMQ)
(S) Practical exam
(F) Written exam (multiple choice)
(F) Practical session oral questioning
(F) Practical exam
(S) Practical exam
(F) Practical session oral questioning
(F) Practical exam
Lecture
Seminar: Imaging identification
(S) Written exam (EMQ)
(S) Practical exam
(F) Written exam (multiple choice)
(F) Seminar oral questioning
(F) Practical exam
11
INTELLECTUAL (THINKING SKILLS):
Identify the different
anatomical structures and the
relationship among them in a
living human
Lecture
Seminar: Palpation of landmarks
and muscles. Muscles engaging and
stretching.
Practical sessions: dissection (UAB)
Lecture
Practical sessions: dissection (UAB)
Lecture
Practical sessions: dissection (UAB)
(S) Written exam (EMQ)
(S) Practical exam
(F) Practical session oral questioning
(F) Practical exam
Appreciate anatomical
variations.
Develop the linguistic and
memory skills for
understanding and describing
the complexity of the human
body.
Identify and select key
Seminar
concepts in human anatomy
PRACTICAL (DISCIPLINE SPECIFIC) SKILLS:
(F) Practical session oral questioning
Identify and understand the
anatomical structures from
specimens, and from the
interpretation of RX, MRI, TC
and other medical imaging
techniques.
Use orientation skills in the 3
D space to precisely locate
musculoskeletal structures,
vessels and nerves of the
human body.
Lecture
Seminar: Imaging identification
Practical sessions: dissection (UAB)
(S) Practical exam
(F) Seminar oral questioning
(F) Practical session oral questioning
Practical sessions: dissection (UAB)
(S) Practical exam
(F) Practical session oral questioning
(S) Written exam (EMQ)
(F) Practical session oral questioning
(F) Seminar oral questioning
(S) Mindmap
12
Weeklyplanningofthemodule
SemesterI
Week Topic
1
Introductiontoanatomyandphysiology:definitionsandrelation
Anatomicalpositiondescription.
Anatomicaltermstodescribebonefeatures,therelativepositionsandmovementsofthebodyparts,the
regionsofthebodyandtheplanesbywhichthebodycanbesectioned.
Jointsstructuralandfunctionalclassification.Typesofjoints.(DavidRanz/Lecture2)
Seminar:introductiontopalpationandthedifferentmovementsofthehumanbody
(DavidRanz/Technique2)
2
Thespine:bones,joints,musculature,innervationandvascularization(I).(DavidRanz/Lecture2)
Seminar:palpationofthespine,introductiontothespineassessment.(DavidRanz/Technique2)
3
Thespine:bones,joints,musculature,innervationandvascularization(II).(DavidRanz/Lecture2)
Seminar:palpationofthespine,spinebasictests.(DavidRanz/Technique2)
4
Thethoraxandtheabdomen:bones,joints,musculature,innervationandvascularization
(DavidRanz/Lecture2)
Seminar:palpationofthethorax.(DavidRanz/Technique2)
Dissectionpracticalsession:theback,thethoraxandtheabdomen.(AlfonsoRodriguezandDavidRanz/
DissectionroomUAB)
5
Theupperlimb:bones,joints,compartments,musculature,innervationandvascularization(I)
(DavidRanz/Lecture2)
Seminar:palpationoftheupperlimb(I).(DavidRanz/Technique2)
6
Theupperlimb:bones,joints,musculature,innervationandvascularization(II)
(DavidRanz/Lecture2)
Seminar:palpationoftheupperlimb(II)andbasicassessment.(DavidRanz/Technique2)
7
Theupperlimb:bones,joints,musculature,innervationandvascularization(III)
(DavidRanz/Lecture2)
Seminar:palpationoftheupperlimb(III)andbasicupperlimbtests.(DavidRanz/Technique2)
8
Thepelvis:bones,joints,compartments,musculature,innervationandvascularization
(DavidRanz/Lecture2)
Seminar:palpationofthepelvisandbasicassessmenttests.(DavidRanz/Technique2)
9
Thelowerlimb:bones,joints,compartments,musculature,innervationandvascularization(I)
(DavidRanz/Lecture2)
Seminar:palpationofthelowerlimb(I).(DavidRanz/Technique2)
Dissectionpracticalsession:theupperlimb.(AlfonsoRodriguezandDavidRanz/DissectionroomUAB)
10
Thelowerlimb:bones,joints,musculature,meninges,innervationandvascularization(II)
(DavidRanz/Lecture2)
Seminar:palpationofthelowerlimb(II)andbasictests.(DavidRanz/Technique2)
11
Theheadandneck:bones,joints,musculature,meninges,innervationandvascularization(I)
(DavidRanz/Lecture2)
Seminar:palpationoftheheadandneck.(DavidRanz/Technique2)
Dissectionpracticalsession:thepelvisandlowerlimb.(AlfonsoRodriguezandDavidRanz/Dissectionroom
UAB)
12
Theheadandneck:bones,joints,musculature,meninges,innervationandvascularization(II)
(DavidRanz/Lecture2)
Seminar:cranialnervesassessmenttests.(DavidRanz/Technique2)
Dissectionpracticalsession:theheadandtheneck.(AlfonsoRodriguezandDavidRanz/DissectionroomUAB)
13
Clinicalimagingtechniquesusedwithhumanstoproduceanatomicalimagesfordiagnosis
(DavidRanz/Lecture2)
Seminar:imagesidentification.(DavidRanz/Technique2)
13
14
MODULE TITLE:
HUMAN STRUCTURE AND FUNCTION II
MODULE CODE:
CHF003
LEVEL:
F
ECTS:
I
H
MODULE LEADER: Enric Ruiz
Prerequisite Modules:
Code:
10
M
YEAR:
1
SEMESTER:
I / II / I & II
TEACHER: Enric Ruiz
Title:
RATIONALE OF THE MODULE:
Human physiology provides the foundation knowledge of the human body, from single cells to tissues, organs
and, finally, systems. This module will focus on how the body and its parts carry all essential functions of daily
life. Students will learn about the anatomy and physiology of the cardiovascular, respiratory, gastro-intestinal,
urinary, endocrine and reproductive systems.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved
the following:
Knowledge and understanding
1. Identify and describe the major structures/organs in the thoracic and
abdominal regions.
2. Explain the principles underpinning the physiology of the endocrine system
3. Explain the principles underpinning the physiology of the cardiovascular and
respiratory system.
4. Explain the principles underpinning gastro-intestinal physiology, metabolism
and temperature regulation.
5. Explain the principles underpinning of renal system, fluid and electrolyte
balance and the reproductive systems
Intellectual skills
6. Show ability to transcribe normal anatomical and physiological information into
the realm of the abnormal in terms of current chiropractic practice.
7. Develop study strategies for understanding complex systems and how this can
be transferred to clinical situations.
8. Present a scientific communication in poster and orally
Practical skills
9. Develop a 3-D understanding of the structure of the human body.
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Graduate
competencies
SCH 2.9, CHI 2.1
SCH 2.9, CHI 2.1
SCH 2.9, CHI 2.1
SCH 2.9, CHI 2.1
CHI 3.6
SCH 2. 2, SCH 2. 5
SCH 2.9, CHI 2.1
SCH 2.9, CHI 2.1
Communication
Self-managementandreflective
practice
Teamworking
Researchskills
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
Module content at a glance:
•
•
•
Anatomy of the structures and organs of the thoracic region
Physiology of the cardiovascular system
Physiology of the respiratory system
15
•
•
•
•
•
•
Anatomy of the structures and organs of the abdominal region
Physiology of the gastro-intestinal system
Anatomy and physiology of the urinary system
Physiology of metabolism and of temperature regulation
Physiology of endocrine and reproductive systems
Clinical importance of anatomy and physiology and radiographic imaging to Chiropractic
METHODS OF TEACHING AND LEARNING:
Contact hours 73 h
Directed learning 60 h
• Lectures: 13 weeks x 3 h = 39 h
• Seminars: 13 weeks x 2 h = 26
h
• Practicals: 2 weeks x 4 h = 8 h
• Oral presentation and poster
(estimated 30h of student autonomous
work)
• Reading material for seminars 30 h
Independent study 117
h
• Update 97h
• Exam preparation 20
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
Duration (if app)
EXSII
40%
Written examination
90 min,endofsemester
PCEX
30%
Practical exam
45 min,endofsemester
CW
30%
Oral presentation
15 min, oral group presentation
INDICATIVE READING LIST:
Requiredreading
Gerard J. Tortora, Bryan Derrickson. Principios de Anatomía y Fisiología. 13ª Edición. Editorial Médica
Panamericana
Gerard J. Tortora, Bryan H. Derrickson. Principles of Anatomy and Physiology, 14th Edition. Wiley Ed.
Complementaryreading
Thibodeau, G.A.; Patton, K.T. Estructura y función del cuerpo humano. 14ª Edición. Elsevier España,
S.A. 2012.
Thibodeau, G.A.; Patton, K.T. Structure & function of the body. 14ª Edición. Elsevier España, S.A.
2012.
Fox, Stuart Ira, Fisiología humana. 12ª Edición. McGraw-Hill. 2011
Fox, Stuart Ira, Human physiology. 12ª Edición. McGraw-Hill. 2011
16
Learning to teaching
Learning Outcome
1. Identify and describe the major
structures/organs in the thoracic and
abdominal regions.
2. Explain the principles underpinning the
physiology of the endocrine system
3. Explain the principles underpinning the
physiology of the cardiovascular and
respiratory system.
4. Explain the principles underpinning
gastro-intestinal physiology,
metabolism and temperature
regulation.
5. Explain the principles underpinning of
renal system, fluid and electrolyte
balance and the reproductive systems
6. Show ability to transcribe normal
anatomical and physiological
information into the realm of the
abnormal in terms of current
chiropractic practice.
7. Develop study strategies for
understanding complex systems and
how this can be transferred to clinical
situations.
8. Present a scientific communication in
poster and orally
9. Develop a 3-D understanding of the
structure of the human body.
Teaching activity
Lecture
Seminar: anatomical models,
animal dissection, video
Dissection laboratory UAB
Lecture
Seminar: videos, clinical case
discussion
Lecture
Seminar: videos, clinical case
discussion
Lecture
Seminar: videos, clinical case
discussion
Assessment method
(S)ummative or
(F)ormative
(S) Written exam
(F) Written exam
(S) Written exam
(S) Course work
(F) Written exam
(S) Written exam
(S) Course work
(F) Written exam
(S) Written exam
(S) Course work
(F) Written exam
Lecture
Seminar: videos, clinical case
discussion
Seminar: videos, clinical case
discussion
(S) Written exam
(S) Course work
(F) Written exam
(F) clinical case, class
discussion
Seminar: videos, clinical case
discussion
(F) clinical case, class
discussion
Seminar: Poster presentation
(S) Course work
Seminar: anatomical models,
animal dissection, video
Dissection laboratory UAB
(F) clinical case, class
discussion
17
Weekly planning of the module
Semester II
Week Topic
1
Digestive system anatomy: mouth, esophagus, stomach, small intestine, large intestine.
Digestive system physiology: Motility, secretion, digestion, absorption, elimination.
2
Digestive system anatomy: pancreas, liver, gallbladder, spleen, peritoneum
Digestive system physiology: liver; nervous and endocrine regulation, carbohydrates digestion,
absorption of lipids and proteins. Vitamins and minerals
3
Secretory system anatomy: kidney, ureter, urinary bladder, urethra.
Secretory system physiology: glomerular filtration, reabsorption of salt and water, renal control of
electrolyte and acid-base equilibria. HTA.
4
Reproductive system anatomy: Male and female reproductive apparatus.
Reproductive system physiology: Menstrual cycle, pregnancy, erection, ejaculation, male fertility
5
Endocrine system anatomy: Thyroid, parathyroid, pineal, thymus, gastrointestinal system, aut
autocrine and paracrine
Endocrine system physiology: Endocrine physiology
6
Endocrine system physiology: Endocrine physiology
7
Respiratory system anatomy: Nose, pharynx, larynx, trachea, bronchi, lungs, pleura
Respiratory system physiology: Mechanics of respiration, gas exchange, regulation of breathing.
8
Respiratory system anatomy: Mediastinum, chest wall, diaphragm, intercostal muscles
Respiratory system physiology: Hemoglobin and O2 and CO2 transport, acid-base balance.
9
Cardiovascular system anatomy: Pericardium, myocardium, valves, great vessels
Cardiovascular system physiology: Heart sounds, cardiac cycle, conduction system
10
Cardiovascular system anatomy: Principles of cardiorespiratory radiology: echocardiography
Cardiovascular system physiology: Systemic and pulmonary circulation. Portal circulation. Fetal
circulation. Blood pressure
11
Cardiovascular system anatomy: Blood composition. Hematopoiesis. Leukocytes. Hemostasis
Cardiovascular system physiology: Blood types. Transfusions and blood products
12
Lymphatic system: components and major functions, organization, formation and flow of lymph.
Structure and functions of the primary and secondary lymphatic organs and tissues. Development
of lymphatic tissues.
Immune system:
Components of innate immunit
13
Immune system:
Components of innate immunity
First Line of Defense: Skin and Mucous Membranes
Second Line of Defense: Internal Defenses. Antimicrobial substances, natural killer cells and
phagocytes, inflammation, fever
Third Line of Defense: Adaptive Immunity, the relationship between an antigen and an antibody,
development of T cells and B cells, cell-mediated immunity and antibody-mediated immunity
18
MODULETITLE:
INTRODUCTIONTOTHESTUDYOFHUMANTISSUES
MODULECODE:
CH004
LEVEL:
F
ECTS:
I
H
MODULELEADER:DavidRanz
PrerequisiteModules:
10
M
YEAR:
SEMESTER:
1
I/II/I&II
TEACHER:DavidRanz
Code:
Title:
RATIONALEOFTHEMODULE:
Thismodulewillcoverfrombasiccompositionofcellsandtheirorganizationtoformtissuestohowasinglecelldevelops
intoafulllivingorganism.Studentswillbeabletoidentifythestructureandfunctionofmaincomponentsofhumancells
andthecharacteristicsofthemostimportanttissuesinourbodies.Thesecondpartofthemodulewillfocusonthe
embryogenesis.Studentswilllearnhowazygoteduplicates,growsanddifferentiatestoformanembryoandhownew
organsandtissuesarecreatedandevolvetoformafullydevelopedhumanbody.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
Graduate
competencies
SCH1.1;2.9;CHI2.1
SCH1.1;2.9;CHI2.1
KNOWLEDGEANDUNDERSTANDING
1. Identify,usingcorrectterminology,cellularstructuresandcorrelatethesewiththeirfunctions.
2. Identifythestagesinvolvedincelldivision(meiosisandmitosis),theprocessesofreplication,
transcriptionandtranslation,andtheprocessesinvolvedinthecontrolofgeneexpressionand
epigenetics.
3. Identifythebasictissuetypesandthehistologyofthemusculoskeletalsystem,theviscera,the
SCH1.1;2.9;CHI2.1
vascularsystem,andtheskin.
4. Outlinethemajoreventsassociatedwithearlyembryology.
SCH1.1;2.9;CHI2.1
5. Identifythestagesofthedevelopmentofthedifferentbodysystems(musculoskeletal,
SCH1.1;2.9;CHI2.1
cardiovascularsystem,respiratorysystem,gastrointestinaltractandurinarysystemandcentral
nervoussystem)
6. Outlinetheeventsatparturitionandtheprinciplesunderlyingteratogenesisandthedevelopment SCH1.1;2.9;CHI2.1
ofcongenitalmalformations.
7. Identifythemajoreventsofpostnataldevelopment.
SCH1.1;2.9
INTELLECTUAL(THINKINGSKILLS)
8. Appreciatehowstructureisrelatedtofunction.
SCH1.1;2.9;CHI2.1
9. Developanunderstandingofthehumananatomyfromknowledgeofitsdevelopment.
SCH1.1;2.9;CHI2.1
10. OutlinethethreepillarsofEvidence-BasedPracticeandthe5stepsapplied
SCH2.1;2.2;2.9
11. Showabilitytobuildananswerableclinicalquestion(PICOstrategy)andtoefficientlysearchthe
SCH2.1;2.2;2.9
literature
12. Writeascientificreportorganizedaccordingtocommonstandardsofscientificcommunication.
SCH1.1;2.9;CHI2.1
PRACTICAL(DISCIPLINESPECIFIC)SKILLS
13. Appreciateimagingtechniquesforstudyingcellsandtissues.
SCH1.1;2.9;CHI2.1
TRANSFERABLE/KEYSKILLS(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementandreflectivepractice
PatientAwareness&
ProblemSolving
Professionalconduct
Practicemanagement
Activeparticipationina
Continuousdevelopment
Self-drivenlearning
professionalcontext
19
Modulecontentataglance:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Theoriginoflifeandcells(frommoleculestocells).
Theplasmamembraneanditsfunctions.
Thecellularnucleusandthechromosomes.
Mitochondriaandcellularenergy.
Thecytoplasmandthecytoskeleton.
Cellorganellesandtheirfunction.
Cellularcycle,apoptosisandcancer
Celldivision(meiosisandmitosis).
Replication,transcriptionandtranslation.
Controlofgeneexpressionandepigenetics.
Histologyofthebasictissuetypes(epithelial,connective,muscularandnervoustissues).
Structureandfunctionoftheskeletalsystemandthedevelopment,fracturesandrepairofthebonetissue.
Typesofmuscles,theirfunction,propertiesandthemechanismsofmusclecontraction.
Histologyofbloodandbloodvessels,ofthedigestivesystemandofskin.
Celldamageandtissuerepair
Eventsofembryogenesis(fromfertilisationtoimplantation)
Gastrulation,neurulation,developmentofsomitesandfoldingoftheembryo
Embryonicperiod(organogenesis)
Embryologyofthemusculoskeletalsystem,thecardiovascularsystem,therespiratorysystem,thegastrointestinal
tract,theurinarysystem,theheadandthecentralnervoussystem.
Parturition.
Teratologyandexamplesofcongenitalabnormalitiesrelatingtothedevelopmentofsystemstaughtinembryology.
Postnataldevelopment.
METHODSOFTEACHINGANDLEARNING:
Contacthours78h
• Lectures:26weeksx2h=52h
• Seminars:26weeksx1h=26h
Directedlearning48h
• 2Casesreport(estimated32hofstudent
autonomouswork)
• Formativeassessment(quizzesanddirect
questioningduringpracticals)16hstudent
autonomouswork
Independentstudy
124h
4.5hours(approximately)of
independentstudyperweek
SUMMATIVEASSESSMENT
Type
%Contribution
Title
EXSI
35%
SIwrittenexam35%ofEX(15%PCEX)
EXSII
35%
SIIwrittenexam35%ofEX
90mineachwrittenexam
CWI
15%
Courseworkbasedupon1casereport(group)
2000words(endofsemesterI)
CWII
15%
Courseworkbasedupon1casereport(individual)
1500words(endofsemesterII)
Duration(ifapp)
90mineachwrittenexam
45minpracticalexam
20
1.
2.
3.
4.
5.
6.
INDICATIVEREADINGLIST:
• Requiredreading
TortoraG.&DerricksonB.Principiosdeanatomíayfisiología.11aEdición.EditorialMédicaPanamericana.
th
TortoraG.&DerricksonB.Principlesofanatomyandphysiology.13 Edition.JohnWiley&Sons,Inc.
th
SadlerT.W.,Langman’sMedicalEmbriology,12 Edition.2004.LippincottWilliams&Wilkins.
• Complementaryreading
GartnerL.TextoAtlasdeHistología.2ªEdición.McGraw-Hill.
th
GartnerL.Coloratlas&TestofHistology.6 Edition.LippincottWilliams&Wilkins.
WolfgangK.ColorAtlasofCitology,Histologyandmicroscopicanatomy,.4thEdition,Thieme2003
LEARNING TO TEACHING TO ASSESSMENT MATRIX
KNOWLEDGE AND UNDERSTANDING:
Learning Outcome
Teaching activity
Identify, using correct terminology, cellular
structures and correlate these with their
functions.
Lecture
Seminar: cell imaging and
discussion.
Identify the stages involved in cell division
(meiosis and mitosis), the processes of
replication, transcription and translation, and
the processes involved in the control of gene
expression and epigenetics.
Identify the basic tissue types and the
histology of the musculoskeletal system, the
viscera, the vascular system, and the skin.
Outline the major events associated with
early embryology.
Lecture
Seminar: video viewing and
discussion.
Identify the stages of the development of the
different body systems (musculoskeletal,
cardiovascular system, respiratory system,
gastrointestinal tract and urinary system and
central nervous system)
Outline the events at parturition and the
principles underlying teratogenesis and the
development of congenital malformations.
Identify the major events of postnatal
development.
Lecture
Seminar: video viewing and
discussion.
Lecture
Seminar: Tissue images viewing
and identification.
Lecture
Seminar: Video viewing.
Lecture
Seminar: video viewing and
discussion.
Lecture
Seminar: video viewing and
discussion.
INTELLECTUAL (THINKING SKILLS):
Appreciate how structure is related to
Lecture
function.
Develop an understanding of the human
Lecture
anatomy from knowledge of its
Seminar: video viewing
development.
Outline the three pillars of Evidence-Based
Seminar
Practice and the 5 steps applied
Show ability to build an answerable clinical
Seminar
question (PICO strategy) and to efficiently
search the literature
Write a scientific report organized according Seminar
to common standards of scientific
communication.
PRACTICAL (DISCIPLINE SPECIFIC) SKILLS:
Appreciate imaging techniques for studying
Lecture
cells and tissues.
Seminar: images viewing and
identification. Discussion.
Assessment:
(S)ummative / (F)ormative
(S) Written exam (EMQ)
(S) Practical exam
(F) Written exam (multiple choice)
(F) Practical exam
(S) Written exam (EMQ)
(F) Written exam (multiple choice)
(S) Group coursework
(S) Written exam (EMQ)
(S) Practical exam
(F) Practical exam
(S) Written exam (EMQ)
(S) Practical exam
(F) Practical exam
(S) Written exam (EMQ)
(S) Practical exam
(F) Practical exam
(S) Written exam (EMQ)
(F) Written exam (multiple choice)
(S) Group coursework
(S) Written exam (EMQ)
(F) Written exam (multiple choice)
(S) Written exam (EMQ)
(F) Written exam (multiple choice)
(S) Written exam (EMQ)
(S) Practical exam
(F) Practical exam
(S) Group coursework
(S) Group coursework
(S) Group coursework
(S) Practical exam
(F) Practical exam
21
Weekly planning of the module
Semester I
Week Topic description
1
The origin of life. Types of cells. (David Ranz / Lecture 2)
Seminar: EBP (David Ranz / Lecture 3)
2
The plasma membrane. (David Ranz / Lecture 2)
Seminar: Cell images and discussion (David Ranz / Lecture 3)
3
Cellular nucleus and chromosomes. (David Ranz / Lecture 2)
Seminar: Documentary The gost in your genes (David Ranz / Lecture 3)
4
Mitochondria and cellular energy. The cytoplasm and the cytoskeleton. (David Ranz / Lecture 2)
Seminar: Cell images and discussion (David Ranz / Lecture 3)
5
Cell organelles. (David Ranz / Lecture 2)
Seminar: Cell images and discussion (David Ranz / Lecture 3)
6
Cellular cycle, apoptosis and cancer. (David Ranz / Lecture 2)
Seminar: Cell images and discussion (David Ranz / Lecture 3)
7
Mitosis and meiosis. Replication of DNA. Transcription of DNA and synthesis of proteins. (David Ranz / Lecture
2).
Seminar: Cell división and mutations discussion (David Ranz / Lecture 3)
8
Epithelial tissue I. (David Ranz / Lecture 2)
Seminar: Tissue images and discussion (David Ranz / Lecture 3)
9
Connective tissue I. (David Ranz / Lecture 2)
Seminar: Formative exam (David Ranz / Lecture 3)
10
Structure of bone and cartilage and the development, fractures and repair of the bone tissue. (David Ranz / Lecture
2)
Seminar: Tissue images and discussion (David Ranz / Lecture 3)
11
Types of muscle tissue, structure, properties and the mechanisms of muscle contraction. (David Ranz / Lecture 2)
Seminar: Tissue images and discussion (David Ranz / Lecture 3)
12
Blood and vessels, skin and digestive tissue. Nervous tissue. (David Ranz / Lecture 2)
Seminar: Tissue images and discussion (David Ranz / Lecture 3)
13
Cell damage and tissue repair. (David Ranz / Lecture 2)
Seminar: Tissue images and discussion (David Ranz / Lecture 3)
Semester II
Week
Topic
1
Early embryonic development. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
2
Embryonic period (organogenesis). (David Ranz / Lecture 2)
Seminar: Embriology images and discussion (David Ranz / Lecture 3)
3
Foetal period. (David Ranz / Lecture 2)
Seminar: Embriology images and discussion (David Ranz / Lecture 3)
4
Embryology of the musculoskeletal system. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
5
Embriology of the head. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
6
Embriology of body cavities & respiratory system. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
7
Embriology of the gastrointestinal tract. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
8
Embriology of the urinary system. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
9
Embryology of the cardiovascular system. (David Ranz / Lecture 2)
Seminar: Formative exam (David Ranz / Lecture 3)
10
Embryology of the central nervous system I. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
11
Embryology of the central nervous system II. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
12
Teratogenesis. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
13
Postnatal development. (David Ranz / Lecture 2)
Seminar: Video and discussion (David Ranz / Lecture 3)
22
MODULETITLE:
MOLECULESOFLIFE(INTRODUCTIONTOBIOCHEMISTRY)
MODULECODE:
CH001
LEVEL:
F
ECTS:
I
H
5
M
MODULELEADER:EnricRuiz
PrerequisiteModules:
YEAR:
SEMESTER:
1
I/II/I&II
TEACHER:EnricRuiz
Code:
Title:
RATIONALEOFTHEMODULE:
Thismodulewillfocusonthemolecularaspectsoflife.Studentwilllearntoidentifythemaintypeofmolecules
withinhumancellsandtheirfunctions.Specialattentionwillbepaidtomainmetabolicpathwaysandtheway
theorganismintegratesdegradationofnutrientstoobtainenergyandsynthesisofbiomoleculesfornormal
functioningofthebody.Inadditionbasicconceptsofgeneticsandepigeneticswillbeintroduced
LEARNINGOUTCOMESOFTHEMODULE:.
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthe
following:
Graduatecompetencies
Knowledge and Understanding
1. Outlinethemolecularbasisoflifeandtheprinciplesofbiochemistry.
2. Definethemaincharacteristicsofproteinstructureandrelatethemtoprotein
function,withparticularreferencetothefunctionsofmyoglobinand
haemoglobin.
3. Describethebasicprinciplesofenzymecatalysisandkinetics.
4. Identifythemainmoleculesoflife(carbohydrates,lipidsandaminoacids)and
describetheessentialfeaturesofthemajormetabolicpathways.
5. DescribethecompositionofATPandADPandoutlinethefundamental
principlesunderlyingcellularenergetics.
6. Describethestructureandfunctionsofcellularmembranesandrelatethisto
membranetransportmechanism.
7. Describethefundamentalprinciplesunderlyingcellularsignalling.
8. Describethecompositionandfunctionoftheextracellularmatrix(ECM).
9. DescribethenucleicacidsandhowthesearebuiltuptoformDNAandthe
varietiesofRNAs,relatingthistoprinciplesofgeneticsandepigenetics.
SCH 2. 9; CHI 2.1
SCH 2. 9; CHI 2.1
SCH 2. 9; CHI 2.1
SCH 2. 9; CHI 2.1
SCH 2. 9; CHI 2.1
SCH 2. 9; CHI 2.1
SCH 2. 9; CHI 2.1
SCH 2. 9; CHI 2.1;
PRO 3. 1
SCH 2. 9; CHI 2.1
Intellectual Skills
10. Appreciatehowbiochemistryisaffectedbypathologicalinsultcomparedto
healthsituations.
11. Writeascientificreportorganizedaccordingtocommonstandardsofscientific
communication.
SCH 2. 9; CHI 2.1
SCH 2. 9; CHI 2.1
Discipline Specific (including practical) Skills
12. Showabilitytotranscribeinformationrelatingtonormalconnectivetissue
SCH 2. 5
biologyintotherealmoftheabnormalintermsofcurrentchiropracticpractice.
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Self-managementandreflective
Teamworking
Researchskills
practice
23
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
Modulecontentataglance:
•
BioelementsandBiomolecules(saccharides,lipids,proteinsandnucleicacids).
•
Biochemistryofthehumanbody.
•
Proteinstructureandfunction–myoglobinandhaemoglobin.
•
Extracellularmatrixandconnectivetissuebiochemistry–chemicalcomposition,structureand
function.
•
Enzymeactivityandkinetics.
•
Fundamentalsofcarbohydrate,lipidandproteinmetabolism.
•
Fundamentalsofcellularenergetics.ATPandmitochondria.
•
Membranestructureandmembranetransport.
•
Cellularsignalling.
•
DNA,RNA,genetics,epigenetics,mutations.
METHODSOFTEACHINGANDLEARNING:
Contacthours:39
• Lectures:13weeksx2hL=26h
• Seminars:13weeksx1hS=13h
Directedlearning:40h
Independentstudy:46h
• Labreport:estimated15h
• Update36h
• Casereport:estimated25h • Exampreparation10
SUMMATIVEASSESSMENT
Type
%Contribution
Title
Duration(ifapp)
EXSI
40%
Knowledgeexamination
60min.
LW
30%
Laboratoryreport(group)
1.000words
CW
30%
Courseworkbasedupon1case
report(group)
2.000words
INDICATIVELITERATURELIST:
Coursebook
AlisaPeet,MichaelA.Lieberman,AllanMarks.Lieberman,Marks'sBasicMedicalBiochemistry.LWW;
Fourth,NorthAmericanEdition(2012)
Biochemistrybooks
Berg.J.M,TymoczkoJ.L.andStryerL.Biochemistry6thed.W.H.Freedman&Co.,2007.
Olderversionavailableathttp://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=stryer.TOC&depth=2
Nelson,N.L.&Cox,M.M.LehningerPrinciplesofBiochemistry.(6thed)W.H.Freeman.2012.
Olderversionavailableathttp://bcs.whfreeman.com/lehninger6e/#t_824263____
DevlinT.M.Textbookofbiochemistry:withclinicalcorrelations.Hoboken[N.J.]:Wiley-Liss,cop.20066th
ed.
McKee,T.andMcKee,J.CBiochemistry,TheMolecularBasisofLife,OxfordUniversityPress;4thedition
(2008)
Voet,D.iVoet,J.G.Biochemistry,4thed.Wiley2011.
Cellbiologybooks,butincludedherebecausesomepartsarerelevanttothismodule.
Alberts,B.,JohnsonA.,LewisJ,RaffM,RobertsK&WalterP.MolecularBiologyoftheCell.5thEdition,
GarlandPub.Inc,NY&London,2008
Olderversionavailableathttp://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=mboc4.TOC&depth=2
24
Cooper,G.M.;Hausman,R.E.TheCell:amolecularapproach.6thed.Washington,D.C.:ASMPress;
Sunderland(Mass.):SinauerAssociates,2013.
Olderversionavailableathttp://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=cooper.TOC&depth=2
HarveyLodish,ArnoldBerk,ChrisA.Kaiser,MontyKrieger,MatthewScott,AnthonyBretscher,HiddePloegh,
PaulMatsudaira,MolecularCellBiology.W.H.Freeman,2007
Olderversionavailableathttp://www.ncbi.nlm.nih.gov/books/bv.fcgi?rid=mcb.TOC
Learningtoteaching
Learning Outcome
Teaching activity
Outlinethemolecularbasisoflifeandthe
principlesofbiochemistry.
Definethemaincharacteristicsofprotein
structureandrelatethemtoproteinfunction,
withparticularreferencetothefunctionsof
myoglobinandhaemoglobin.
Describethebasicprinciplesofenzyme
catalysisandkinetics.
Identifythemainmoleculesoflife
(carbohydrates,lipidsandaminoacids)and
describetheessentialfeaturesofthemajor
metabolicpathways.
DescribethecompositionofATPandADPand
outlinethefundamentalprinciplesunderlying
cellularenergetics.
Describethestructureandfunctionsofcellular
membranesandrelatethistomembrane
transportmechanism.
Describethefundamentalprinciplesunderlying
cellularsignalling.
Describethecompositionandfunctionofthe
extracellularmatrix(ECM).
Lectures 1,2, 3
Seminars 1, 2, 3
Lecture 3
Seminar 3
Describethenucleicacidsandhowtheseare
builtuptoformDNAandthevarietiesofRNAs,
relatingthistoprinciplesofgeneticsand
epigenetics.
Appreciatehowbiochemistryisaffectedby
pathologicalinsultcomparedtohealth
situations.
Writeascientificreportorganizedaccordingto
commonstandardsofscientific
communication.
Showabilitytotranscribeinformationrelating
tonormalconnectivetissuebiologyintothe
realmoftheabnormalintermsofcurrent
chiropracticpractice.
Lectures 2, 12, 13
Seminars 2, 12, 13
Lectures 6, 7
Seminars 6, 7
Lectures 1, 2, 3, 7, 8,
9, 11
Seminars 1, 2, 3, 7, 8,
9, 11
Lectures 5, 10 and 11
Seminars 5, 10 and 11
Lectures 4, 6, 10 and
12
Seminar 12
Lectures 6, 8 and 12
Seminar 12
Lecture 4
Seminar 4
Assessment method
(S)ummative or (F)ormative
(S) Written exam
(F) Molecule Identification
(S) Written exam
(F) Case analysis
(F) Molecule Identification
(F) Protein Structure Analysis
(S) Laboratory report
(F) Dry lab activities
(S) Written exam
(S) Laboratory report
(S)Coursework
(F)Caseanalysis
(S) Written exam
(F) Case analysis
(S) Written exam
(F) Case analysis
(F) Written test
(S) Written exam
(S) Written exam
(F) Case analysis
(F) Scientific paper analysis
(S) Written exam
(F) Case analysis
(F) Sequencing exercise
Lectures 1 to 13
Seminars 1, 3, 4, 8, 10,
13
Seminar
(S) Laboratory report
(S) Coursework
(F) Cases analysis
(S) Coursework
Lecture 4
Seminar 4
(F) Scientific paper analysis
25
Weeklyplanningofthemodule
Semester I
Week Topic
1
IntroductionandSyllabuscontent.Historyandlimitationstobiologicalknowledge:Serratia
marcenscase.TheElementsoflife.Functionalgroups.Biomolecules1.Saccharides.
Water,pHandbufferingsystemsinthebody.
2
Biomolecules2.LipidsandNucleicAcids.Moleculeidentification.
3
Biomolecules3.Aminoacids,peptidesandproteins.Oxygentransport:hemoglobinand
myoglobine.Moleculeidentificationand3Dmodels.
4
Membranestructure.ExtracellularmatrixandConnectiveTissue.Cartilagedegeneration
(intervertebraldiscs).Scientificpaperanalysis.
5
Enzymes.Classesofenzymes.Functions.MechanismofEnzymeaction.Regulation.Enzyme
activitycalculationsI
6
EnzymeRegulation.Enzymekinetics.EnzymeactivitycalculationsIIandcaseanalysis.
7
Humanmetabolismoverview.Anabolismandcatabolism.Digestion.Fast.Starving.Muscle
metabolism.
8
Carbohydratesmetabolism.Digestionandabsorption.Glycolysis.Pentosephosphate
pathway.Ethanolmetabolism.Glycogenmetabolism.Caseanalysis.
9
Gluconeogenesis.LipidsMetabolism.Digestionandabsorption.Β-Oxidation.FAsynthesis.
Ketonicbodies.Cholesterolmetabolism.Caseanalysis.Formativetest.
10
Krebscycle.ElectronTransportChain.OxidativePhosphorilation.Biochemicalmapactivity.
11
SignalingandTransport.Formativetest.
12
DNAorganization.Flowofgeneticinformation.GenestructureandRNASynthesis.RNA
maturation.Transcriptionandtranslationexercise.
13
Thegeneticcode.RNAtypes.Translationandproteinprocessing.Proteomicsand
Epigenetics.Mutations,freeradicalsandtheireffect.Mutationsandcancer.Evolution.
Formativetest.
26
MODULETITLE:
NEUROLOGYI
MODULECODE:
CHF005
LEVEL:
F
ECTS:
I
H
5
M
Code:
1
SEMESTER:
MODULELEADER:GiuliaFuschini
PrerequisiteModules:
YEAR1:
I/II/I&II
TEACHER:GiuliaFuschini
Title:
RATIONALEOFTHEMODULE:
Thismodulewillfocusontheanatomyofthenervoussystem.Thehumanbrainorchestratesthefunctioningofthe
restofbodyorgansandtoknowitscomponentsandtheirfunctionsispivotalforchiropractic.Studentswilllearnto
identifythevariousstructuresofthecentralandperipheralnervoussystem.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
Graduate
competencies
KNOWLEDGEANDUNDERSTANDING
1. Beawareoftheimportanceofstudyingneurosciencesinthedevelopmentof
chiropracticcareer
CHI:2.1,SCH2.9
2. Knowandidentifyallnervouscells:neuronsandglia
CHI:2.1,SCH2.9
3. Recognizethefunctionalorganizationofthenervoussystem
CHI:2.1,SCH2.9
4. Recognizeanddescribeallmacronanatomicalandmicroanatomicalorganizationof CHI:2.1,SCH2.9
thespinalcordperipheralnerves
5. Relatethemacroanatomyofthecentralnervoussystem(greyandwhitematter)
andmainstructuresofbrainwiththeirsfunctions
CHI:2.1,SCH2.9
6. Describethefunctionsofthecerebrospinalfluidandthemenigeallayersofthe
brainandspinalcord
CHI:2.1,SCH2.9
7. Identifythemainarteriesandarterialstructuresofthebrainandspinalcord
CHI:2.1,SCH2.9
INTELLECTUAL(THINKINGSKILLS)
8. Havecleartheimportanceofthenervoussystemonthebody’sperformance
CHI:2.1,SCH2.9
9. Indentifythenervoussystemdivisionsandtheireffectonthewholebody
CHI:2.1,SCH2.9
10. Writeascientificreportorganizedaccordingtocommonstandardsofscientific
communication
CHI:2.1,SCH2.9
PRACTICAL(DISCIPLINESPECIFIC)SKILLS
11. Identifyandunderstand(bothanatomicallyandhistologically)brainstructures
frombrainspecimens,histologicalsectionsandCT/MRIimages
CHI:2.1,SCH2.9
11. Useorientationskillsinthe3dimensionalspacetopreciselylocatebrainstructures CHI:2.1,SCH2.9
27
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Self-managementandreflective
Teamworking
Researchskills
practice
PatientAwareness&
ProblemSolving
Professionalconduct
Practicemanagement
Activeparticipationina
Continuousdevelopment
Self-drivenlearning
professionalcontext
METHODSOFTEACHINGANDLEARNING:
Contacthours43h
Directedlearning32h
• Lectures:13weeksx2h=26h
• Casereport(estimated16hof
studentautonomouswork)
• Seminars:13weeksx1h=13h
• Formativeassessment(class
• Practical:1weeksx4h=4h
presentationsandquizzes)16h
studentautonomouswork
Autonomouslearning50h
3hours(approximately)of
independentstudyper
week
Summativeassessment:
Type
%Contribution Title
Duration(ifapp)
EXS2
40%
Knowledgeexamination
60min
PCEX
30%
Practicalexam
45min
CW
30%
CourseworkgroupbasedUpon1clinical
2.000words
case
DATE
Endofacademic
course
Endofacademic
course
Middleofthe
Secondsemester
INDICATIVELITERATURELIST:
Requiredreading
HendelmanW,Atlasoffunctionalneuroanatomy.2ndedCRCPress,cop.2006
RichardS.Snell,ClinicalNeuroanatomy.7thEd.LippincottWilliams&Wilkins,2010
Compementaryreading
CharlesR.Noback,NormanL.Strominger,RobertJ.Demarest,DavidA.Ruggiero.TheHumanNervousSystem:
StructureandFunction.HumanaPress2005
PurvesDetal.Neuroscience.5thed.SinauerAssociatesInc.2012(existeediciónencastellanodelaeditorial
panamericana)
Suggestedreading
Roger A. Barker, Francesca Cicchetti. Neuroanatomy and Neuroscience at a Glance, 4th Edition. WileyBlackwell,2012
DuaneE.Haines.Neuroanatomy:AnAtlasofstructures,sections,andsystems.7thedition
28
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
KNOWLEDGEANDUNDERSTANDING:
LearningOutcome
Teachingandlearningactivities
Assessment:
(S)ummative/(F)ormative
Beawareoftheimportanceofstudying
neurosciencesinthedevelopmentof
chiropracticcareer
Lecture
(F)FirstquizZ
(S)Writtenexam
Knowandidentifyallnervouscells:
neuronsandglia
Lecture
Articletoread(seminar)
(F)FirstquizZ
(S)Writtenexam
Recognizethefunctionalorganizationof Lecture
thenervoussystem
Imagerecognition(seminar)
(F)Firstquizz
(S)Writtenexam
Recognizeanddescribeall
macronanatomicalandmicroanatomical Lectures
organizationofthespinalcord
Imagerecognition(seminar)
peripheralnerves
(F)Secondquizz
(S)Writtenexam
Relatethemacroanatomyofthecentral
Lectures
nervoussystem(greyandwhitematter)
seminarsandpracticum
andmainstructuresofbrainwiththeirs
(dissection)
functions
(F)Secondquizz
(S)Writtenexam
Describethefunctionsofthe
cerebrospinalfluidandthemenigeal
layersofthebrainandspinalcord
Lectures
Seminar
(F)Secondquizz
(S)Writtenexam
Identifythemainarteriesandarterial
structuresofthebrainandspinalcord
Lectures
Seminarsandpracticum
(dissection)
(F)Thirdquizz
(S)Writtenexam
INTELLECTUAL(THINKINGSKILLS):
Learntousecorrectterminologyto
describebrainstructuresandfunctions
Seminarsandclassdiscussion
(F)Formative
Managenewconceptsandlearntouse
themintheircorrectcontext
Seminarsandclassdiscussion
(F)Formative
Seminar
(S)Coursework
Writeascientificreportorganized
accordingtocommonstandardsof
scientificcommunication.
PRACTICAL(DISCIPLINESPECIFIC)
SKILLS:
Identifyandunderstand(both
Lectures
anatomicallyandhistologically)brain
seminarsandpracticum
structuresfrombrainspecimens,
histologicalsectionsandCT/MRIimages
Useorientationskillsinthe3
dimensionalspacetopreciselylocate
brainstructures
Lectures
seminarsandpracticum
(S)Practicalexam
(F)Formative
29
Weeklyplanningofthemodule
SemesterII
Week
Topic
1
Introductiontoneuroanatomy:nervoussystemanatomicalandfunctionaldivisions,grossanatomical
distinctionsbetweenwhiteandgreymatter
SeminarThethree-dimensionalbrain:CNSplanesandorientationAxis
2
Braincells:typesofneuronsandglialcells
SeminarArticletoreadandhistologicalimages
3
Neurophysiology(I):chemicalbasisofneuralcommunication
SeminarArticletoreadandvideo
4
Neurophysiology(II):synaptictransmissionandneurotransmitters
SeminarFirstquiz(covers3previousweeks)
5
Thespinalcord:divisions(greyandwhitematter),Whitematter;distributionofsensormotortracts
SeminarArticletoreadandhistologicalimages
6
Theperipheralnervoussystem:autonomicandsomaticdivision
SeminarClinicalcase
7
Theperipheralnerve:Structure(endoneuro,perineuro,epineuro),spinal,andCranialnervesfunction
Seminar:Dissectionroom,virtualbrain
8
Themeninges:layerdistributionthroughthecentralnervoussystemandduralattachements.
CSF:Ventriclesandcorticospinalfluidofthebrain
SeminarSecondquiz(coversweek4to7th)
9
Neuroanatomicalanalysis:Grossdivisionofthebrain:grayandwhitematter.Lobes,sulciandfissures
ofthebrain.
Seminar:Dissectionroom,virtualbrain
10
Neuroanatomicalanalysis:Diencephalon
SeminarArticleandclinicalcase
11
Neuroanatomicalanalysis:Thecerebellumandbasalganglia
SeminarVirtualbrainandvideos
12
Embryologyandnervoussystemdevelopment
Seminar:Dissectionroom,virtualbrain
Thirdquiz(coversweek8to12th)
13
Bloodsupply:Bloodsupplyofthebrainandspinalcord
SeminarVirtualbrainmodelsandvideo
30
MODULETITLE:
CHIROPRACTIC IN SOCIETY I
MODULECODE:
CHF006
5
LEVEL:
F
ECTS:
I
H
MODULELEADER:Jaime Pinillos
PrerequisiteModules:
Code:
M
SEMESTER:
YEAR:
1
I/II/I&II
TEACHER:Jaime Pinillos
Title:
RATIONALE OF THE MODULE:
This module will give an introduction to the history, science, and philosophy of chiropractic and the social,
political, and economic forces that influence the organisation and delivery of chiropractic services. Students will
learn an introduction to the concepts (including the socioeconomic and cultural contexts) of health,
disease/illness, and the roles of chiropractors and other health care providers. In addition the module will give an
introduction to critical analysis of the historical, philosophical, educational, and ethical forces that shape
chiropractors and the chiropractor-patient relationship.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthe
following:
KNOWLEDGEANDUNDERSTANDING
1. IdentifymajoreventsinthehistoryofChiropracticintheUSA,EuropeandSpain.
2. Describethefundamentalprinciplesandphilosophyofchiropractic
COL3.1,3.2
CHI2.2,3.1,3.7;CMM1.1;
COL3.2
CHI2.2,3.1,3.7;CMM1.1;
COL2.1,2.2,3.2,4.1
MAN1.1,1.2;PRO3.1;SCH
3.2
PRO3.1;SCH3.2
Graduatecompetencies
3. Describehealth,disease,illness,andtherolesofchiropractorsandotherhealth
careprovidersinregardstothese
4. Describethesocial,politicalandeconomicforcesthatinfluencedtheorganisation
anddeliveryofchiropracticservicesnationallyandinternationally
5. Describehowthehistoryofchiropractichasinfluencedthechiropracticprofession
oftoday
6. Describeeducationalandethicalforcesthatinfluencedchiropractorsandthe
chiropractor-patientrelationship
7. DescribehowChiropracticeducationhaschangedinChiropractic's117years.
INTELLECTUAL(THINKING)SKILLS
CHI1.2,1.5;PRO2.2,2.3
COL6.1;SCH1.1,1.2,2.3
8. Applytherelevantphilosophical,scientificandsociologicalterminology
9. Demonstratelinguisticskillsfordescribinganddiscussingtherelationships
betweenhealth,disease,chiropracticandsociety
PRACTICAL(DISCIPLINESPECIFIC)SKILLS
SCH2.6-2.8;COL5.1
CMM1.1,2.2,2.3,2.5,2.7,
2.8
10. Demonstratetheabilitytocompareandcontrastthefundamentalprinciplesand
philosophyofchiropracticwithotherphilosophiesofhealthcare
11. CompareChiropracticwithotherhealthSciences.
12. Demonstratetheabilitytoreflectonthechiropractor-patientrelationshipinterms
ofhistory,scienceandphilosophyofchiropractic
COL3.1-3.2;PRO3.1
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Teamworking
Researchskills
PatientAwareness&
ProblemSolving
Practicemanagement
COL3.1-3.2,4.1
MAN5.3
Communication
Self-managementandreflectivepractice
Professionalconduct
31
Continuousdevelopment
Activeparticipationina
professionalcontext
Self-drivenlearning
Module content at a glance:
•
Definitions of health, disease and illness
•
Principles, philosophy and scope of practice of chiropractic
•
Socioeconomic and cultural determinants of health and disease
•
Terminology – philosophical (Critical thinking, epistemology, ethics), science, sociological
•
History of chiropractic (Overview of main historical dates and events)
•
Social, economic and political forces that influenced chiropractors
•
Chiropractor-patient relationship and influencing factors
METHODS OF TEACHING AND LEARNING:
Contact hours: 40 h
•
•
Directed learning 20 h
Lectures: 26 weeks x 1h = 26 h
Seminars: 13 weeks x 1h = 13 h
•
•
Independent study 65h
Small group (5 h)
Poster presentation
(15 h)
Twenty (20) hours of revision for exams.
Forty five (45) hours further study of
related reading reference material
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
Duration (if app)
EX
75 %
EXSI 15%: Final Exam Semester I
1 hour. Knowledge examination
PW
25%
EXSII 60%: Final Exam Semester II
Poster presentation
2 hours. Knowledge examination
Semester 2, weeks 9 and 10 (in seminar and
lecture)
INDICATIVE READING LIST:
BOOKS
Coulter ID. Chiropractic: A Philosophy for Alternative Health Care. Butterworth & Heinemann, 1999.
Sinnott, Rob, Textbook in Chiropractic Philosophy, Chiropractic Books, 1st edition, 2011
Strauss, Chiropractic Philosophy, 1991
Wardwell WI. Chiropractic: History and Evolution of a New Profession. Mosby. 1992.
Keating JC, Cleveland C, Menke M. Chiropractic History: a Primer. Association for the History of
Chiropractic. 2005.
Wilson FJH. Chiropractic in Europe: An Illustrated History. 2007.
Palmer BJ, Palmer DD. The Science of Chiropractic, Vol.1. 1906.
Stephenson RW. Chiropractic Text Book. Palmer College of Chiropractic. 1927.
Redwood D. Contemporary Chiropractic. Churchill Livingstone, 1997.
Learningtoteaching
LearningOutcome
Teachingactivity
1.Identifymajoreventsinthehistoryof Lecture
ChiropracticintheUSA,Europeand
Seminar
Spain.
2.Describethefundamentalprinciples
andphilosophyofchiropractic
Lecture-Interactive
3.Describehealth,disease,illness,and
therolesofchiropractorsandother
healthcareprovidersinregardsto
these
Lectures-Interactive
Assessmentmethod
(S)ummativeor(F)ormative
(S)EMQ
(S)Short&longAnswerQuestions
(F)Participationinsmallgroupwork
(F)Seminars-Quiz
(S)EMQ
(S)Short&longAnswerQuestions
(F)Participationinsmallgroupwork
(S)EMQ
(S)Short&longAnswerQuestions
(F)Participationinsmallgroupwork
(S)Projectwork–Inclasspresentation
32
4.Describethesocial,politicaland
economicforcesthatinfluencedthe
organisationanddeliveryofchiropractic
servicesnationallyandinternationally
5.Describehowthehistoryof
chiropractichasinfluencedthe
chiropracticprofessionoftoday
6.Describeeducationalandethical
forcesthatinfluencedchiropractorsand
thechiropractor-patientrelationship
7.DescribehowChiropracticeducation
haschangedinChiropractic's117years.
Lecture
Seminar-Interactive
8.Applytherelevantphilosophical,
scientificandsociologicalterminology
9.Demonstratelinguisticskillsfor
describinganddiscussingthe
relationshipsbetweenhealth,disease,
chiropracticandsociety
10.Demonstratecriticalthinkingskills
Lecture-interactive
Seminar
Lectures-Interactive
Lectures-Interactive
Lecture
Seminar
(S)Projectwork–Inclasspresentation
Lecture
Seminar
(S)ShortAnswerQuestions
(S)LongAnswerQuestions
(F)Seminars-Quiz
(S)Short&longAnswerQuestions
Lectures-Interactive
Selfdirectedlearning
exercises
Lectures-Interactive
11.Demonstratetheabilitytocompare
andcontrastthefundamentalprinciples
andphilosophyofchiropracticwith
otherphilosophiesofhealthcare
12.CompareChiropracticwithother
Lecture-Interactive
healthsciences.
Seminar-
13.Demonstratetheabilitytoreflecton
thechiropractor-patientrelationshipin
termsofhistory,scienceandphilosophy
ofchiropractic
14.Appreciateanddemonstrate
interactiveskills(leadership,active
listening,sharingandcooperation)with
peerswhenworkinginsmallgroup
settings
15.Demonstratereflectionasameans
bywhichtoimprovelearning
16.Demonstratestudystrategiesfor
understandingcomplexsystems
involvingamultitudeofdiverse
concepts.
(S)EMQ
(S)Short&longAnswerQuestions
(F)Participationinsmallgroupwork
(F)Seminars–Quiz
(S)Short&longAnswerQuestions
(F)Participationinsmallgroupwork
Lecture-Interactive
Selfdirectedlearning
exercises
(S)Short&longAnswerQuestions
(F)Participationinsmallgroupwork
S)Projectwork–Inclasspresentation
(S)Short&longAnswerQuestions
(F)Participationinsmallgroupwork
(S)Projectwork–Inclasspresentation
(F)Seminars-Quiz
(S)LongAnswerQuestions
(F)Seminars-Participationinsmallgroup
work
(S)LongAnswerQuestions
(F)Participationinsmallgroupwork
(S)Projectwork
Lecture-Interactive
Seminar
(S)LongAnswerQuestions
(F)Participationinsmallgroupwork
(S)Projectwork
Lecture
Selfdirectedlearning
exercises
Lecture
Selfdirectedlearning
exercises
(S)LongAnswerQuestions
(S)Short&longAnswerQuestions
(F)Participationinsmallgroupwork(S)
Projectwork
33
Weekly planning of the module
SemesterI
Week
Topic
1
Introduction&Overview(Whyhistory&philosophyareimportantforchiropractic)
2
History-Pre-ChiropracticI(Pre-19thCentury)
3
Philosophy-(Whatphilosophyisandisnot)
4
History-Pre-ChiropracticII(19thCentury-UnorthodoxHealthCarePractitioners&Medicine)
5
History-Pre-ChiropracticIII-(DDPalmerandtheFrontierYears1845-1895)
6
History-(ThePalmers&theBirthofChiropractic)
7
ChiropracticConceptsI(DDPalmer)
8
DifferencebetweenChiropracticandOsteopathy&DiscussionofChiropracticSurvey
9
WhatcanyoudoforChiropracticasastudent?
10
ChiropracticConcepts-BJPalmerandothers
11
KansasAct,IntroductiontoSpinography
12
ChiropracticConceptsIII(RalphS.Stephenson-ChiropracticTextBook)
13
Week13-ChiropracticConceptsIV(RalphW.Stephenson-ChiropracticTextBook)
SemesterII
Week
Topic
1
The33ChiropracticPrinciples–Part1
2
TheNormalCompleteCycle-31Steps
3
HistoryofthesubluxationModel
4
HistoryofChiropracticinEurope
5
WhatisScience?DetailrelatedtoPosterGiven
6
The33principlesseminar-Part2
7
PosterPresentations-Inlecturaandseminar
8
The33Principlesrestructured-DavidKoch
9
StraightMixerContinuumFeedbackonPostertobegiven
10
ChiropracticToday–ACCParadigm&WFCIdentity
11
Whatislife?
12
ContemporarymodelsinChiropractic&HealthCare–IntroductiontoEvidence-basedhealthcare
13
TheFutureofChiropractic(The3IAFReports)
34
MODULETITLE:
ClinicalBiomechanicsandChiropracticTechniqueI(TEC1)
MODULECODE:
CHF007
LEVEL:
F
ECTS:
I
MODULELEADER:BaptisteChauvin
PrerequisiteModules:
Code:
H
10
M
YEAR:
1
SEMESTER:
I/II/I&II
TEACHER:BaptisteChauvin
Title:
RATIONALEOFTHEMODULE:
Toprovideintroductorylevelofhumanbiomechanicsandfunctionalanatomy.
Toprovideintroductorylevelofclinicalassessmentoftheneuro-musculo-skeletalsystems.
ToprovidefoundationalpalpationskillsandpreparatoryDiversifiedtechniqueadjustiveskills.
Toenablethestudentstomasterfutureclinicalpracticecourses.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding
1.Definethetermsandconceptscommonlyusedinbiomechanics.
2.Describethekinematicofallthemainarticulationsofthehumanbody(Principallythe
spine)
3.Describethekineticsofeachjointregionmotion(Principallythespine).
4.Defineanddescribethecomponentsofthechiropracticanalysis(AIRS.M&Nconcept).
5.Explainnormalgaitmechanicsandbeawareofabnormalvariations.
6.Explaintheimportanceofthespine,andspinaldysfunctionstothehealth,homeostasis,
anddiseases.
7.Listthefundamentalcomponentsinvolvedintakingahealthbasedcasehistory.
8.Outlinethefundamentalconceptsofanevidencebasedanalysis.
9.Beawareofandlistethicalissuesregardingexaminationprocedures.
Practical(disciplinespecific)skills
10.Locate,identify,describeandpalpatethesurfaceanatomystructuresoftheaxialand
appendicularskeleton.
11.Locate,identify,describeandpalpateallthesuperficialmuscularstructuresofthetrunk
andmembers.
12.Performaposturalexaminationandanalysis.
13.Performagaitanalysis.
14.Performtheproceduresusedtoevaluatejointregionsfunctionality(especiallyafocused
Inspection,Rangeofmotionassessment,StaticandMotionpalpation.).Excepttheupper
cervicalspine.
15.Describeandperformbasicadjustiveproceduressetupsofthespine.Exceptingthe
uppercervicalspine.
16.Demonstrateclinicalpatientmanagementskills,professionalattitude,andsafeworkselfpositioning.
Transferable/key
Graduatecompetencies
CHI2.1/3.6/5
CHI2.1
CHI2.1
CHI2.1
CHI2.1
CHI2.1/CMM1.1
CHI1.1/2.5/3.2,CMM3.1
CHI2.1
CHI6
CHI2.1/3.3/3.6
CHI2.13.3/3.6
CHI2.1
CHI1.1/2.1/2.5/3.3
CHI1.1/2.1/3.3
CHI1.1/2.1/3.3
CHI1.1/2.1
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementand
reflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
35
Continuousdevelopment
Activeparticipationina
professionalcontext
Self-drivenlearning
METHODSOFTEACHINGANDLEARNING:250h.
Contacthours:130h
• Lectures:26weeksx1h=26h
• Chiropractictechniqueandclinicalskillsclass
(Lab):
26weeksx4h=104h
Directedlearning80h
• Homework,lectureand
chiropractictechniqueclass
preparation.
Independentstudy40h
• SummativeExamsstudytime
• FormativeExamsstudytime
SUMMATIVEASSESSMENT
Type
%Contribution
EX
45%
PCEX
55%
Title
Duration
EXSI10%
1hours,endofsemesterI
EXSII35%
2hours,endofsemesterII
PCEXI10%
10min,endofsemesterI
PCEXII45%
15min,endofsemesterII
INDICATIVEREADINGLIST:
Requiredreading
CHIROPRACTIC:
• Bergmann&Peterson.ChiropracticTechnique:PrinciplesandProcedures.Ed.Elsevier(2011,3rdedition).ISBN-13:
978-0323049696ISBN-10:9780323049696
ANATOMY:
• RichardL.Drake.Gray'sAnatomyforStudents+StudentConsult,Ed.ChurchillLivingstone;Secondedition(2009)
ISBN-9780443069529
• RichardL.Drake.Gray.Anatomíaparaestudiantes+StudentConsult.Elsevier;Edición2(2010)ISBN-10:
8480866713ISBN-13:978-848086671
BIOMECHANICS:
• AugustusA.White&ManoharM.Panjabi.ClinicalBiomechanicsofthespine,Ed.Lippincott;Secondedition.
Complementaryreading
ANATOMY:
• HeinzFeneis,WolfgangDauber,DavidB.Meyer.PocketAtlasofHumanAnatomy.Masson,2006.ISBN-13:9783135112053ISBN-10:3135112055
• HeinzFeneis,WolfgangDauber,GerhardSpitzer.NomenclaturaAnatomicaIlustradadeHFeneis.Ed.Masson
(2006)ISBN-10:844581642XISBN-13:978-8445816424
• Netter,Atlasofhumananatomy.
BIOMECHANICS:
• KapandjiAlbertFisiologíaArticular:Vol3.EditorialMédicaPanamericanaS.A.;Edición:1(2011)ISBN-10:
8498354609ISBN-13:978-8498354607
• KapandjiAlbert,FisiologíaArticular:Vol2.ISBN-10:8498354595ISBN-13:978-8498354591
• KapandjiAlbert,FisiologíaArticular:Vol1.ISBN-10:8498354587ISBN-13:978-8498354584
• Kapandji,ThePhysiologyoftheJoints,Vol3:Spine.ISBN10:0702029599/ISBN13:9780702029592
• Kapandji,ThePhysiologyoftheJoints,Vol2:LowerLimb.ISBN10:8131221016ISBN13:9788131221013
• Kapandji,ThePhysiologyoftheJoints,Vol1:UpperLimbISBN10:8131221008ISBN13:9788131221006
Suggestedreading
• Dufour&Pillu,Biomecánicafuncional:cabeza,tronco,extremidades,Ed.Masson
• Byfield,TechniqueSkillsinChiropractic.Ed.Elsevier(2012).
• ScottHaldeman,PrinciplesandPracticeofChiropractic.Ed.McGrawHill(3rdedition).
36
LEARNINGOUTCOMES
Teachingactivity
Assessmentmethod
(S)ummativeor(F)ormative
(S)(F)Filltheblanks/ShortAnswer/
Questions
(S)(F)Filltheblanks/ShortAnswer/
Questions
(S)(F)Filltheblanks/ShortAnswer/
Questions/Labelthediagram
(S)(F)Filltheblanks/ShortAnswer/
Questions
(S)(F)Filltheblanks/ShortAnswer/
Questions
(S)(F)Filltheblanks/ShortAnswer/
Questions
1.Definethetermsandconceptscommonlyusedin
biomechanics.
2.Describethekinematicofallthemain
articulationsofthehumanbody(Principallythe
spine)
3.Describethekineticsofeachjointregionmotion
(Principallythespine).
4.Defineanddescribethecomponentsofthe
chiropracticanalysis(AIRS.M&Nconcept).
5.Explainnormalgaitmechanicsandbeawareof
abnormalvariations.
6.Explaintheimportanceofthespine,andspinal
dysfunctionstothehealth,homeostasis,and
diseases.
7.Listthefundamentalcomponentsinvolvedin
takingahealthbasedcasehistory.
Lecture+LabSeminar:
8.Outlinethefundamentalconceptsofanevidence
basedanalysis.
Lecture+LabSeminar:
9.Beawareofandlistethicalissuesregarding
examinationprocedures.
Lecture+LabSeminar:
10.Locate,identify,describeandpalpatethe
surfaceanatomystructuresoftheaxialand
appendicularskeleton.
11.Locate,identify,describeandpalpateallthe
superficialmuscularstructuresofthetrunkand
members.
12.Performaposturalexaminationandanalysis.
13.Performagaitanalysis.
Lecture+LabSeminar:
(S)(F)Filltheblanks/ShortAnswer/
Questions/Practicalexam
(S)(F)Filltheblanks/ShortAnswer
Questions/Labelthediagram
(S)(F)Filltheblanks/ShortAnswer
Questions/Labelthediagram/
Practicalexam
(S)(F)Practicalexam
Lecture+LabSeminar:
(S)(F)Practicalexam
Lecture+LabSeminar:
Lecture+LabSeminar:
(S)(F)Practicalexam
(S)(F)Practicalexam
14.Performtheproceduresusedtoevaluatejoint
regionsfunctionality(especiallyafocused
Inspection,Rangeofmotionassessment,Static
andMotionpalpation.)
15.Describeandperformbasicadjustive
proceduressetupsofthespine.
16.Demonstrateclinicalpatientmanagementskills,
professionalattitude,andsafeworkselfpositioning.
Lecture+LabSeminar:
(S)(F)Practicalexam
Lecture+LabSeminar:
(S)(F)/Practicalexam
Lecture+LabSeminar:
(S)(F)/Practicalexam
Lecture+LabSeminar:
Lecture+LabSeminar:
Lecture+LabSeminar:
Lecture+LabSeminar:
Lecture+LabSeminar:
Lecture+LabSeminar:
37
WEEKLYPLANNINGOFTHEMODULE
SemesterI
Week
Topic
1
LECTURE:Introductiontocourse.Biomechanicsandclinicalanatomygeneralconceptsandpostural
terminologyintroduction.
LAB:Introductiontogeneralpostureanalysisandgenerallandmarksidentification.
2
LECTURE:Biomechanicsgeneralconcepts.Palpationprocedures.Biomechanicsandposturalanalysisofthe
upperextremity.
LAB:Upperextremitylandmarksandpalpation.
3
LECTURE:Biomechanicsgeneralconcepts.Clinicalanatomy,biomechanicsandposturalanalysisoftheupper
extremity.
LAB:Upperextremitylandmarksandpalpation.
4
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisoftheupperextremity.
LAB:Upperextremitylandmarksandpalpation.
5
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthethoracicregion
LAB:Thoraciclandmarksandpalpation.
6
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthethoracicregion
LAB:Thoraciclandmarksandpalpation.
7
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthelumbarregion.
LAB:Lumbarlandmarksandpalpation.
8
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthelumbarregion.
LAB:Lumbarlandmarksandpalpation.
9
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthepelvicregion.
LAB:Pelvislandmarksandpalpation.
10
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthepelvicregion.
LAB:Pelvislandmarksandpalpation.
11
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthelowercervicalregion
LAB:Cervicallandmarksandpalpation.
12
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthelowercervicalregion
LAB:Cervicallandmarksandpalpation.
13
Review
SemesterII
Week Topic
1
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthelowerextremity.
LAB:Lowerextremitylandmarksandpalpation.
2
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisofthelowerextremity.
LAB:Lowerextremitylandmarksandpalpation.
3
LECTURE:Gaitanalysis.Alllandmarks.(review)
LAB:Gaitanalysis+Pelvisandlowerextremitiespalpation.(review)
4
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisoftheupperextremity.(review)
LAB:Upperextremitylandmarksandpalpation.(review)
5
LECTURE:Clinicalanatomy,biomechanicsandposturalanalysisoftheofthespine.(review)
LAB:Spinepalpation.(review)
6
LECTURE:Healthhistorytakingofthepatient+chiropracticpostureevaluationandspinalanalysis
LAB:Healthhistorytakingofthepatient+chiropracticpostureevaluation+chiropracticspinalanalysis
7
LECTURE:IntroductiontoDiversifiedtechniqueadjustiveproceduresandconcepts+Pelvissideposture
LAB:Pelvissideposturesetups,andmockupthrust.
8
LECTURE:Diversifiedadjustiveproceduresandconceptsofthelumbarspine.
LAB:Lumbarsideposturesetups,andmockupthrust.
9
LECTURE:Diversifiedadjustiveproceduresandconceptsofthethoracicspine.
LAB:Thoracicpronesetups,andmockupthrust.
10
LECTURE:Diversifiedadjustiveproceduresandconceptsofthelowercervicalspine.
LAB:Cervicalsupinesetups,andmockupthrust.
11
LECTURE:Diversifiedgeneraladjustiveproceduresandconcepts.IntroductiontoREDFLAGSandcounter
indicationforstructuraladjustment.Interprofessionalrapport.
LAB:FullspineDiversifiedsetups,andmockupthrust.
12
Review
13
Review
38
Year2ModuleDescriptors
39
40
MODULE TITLE:
PERSONAL DEVELOPMENT PLANNING, RESEARCH AND REFLECTIVE PRACTICE
II
(DEV2)
MODULE CODE:
CHI 007
LEVEL:
F
ECTS:
I
H
MODULE LEADER: Jaime Roglán
Prerequisite Modules:
Code:
5
M
YEAR:
SEMESTER:
2
I / II / I & II
TEACHER: Pablo Pérez de la Ossa, Jaime Roglán
Title:
RATIONALE OF THE MODULE:
Inthismodulethestudentswillhavetheopportunitytodevelopskills,whichformthefoundationoflifelongpersonal,
educationalandcareerdevelopment.
The students will learn to reflect about situations and professional experiences while learning by doing, observing, dialoguing
and developing a critical view.
The students will have the opportunity to discuss the basic principles of scientific research and communication
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved the following:
Knowledge and Understanding
1. Applytheprinciplesunderpinningreflectivepracticeskills.
Graduate competencies
CHI 1.2, 4.1; SCH 1.1; PRO
1.3
2. Apply the methods and techniques underpinning personal development planning and CHI1.3,7;SCH1.1;PRO2.1
createpersonal,learningandcareerdevelopmentrecords.
3. Prepareandproduceeffectivepresentations,interviewsandanegotiationprocesswith CMM1.1,2.2
theuseofspecificabilities,resourcesandstrategies.
4. Explainhowinteractionandcollaborationworkstofindsynergicsolutions
COL1.2
5. Analize a situation and apply different creative techniques to find alternatives and COL1.2
solutions.
Practical(disciplinespecific)skills
6. Usetechniquesandmethodsto
6.1. Createpersonaldevelopmentplans
SCH1.1
6.2. Collaborateinateam
COL1.6,1.7;MAN7.2
6.3. Communicate
CMM1.1,2.2;COL1.1
6.4. Analizesituations
SCH1.1,3.2;COL1.6,1.7
6.5. Createalternativesandsolutions
COL1.2
7. Identifythemaincharacteristicsofscientificreasoningandcommunication
SCH2.1to2.9
Transferable/key Skills (change to BLACK FONT the skills being taught in this module):
Application of IT
Application of Numeracy
Communication
Team working
Research skills
Self-management and
reflective practice
Problem Solving
Patient Awareness &
Practice management
Professional conduct
Continuous development
Self-driven learning
Active participation in a
professional context
41
METHODS OF TEACHING AND LEARNING:
Contact hours:
Directed learning
Personal Development
Personal Development
• Seminars: 17 weeks x 1h 30’ = 25 h Post-class tasks: Portfolio (30 h)
Group Project (30 h)
Clinic Observation (25 h)
Research
• Lectures: 15 weeks x 1h = 15 h
Independent study
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
PW1
30%
Portfolio
PW2
45%
Portfolio + Group Project
CW
25%
Observation in the Clinic
Duration (if app)
Note: The Observation in the Clinic is compulsory for every student in 2nd Year, including the ones with Credit Transfer for
PDP & RP II.
SUGGESTING READING LIST:
•
•
•
•
•
•
•
•
•
•
•
•
•
Bassot,Barbara.TheReflectiveJournal.PalgraveMacMillan,2013
Bertè,Marco.Reflexionar.Unmodomejordepensar.Narcea,2014
Bohm,David.Sobreeldiálogo.Kairós,1997
CoveySR.Los7hábitosdelagentealtamenteefectiva.PaidósPlural,1997
DeBonoE.Seissombrerosparapensar.Granica,1988
DeBonoE.Seisparesdezapatosparalaacción.Paidós,1991
DyerWW.Diezsecretosparaeléxitoylapazinterior.Debolsillo,2004
Katzenbachetal.Eltrabajoenequipo.Granica,2000
PucholL.Ellibrodelanegociación.DíazdeSantos,2009
SennettR.Juntos.Rituales,placeresypolíticasdecooperación.Anagrama,2012
SilbermanM,HansburgF.Inteligenciainterpersonal.PaidósPlural,2001
ThompsonS,ThompsonN.TheCriticallyReflectivePractitioner.PalgraveMcMillan,2008
WeinschenkSM.Presentacionesinteligentes.AnayaMultimedia,2012
42
LEARNING TO TEACHING TO ASSESSMENT MATRIX
Learning Outcome
Teaching activity
Apply the principles underpinning
reflective practice skills.
Seminar.
Individual (e.g. portfolio, observation in
the clinic). Teacher feed back.
In pairs and group exercises in class. (E.g.
reflection after the personal Development
Plan Presentation; reflection after the
Group Project Implementation and
Presentation). Teacher feed back
Apply the methods and techniques
Seminar.
underpinning personal development
Individual Presentation (e.g.My Personal
planning and create personal, learning
Development Plan). Teacher feed back
and career development records.
Applying techniques: “Critical friendship”,
“Critical Incidents”, “Boots for action”,
“Force field analysis”, “Personal
Development Plan”. Teacher feed back.
Prepareaplanofactionwiththeuseof Seminar.
Applying techniques: “Boots for action”,
appropriatetoolsandmethods.
“Force field analysis”, “Personal
Development Plan”. Teacher feed back.
Prepare and produce effective
Seminar
presentations, interviews and a
Individual and group presentations.
negotiation process with the use of
Exercises in pairs/in groups: negotiating.
specific abilities, resources and
strategies.
Explain how interaction and
Seminar. Team work exercise.
collaboration works to find synergic
Group Project
solutions
Portfolio. Writing about the practical
exercise in class. Teacher feed back.
Analyzeasituationandapplydifferent Seminar.
creativetechniquestofindalternatives Group Project
Exercises in group about the critical
andsolutions.
incident; cause analysis and effects;
creative problem solving.
Usetechniquesandmethodsto
Createpersonaldevelopmentplans
Seminar.
Applying techniques: “Critical Friendship”,
“Boots for action”, “Force field analysis”.
Collaborateinateam
Seminar.
Group Project
Communicate
Analizesituations
Createalternativesandsolutions
Identifythemaincharacteristicsof
scientificreasoningand
communication
Seminar.
Personal and group presentations.
Negotiating exercises.
Seminar.
Group Project
Team work exercises; negotiating
exercises; problem solving.
Seminar.
Group Project
Creative problem solving using different
techniques.
Seminars
Assessment method
(S)ummative or (F)ormative
S – Portfolio; Observation in the Clinic; Group
Project Implementation and Presentation
F – Teacher feedback for Portfolio, Observation
in the Clinic and Group Project; Self-assessment;
Peer assessment; Group assessment.
S – Portfolio; Observation in the Clinic; Group
Project Implementation and Presentation
F – Teacher feedback for Portfolio, Observation
in the Clinic and Group Project; Self-assessment;
Peer assessment.
S – Portfolio
F – Peer assessment; Teacher feed bac; Task:
“My Personal Development Plan”
S – Group Project Implementation and
Presentation; Portfolio
F – Individual presentation; Peer assessment;
Group assessment; Teacher feed back
S – Portfolio
F – Teacher feed back
S – Portfolio
F – Teacher feed back
S – Portfolio
F – Peer assessment; Teacher feed back
S – Portfolio
F – Questionnaire; Questionnaire based on “JoHari’s window”; Group assessment based on
“Jo-Hari’s window”; Teacher feed back
S – Portfolio; Group presentation
F – Individual presentation; Peer assessment;
Group assessment; Teacher feed back
S – Portfolio
F – Questionnaire
S – Portfolio
F – Task: the use of my “6 hats”
F- Review of courseworks
43
Weekly planning of the module: Personal Development
Semester I
Week
Topic
1
Presentation of the module: what, how, when. Portfolio. Group Project (1h
30’).
2
Observation in the BCC Clinic (1). Reflective practice. What to observe
“Before”, “During”, “After” (1h 30’). Group A and B
3
4
Reflective practice: “Career Learning and Development” (Part 1: reflecting
about my vision), (1h 30’). Group A and B
5
Reflective practice: “Career Learning and Development” (Part 2: presentation
of my vision), (1h 30’). Group A and B
6
Observation in the BCC Clinic (2). Sharing the first impressions. (1h 30’)
7
Group Project. Objectives, areas of action, project building , “Mind map”(1h
30’)
8
Project Development plan & Creativity:”Creative skills (part 1), (1h 30’)
Group A and B
9
Project Development plan & Creativity:”Creative skills” (part 2), (1h 30’)
Group A and B
9b
Team work. Objectives, interaction and team work development. Reflective
practice: Jo-Hari’s window; questionnaire from inside-from outside. (1h 30’)
10
11
Project follow-up (1) (1h 30’) Sessions with every group to follow-up the
development of the project. Every small group session will last about 20’
12
Team work. Interdisciplinary experience. Reflective practice: Jo-Hari’s
window. (1h 30’) Group A and B
13
Room
Lecture
Teacher
Jaime Roglán (JR)
Lecture
JR
Lecture
JR
Lecture
JR
Lecture
Lecture
JR
JR
Lecture
JR
Lecture
JR
Lecture
JR
Lecture
JR
Lecture
JR
Room
Lecture
Teacher
JR
Problem solving. Cause analysis, creativity and solutions. (1h30’)
Negotiation & Conflict. A practical experience about questions, assertiveness,
rapport and preparing g for negotiation. Reflective practice. (1h 30’) Group A
and B
Negotiation & Creating a team with the patient. (1h 30’) Group A & B
Project follow-up (2) (1h 30’) Sessions with every group to follow-up the
development of the project. Every small group session will last about 20’
Lecture
Lecture
JR
JR
Lecture
Lecture
JR
JR
Project follow-up (3) (1h 30’) Observing live presentations
Out of the College
Out of the College
JR
JR
Project Presentations. (3h)
Lecture
JR
Semester II
Week
Topic
1
Concluding “Observation in the Clinic”. Reflective practice: peer work-feed
back. Feed back on Portfolio. Problem solving. The critical incidents in the
Chiropractic environment. (1h 30’)
2
3
4
5
6
7
8
9
10
11
12
13
44
Weekly planning of the module: Research
Semester I
Week
Topic
1
Evidence Based Practice (EBP)
2
Science and Chiropractic
3
Review of scientific communications
4
Abstract and Introduction
5
Plagiarism & CW mark sheets
6
Group evaluation sheets
7
Referencing: Vancouver & Harvard
8
Referencemanagers
9
Introduction
9b
Abstracts
10
11
12
13
Semester II
Week
Topic
1
Feedback
2
Feedback
3
Feedback
4
Feedback
5
Feedback
6
Feedback
7
Feedback
8
Feedback
9
Feedback
9b
Feedback
10
11
12
13
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
Pablo Pérez (PP)
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
Pablo Pérez (PP)
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
PP
45
46
MODULETITLE:
NEUROLOGYII
MODULECODE:
CHI004
LEVEL:
F
ECTS:
I
H
MODULELEADER:PabloPerezdelaOssa
PrerequisiteModules:
NEU1
Code:
CHF005
15
M
YEAR:
2
SEMESTER:
I/II/I&II
TEACHER:GiuliaFuschini,TizianaCotrufo
Title:
NeurologyI
RATIONALEOFTHEMODULE:
AsacontinuationofNeurologyI,thismodulewilldeepenintotheinsightsgainedinthepreviousyearinthestudyofthe
nervoussystem,focusingonasystematicanalysisofeachfunctionalsystem.Howdoesthebrainprocesstactile
information?Whicharethebraincircuitsresponsibleformovementandbalance?Howdoesthesensationofpainarises
andbecomeschronic?ClinicalexamplesareusedtoaidtheunderstandingoftheapplicationofneurologytoChiropractic
care.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding
1. Integrateknowledgeaboutthemicroanatomyofthespinalcordwithknowledgeabout
spinalsomatomotorreflexesandclinicalsyndromes
2. Summarizethebloodsupplysystemofthecentralnervoussystemandintegrateitwith
clinicaldiseasescausedbyitsdisruption
3. Defineandlocalizethemainsubdivisions,anatomyandfunctionsoftheperipheral
somaticandautonomicnervoussystems
4. Examinetheafferentsomatosensorypathwaysandefferentmotorpathwaysincluding
corticalprocessingareas,sensorysignaltransductionreceptorsandmotoreffectors
5. Describethecomponentsofthediencephalonandlocalisethemaincircuitsofthelimbic
systemandtheirfunctionalorganization
6. Describethestagesoftheembryonicdevelopmentofthenervoussystemandexamine
itsclinicalimplications
7. Evaluatetheanatomyandfunctionsofthebrainstemandcranialnervesandexamine
theirclinicalimplications
Intellectual(thinking)Skills
8. Explainandgiveexamplesoftheimportanceofthenervoussystemforthebody
function,bothinnormalandalteredstatus.
9. Writeascientificreportorganizedaccordingtocommonstandardsofscientific
communication.
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
Graduatecompetencies
CHI2.1,2.2.SCH2.9
CHI2.1,2.2.SCH2.9
CHI2.1,2.2.SCH2.9
CHI2.1,2.2.SCH2.9
CHI2.1,2.2.SCH2.9
CHI2.1,2.2.SCH2.9
CHI2.1,2.2.SCH2.9
CHI2.3,3.5,3.6,3.7,6.
SCH1.1,1.2
CHI2.1,2.2.SCH2.9
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementandreflective
practice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
METHODSOFTEACHINGANDLEARNING:
47
Contacthours:117h
Lectures:26weeksx3.5h=91h
Seminars:26weeksx1h=26h
Directedlearning118h
• 2Casesreport(40h)
• Directedreading(1perweek,52h)
• Classpresentations(10h)
• Formativeassessmenttests(16h)
Independentstudy140h
SUMMATIVEASSESSMENT
Type
%Contribution
Title
Duration(ifapp)
EX
70%
EXSI15%
EXSII55%
Writtenexam
1hour,endofsemesterI
3hour,endofsemesterII
CW1
15%
Coursework
SemesterI
CW2
15%
Coursework
SemesterII
INDICATIVEREADINGLIST:
• Requiredreading
o PurvesDetal.Neuroscience.5thed.SinauerAssociatesInc.2012
o FitzGeraldMJ,GruenerG,MtuiE.ClinicalNeuroanatomyandNeuroscience,6thed.,Elsevier,2011.
• Complementaryreading
o ChristopherTurneretal.Crashcourse:neurology.ElsevierHealthscience
o DuaneE.Haines.Neuroanatomy:AnAtlasofstructures,sections,andsystems.7thedition
• Suggestedreading
o NetterF,CraigA,PerkinsJ,HansenJ,KoeppenB.AtlasofNeuroanatomyandNeurophysiology.Selections
fromtheNetterCollectionofMedicalIllustrations.IconCustomCommunications2002.
o Blumenfeld,NeuroanatomythroughClinicalCases.2thed.SinauerAssociatesInc.2010
o Fisch,A.Neuroanatomy:Drawittoknowit.OxfordUniversityPress.2009.
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Teachingactivity
Integrateknowledgeaboutthe
microanatomyofthespinalcordwith
knowledgeaboutspinalsomatomotor
reflexesandclinicalsyndromes
Summarizethebloodsupplysystemofthe
centralnervoussystemandintegrateitwith
clinicaldiseasescausedbyitsdisruption
Defineandlocalisethemainsubdivisions,
anatomyandfunctionsoftheperipheral
somaticandautonomicnervoussystems
Explainanddifferentiatethecentraland
peripheralmechanismsofpainprocessing
Examinetheafferentsomatosensoryneural
pathwaysandefferentmotorpathways
includingcorticalprocessingareas,sensory
signaltransductionreceptorsandmotor
effectors
Differentiateandevaluatethedistinct
neuralmechanismsresponsibleforthe
modulationofmotoroutputs:cerebellum
andbasalganglia
Explainandgiveexamplesoftheimportance
ofthenervoussystemforthebodyfunction,
bothinnormalandalteredstatus.
Writeascientificreportorganizedaccording
tocommonstandardsofscientific
communication.
Lecture
Seminar.Clinicalcase
Assessmentmethod
(S)ummativeor(F)ormative
(S)WrittenexamEXSII
(F)Quizz
Lecture
Seminar:clinicalcase
(S)WrittenexamEXSII
(F)Quizz
Lecture
Seminar:clinicalcase
(S)WrittenexamEXSII
(F)Quizz
Lecture
Seminar:videos
Lecture
Seminar:clinicalcaseandvideos
(S)WrittenexamEXSII
(F)Quizz
(S)WrittenexamEXSI
(F)Quizz
Lecture
Seminar:groupactivityand
clinicalcases
(S)WrittenexamEXSI
(F)Quizz
Seminars
(F)Discussioninseminars
Seminars
(S)Coursework
48
Weeklyplanningofthemodule
SemesterI
Week
Topic
1
Introductorylecture(basicneuroanatomyandlastyear's
review).Neurontheory,neurology,clinicalneurology,
functionalneurology(CIS,TND,diaschisis,synapticplasticity,
neuronaldeath,excitotoxicity)
2
Embryologyandnervoussystemdevelopment
3
Somatosensorysystems:receptors,pathwaysandclinical
syndromes
4
Neurophysiology(I):chemicalbasisofneuralcommunication
5
Neurophysiology(II):synaptictransmission
6
Neurophysiology(III):AutonomicNervousSystem
7
Spinalcord:anatomy,bloodsupply,cervical&thoracicspinal
cordandmaindisorders
Spinalcordmaindisorders:lumbosacralspinalcord,
micturition,conusmedullarissyndrome,caudaequina
syndrome
8
PNSI–nervedamageclassification,cervical&brachialplexus
9
PNSII–lumbosacralplexus
10
Thesomatomotorsystem&pathways
11
Motorsystemdiseases
12
Thebrainstem
13
Cranialnerves(I):I,II
Hours
3.5hLect./1hSem
Prof.
T.Cotrufo
3.5hLect./1hSem
3.5hLect./1hSem
G.Fuschini
T.Cotrufo
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
G.Fuschini
G.Fuschini
G.Fuschini
T.Cotrufo(2h)
J.Gutierrez(sem.)
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
G.Fuschini
G.Fuschini
G.Fuschini
G.Fuschini
G.Fuschini
G.Fuschini
Prof.
G.Fuschini
G.Fuschini
G.Fuschini
T.Cotrufo
G.Fuschini
G.Fuschini
J.Gutierrez(sem.)
G.Fuschini
G.Fuschini
T.Cotrufo
T.Cotrufo
T.Cotrufo
T.Cotrufo
T.Cotrufo
SemesterII
Week
1
2
3
4
5
6
Topic
Cranialnerves(II):III,IV,VI
Cranialnerves(IV):V,VII
Cranialnerves(III)VII,IX,X,XIandXII
Bloodsupply
Thecerebellum
Physiologyofthevestibularsystem
Hours
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
7
8
9
10
11
12
13
BasalGanglia
DisordersoftheBasalGanglia
Sensorymotorintegrationandcorticalassociationareas
Diencephalon:thalamus,hypothalamusandlimbicsystem
Neurodegenerativedisorders
Pain
Painandstress
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
3.5hLect./1hSem
49
50
MODULE TITLE:
RADIOGRAPHIC PHYSICS AND NORMAL ANATOMY
MODULE CODE:
CH
LEVEL:
F
ECTS:
I
MODULE LEADER: Pablo Martínez
Prerequisite Modules:
Code:
H
M
5
YEAR:
2
SEMESTER:
I / II / I & II
TEACHER: Pablo Martinez Jarque, Diego Ribas
Title:
RATIONALE OF THE MODULE:
To equip students with knowledge to enable them to recognize Normal, Congenital Anomalies, and Normal
Skeletal Variants through X-ray analysis.
To provide Chiropractic Students in their second year of study with an introduction to:
The principles of radiologic interpretation
Normal radiographic anatomy of the skull, spine, and pelvis
Normal Skeletal Radiographic variants and congenital anomalies of the skull, spine, and pelvis
Evaluation of generally accepted radiographic lines and measurements in skeletal radiology of the skull,
spine, and pelvis
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved
the following:
Knowledge and Understanding
1. Understand the normal anatomy demonstrated in the obtained radiograph
2.
Identify anatomical structures demonstrated in the obtained radiograph
3. Name and Identify standard projections that are obtained of each body
part.
4. Understand and recognize the congenital anomalies and Normal Skeletal
Variants of the skull, spine, and pelvis.
5. Draw and interpret a series of analytical assessments of the skeletal spatial
relationship in the obtained radiograph.
Intellectual (thinking) Skills
6. Understand a 2-D projection of the Human Skull, spine, and pelvis.
7. Understand the importance and interpret radiographic findings into the
patient assessment protocol.
8. Develop an appreciation of the structure of the spine from interpretation of
radiographs.
Practical (discipline specific) skills
9. Report radiographic findings of normal, congenital anomalies, and skeletal
variants using appropriate terminology to patients and other health care
personnel and providers.
Graduate competencies
CHI: 1.5,2.1
CHI: 2.1
CHI: 3.5
CHI: 2.1, 2.6, 3.5
CHI: 2.6, 3.5, 3.6
CHI: 2.1, 3.5
CHI: 2.6, 3.4, 3.6, 4.2.
SCH: 1.1, 1.2
CHI: 2.1, 3.4, 3.5, 3.6
PRO: 3.1
CHI: 2.7, 2.9, 5
CMM: 2.1, 2.3, 3.3
COL: 1.1, 6.2
51
Transferable/key Skills:
Application of IT
Application of Numeracy
Communication
Team working
Research skills
Self-management and reflective
practice
Problem Solving
Patient Awareness &
Practice management
Professional conduct
Continuous development
Self-driven learning
Active participation in a
professional context
Module content at a glance:
•
Basic X-Ray Terminology.
•
Fundamentals of Radiographic Interpretation.
•
Normal radiographic, normal skeletal radiographic variants and congenital anomalies (skull, spine and
pelvis)
METHODS OF TEACHING AND LEARNING:
Contact hours 52 h
Directed learning 30h
• Lectures: 2 weeks’ x 26 h = 52 h
• Analyse radiograph projections for
• Seminars: Integrated with Lectures
formative assessment on a weekly
basics
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
EXSI
50%
Knowledge Examination I
EXSII
50%
Knowledge Examination II
Independent study
42,5
Duration (if app)
End of Module examination. 1 hour, end of
semester I
End of Module examination. 1 hour, end of
semester II
INDICATIVE READING LIST:
Required reading:
•
Yochum and Rowe. Essentials of Skeletal Radiology (3rd Edition) Williams and Wilkins, 2005.
Complementary reading:
•
The WHO Manual of Diagnostic Imaging – Radiographic Technique and Projections, 2003.
EQUIPMENT
Students are to bring necessary equipment for use in practical sessions such as: radiographic pencil, rulers,
etc.
52
Learning to teaching
Learning Outcome
Understand
the
normal
anatomy demonstrated in
the obtained radiograph.
Identify
anatomical
structures demonstrated in
the obtained radiograph.
Name and Identify standard
projections
that
are
obtained of each body part.
Understand and recognize
the congenital anomalies
and
Normal
Skeletal
Variants of the skull, spine,
and pelvis.
Draw and interpret a series
of analytical assessments of
the
skeletal
spatial
relationship in the obtained
radiograph.
Understand
a
2-D
projection of the Human
Skull, spine, and pelvis.
Understand the importance
and interpret radiographic
findings into the patient
assessment protocol.
Develop an appreciation of
the structure of the spine
from
interpretation
of
radiographs.
Report radiographic findings
of
normal,
congenital
anomalies, and skeletal
variants using appropriate
terminology to patients and
other health care personnel
and providers.
Teaching activity
Lecture
Seminar: X-Ray projections
compared with spinal model
Lecture
Seminar: X-Ray projections
compared with spinal model
Lecture
Seminar: X-Ray Projections
Assessment method
(S)ummative or (F)ormative
(S) and (F) Written exam (EMQ)
(S) and (F) Written exam (EMQ, image
identification)
(S) and (F) Written exam (EMQ, image
identification)
Lecture
Seminar: X-Ray Projections
(S) and (F) Written exam (EM, image
identification)
Lecture
Seminar: Draw lines on X-Ray
projections
Formative Course Work: Draw and
interpret Skeletal Measurement on and XRay Case Presentation.
Lecture
(S) and (F) Written exam (EMQ)
Lecture
Seminar: Case presentations
(S) and (F) Written exam (EMQ, short
answer)
Lecture
Seminar: Case Presentations
Summative Course Work: Reflective paper
Lecture
Seminar: X-Ray Reports on
projections presented
Summative Course Work: Elaborate a well
formatted X-Ray Report on X-Ray
Projections presenting common congenital
Anomalies and Variants.
53
Weekly planning of the module
Semester I
Week Topic
1
2
INTRODUCCIÓN + CONCEPTOS CLAVES
3
TUBO DE CROOKES + TUBO DE COOLIDGE
4
LA TÉCNICA RADIOLÓGICA
5
CARACTERÍSTICAS DE LA IMAGEN RADIOLOGICA
6
ÓPTICA RADIOLÓGICA Y CRITERIOS CUALITATIVOS
7
PRESENTACIÓN DE LAS RADIOGRAFÍAS
8
EQUIPOS DE RADIOLOGÍA
9
RADIACION
9b
PROTECCIÓN RADIOLÓGICA
10
11
12
13
Semester II
Week Topic
1
PRESENTATION OF THE COURSE
NORMAL SKELETAL ANATOMY AND RADIOGRAPHIC POSITIONING
2
NORMAL SKELETAL ANATOMY AND RADIOGRAPHIC POSITIONING
3
NORMAL SKELETAL ANATOMY – CERVICAL SPINE
4
NORMAL SKELETAL ANATOMY – THORACIC AND LUMBAR SPINE
5
NORMAL SKELETAL ANATOMY – SACRUM, COCCYX, HIP AND PELVIS
6
Formative Exam Presented to the Students
7
MEASUREMENTS IN SKELETAL RADIOLOGY
8
MEASUREMENTS IN SKELETAL RADIOLOGY
9
10
11
12
13
CONGENITAL ANOMALIES AND NORMAL SKELETAL VARIANTS
CONGENITAL ANOMALIES AND NORMAL SKELETAL VARIANTS
CONGENITAL ANOMALIES AND NORMAL SKELETAL VARIANTS
SCOLIOSIS
REVIEW WEEK
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
D. Ribas
D. Ribas
D. Ribas
D. Ribas
D. Ribas
D. Ribas
D. Ribas
D. Ribas
D. Ribas
Room
Lecture
Teacher
PM
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
PM
PM
PM
PM
PM
PM
PM
Lecture
Lecture
Lecture
Lecture
Lecture
PM
PM
PM
PM
PM
54
MODULETITLE:
PATHOPHYSIOLOGY
MODULECODE:
CHI006
LEVEL:
F
ECTS:
I
H
MODULELEADER:DavidRanz
PrerequisiteModules:
10
M
YEAR:
2
SEMESTER:
I/II/I&II
TEACHER:DavidRanz
Code:
Title:
RATIONALEOFTHEMODULE:
Themodulewillexplorethedefinitionofpathologyandthestatesofhumanhealthanddiseaseaswellasthegeneral
mechanismofdisease.Thetopicswillcoverthemostcommonpathologiesthataffecthumans,theircause,clinical
manifestations,naturalcourseandconsequences,andhowthedifferentsystemsofthehumanbodyreactinorderto
restorehomeostaticbalanceandtissueandorganrepair.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KNOWLEDGEANDUNDERSTANDING
1. Definepathophysiologyandtheterminologyusedforthestudyofhumandiseases.
Gradcompetencies
CHI3.5;CHI6;CMM
3.1
CHI3.5;CHI6;CMM
3.1
CHI3.5;CHI6;CMM
3.1
CHI3.5;CHI6
2.
3.
Defineneoplasiaandexplainthecharacteristicsofbenignandmalignantneoplasmsand
thecausesofcancer.
Describethealterationsinfluids,electrolytes,andacid-basebalance.
4.
Explaintheproperties,componentsandmechanismsofthehumanimmunesystem,the
inflammatoryresponseandthealterationsoftheimmunesystem.
5. Explainthealterationsofthecardiovascularsystem,therespiratorysystem,theurinary
system,thegastrointestinalsystem,andtheendocrinesystem.
6. Explainthealterationsofthemusculoskeletalsystem(metabolic,infectious,
developmental,rheumaticandneoplasic).
INTELLECTUAL(THINKINGSKILLS)
7. Explainthemechanismsofhumandiseasesandhowtheyrelatetoeachother.
8. Develop an appreciation of the different human pathologies and how they
relate to chiropractic
9.
Identify and select key concepts in human pathophysiology
10. Write a scientific report organized according to common standards of scientific
communication.
CHI3.5;CHI6;CMM
3.1
CHI3.5;CHI6;CMM
3.1
CHI3.5;CHI6
CHI3.5;CHI6;SCH
1.1;SCH2.2
CHI3.5;CHI6;SCH
1.1;SCH2.2
SCH2.9;CHI2.1
PRACTICAL(DISCIPLINESPECIFIC)SKILLS
11. Showabilitytosolvespecificclinicalcasesbasedontheanalysisofclinicalhistoriesand
CHI3.5;CHI6;CMM
diagnosistestsresults.
3.1
TRANSFERABLE/KEYSKILLS(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Self-managementandreflective
Teamworking
Researchskills
practice
PatientAwareness&
ProblemSolving
Professionalconduct
Practicemanagement
Activeparticipationina
Continuousdevelopment
Self-drivenlearning
professionalcontext
55
Modulecontentataglance:
•
•
•
•
•
•
•
•
•
Mechanismsofdisease:Geneticandcongenitaldisorders;Neoplasia;Alterationsinfluids,electrolytes,andacidbasebalance
Alterationsinbodydefenses:Theimmuneresponse;Inflammationandfever;Alterationsintheimmuneresponse
Alterationsinthehematologicsystem:Alterationsinwhitebloodcells;Alterationsinhemostasisandblood
coagulation;Alterationsinredbloodcells
Alterationsintheurinarysystem:Alterationsinrenalfunction;Renalfailure;Alterationsinurineelimination
Alterationsinthegastrointestinalsystem:Alterationsingastrointestinalfunction;Alterationsinhepatobiliary
function;Alterationsinbodynutrition
Alterationsintheendocrinesystem:Alterationsinpituitary,thyroid,parathyroidandadrenalfunction;Diabetes
Mellitus
Alterationsinthemusculoskeletalsystem:Trauma,infection,anddevelopmentaldisorders;Metabolicand
rheumatoiddisorders
Alterationsinthecardiovascularsystem:Alterationsinbloodflow;Alterationsinbloodpressure;Alterationsin
cardiacfunction;Heartfailureandcirculatoryshock
Alterationsintherespiratorysystem:Infectiousdisordersandneoplasia;Disordersofgasexchange
METHODSOFTEACHINGANDLEARNING:
Contacthours78h
Directedlearning47h
• Lectures:26weeksx2h=52h
• 2Casereports(estimated32hofstudent
autonomouswork).
• Seminars:26weeksx1h=26h
• Formativeassessment(quizzesandclinical
cases)15hstudentautonomouswork
Independentstudy
125h
4.5hours(approximately)of
independentstudyperweek
SUMMATIVEASSESSMENT
Type
%Contribution
EX
70%
CWI
15%
CWII
15%
Title
Knowledgeexamination
EXSI15%(SI)
EXSII55%(includesSI&SII)
Coursework(group)
Mindmapdesign(studentpairs)
Duration(ifapp)
PartialsemesterIexamination:90minutes
Endofmoduleexamination:150min
Courseworkbasedupon1topicessay
2000words
INDICATIVEREADINGLIST:
• Requiredreading
Essentials of pathophysiology. Concepts of altered health states. Carol Mattson Porth. 2o Edition. Lippincott Williams &
Wilkins2007.
Fisiopatología.Salud-enfermedad:unenfoqueconceptual.CarolMattsonPorth7oEdición.EditorialMédica
Panamericana.2006
• Complementaryreading
Medmapsforpathophysiology.YasmeenAgosti.LippincottWilliams&Wilkins2008.
Ferri’sClinicalAdvisor2012.FredF.Ferri.ElsevierMosby2012
56
LEARNING TO TEACHING TO ASSESSMENT MATRIX
KNOWLEDGE AND UNDERSTANDING:
Learning Outcome
Teaching activity
Define pathophysiology and the
terminology used for the study of human
diseases.
Define neoplasia and explain the
characteristics of benign and malignant
neoplasms and the causes of cancer.
Describe the alterations in fluids,
electrolytes, and acid-base balance.
Lecture
Lecture
Seminar: clinical case
(S) Written exam (shorts questions & Essay)
(F) Written exam (short questions & Essay)
Lecture
Seminar: flow-charts design
(body compensation of a
strong acid)
Lecture
Seminar: clinical case
Seminar: vaccines discussion
(S) Written exam (shorts questions & Essay)
(F) Written exam (short questions & Essay)
Explain the properties, components and
mechanisms of the human immune
system, the inflammatory response and
the alterations of the immune system.
Explain the alterations of the
Lecture
cardiovascular system, the respiratory
Seminar: clinical case
system, the urinary system, the
Seminar: documentary viewing
gastrointestinal system, and the
and discussion.
endocrine system.
Explain the alterations of the
Lecture
musculoskeletal system (metabolic,
Seminar: clinical case
infectious, developmental, rheumatic and
neoplasic).
INTELLECTUAL (THINKING SKILLS):
Explain the mechanisms of human
Lecture
diseases and how they relate to each
Seminar: clinical case
other.
Identify and select key concepts in
Seminar
human pathophysiology
Write a scientific report organized
Seminar
according to common standards of
scientific communication.
PRACTICAL (DISCIPLINE SPECIFIC) SKILLS:
Show ability to solve specific clinical
Lecture
cases based on the analysis of clinical
Seminar: clinical case
histories and diagnosis tests results.
Assessment method
(S)ummative or (F)ormative
(S) Written exam (shorts questions & Essay)
(F) Written exam (short questions & Essay)
(S) Written exam (shorts questions & Essay)
(F) Written exam (short questions & Essay)
(S) Written exam (shorts questions & Essay)
(F) Written exam (short questions & Essay)
(S) Written exam (shorts questions & Essay)
(F) Written exam (short questions & Essay)
(S) Written exam (shorts questions & Essay)
(F) Written exam (short questions & Essay)
Mindmap design (student pairs)
Coursework (group)
(S) Written exam (shorts questions & Essay)
(F) Written exam (short questions & Essay)
57
Weeklyplanningofthemodule
Semester I
Week Topic
1
Introduction to physiopathology, genetic alterations.
2
Electrolytes (I)
3
Electrolytes (II)
4
Acid-base balance
5
Neoplasia
6
Immunology (I)
7
Immunology (II) Immflation and fever
8
Digestive system diseases I
9
Digestive system diseases II
10
Digestive system diseases III
11
Endocrine system diseases I
12
Endocrine system diseases II
13
Urinary system diseases
Semester II
Week Topic
1
Immune system alterations
2
Skeletal system lesions, bone infections and bone tumors
3
Bone metabolic diseases I
4
Bone metabolic diseases II
5
Rheumatic diseases I
6
Rheumatic diseases II
7
Blood flow diseases
8
Cardiovascular system diseases I
9
Cardiovascular system diseases II
10
Respiratory system diseases I
11
Respiratory system diseases II
12
Skeletal developmental disorders I
13
Skeletal developmental disorders II
58
MODULETITLE:CLINICALSKILLS1
MODULECODE:
SKL1
LEVEL:
F
ECTS:
I
MODULELEADER:JordiGutiérrez
PrerequisiteModules:
NEU1
Code:
H
10
M
YEAR:
1
I/II/I&II
SEMESTER:
TEACHER:JordiGutiérrez
Title:
Neurology1
RATIONALEOFTHEMODULE:
ThestudentswilllearntheimportanceoftheNervousSystemfortheChiropracticprofession.Thismodulefocusesinthe
peripheralnervoussystemandspinalcordbeingthedisorderslearntthemostcommonchiefcomplaintsinchiropractic
offices.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding
10. Learn how to discern a patient as having a peripheral (PNS) versus central (CNS)
nervous system disorder 11. IdentifytypicalfindingsofdifferentPNSdisordersandhowtodistinguishinbetweenthem
12. Explaintheclinicalfeaturesandtestingproceduresforthemainmusculoskeletalpathologies
Intellectual(thinking)Skills
13. Appreciatethecrucialimportanceofthenervoussystemknowledgeforthechiropractor
Practical(disciplinespecific)skills
14. Performanadequateexaminationfortheperipheralnerves,rootsandcranialnerves
15. Performaneuro-orthopaedicexaminationforeachregionofthespine
16. Assesswithconfidencethemostcommonmusculoskeletalpathologies
Graduatecompetencies
CHI:2.6, 3.6
CHI:2.6,3.6,3.7
CHI:2.2,3.5
CHI:2.5, 3.3, 3.5
CHI:3.3,3.5,
CHI:2.2,3.7,3.3,
Transferable/keySkills:
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementandreflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
59
METHODSOFTEACHINGANDLEARNING:
Contacthours:
Directedlearning
• Lectures:43h
• Readingchapters/articles
• Seminars:0h
• Preparequizzes
• Practicals:33h
Independentstudy
• Watchvideos
• Studythematerialuploadedinthe
VLEandlecturenotes
SUMMATIVEASSESSMENT
Type
%Contribution
Title
Duration
Passmark
EXSI
30%
FinalexamsemesterI:knowledgetestoflecture
material
120minutes
50%
PCEXSI
20%
PracticalexamsemesterI
4minutes
50%
EXSII
30%
FinalexamsemesterII:knowledgetestoflecture
material
120minutes
50%
PracticalexamsemesterII
4minutes
50%
PCEXSII 20%
INDICATIVEREADINGLIST:
•
Requiredreading
ü Vizniak NA. Physical assessment manual. 3rd ed. Professional Health Systems. 2008.
•
Complementaryreading
ü
ü
ü
ü
ü
Magee DJ. Orthopaedic Physical Assessment. 4th ed. Philadelphia, Elsevier Sciences. 2006.
Patten J. Neurological Differential Diagnosis. 2nd ed. Springer. 2009.
Monkhouse S. Cranial nerves. Functional anatomy. Cambridge University Press. 2006.
Fuller G. Neurological examination made easy. 4th ed. Churchill Livingstone. 2008.
McRae R. Clinical Orthopaedic Examination (5th edition). London, Churchill Livingstone. 2004.
ü
ü
GartenH,ShaferJ.TheMuscleTestHandbook:FunctionalAssessment,MyofascialTriggerPointsandMeridian
Relationships.1sted.2013.
McGillSM.LowBackDisorders.2nded.HumanKinetics.2007.
McGillSM.Ultimatebackfitnessandperformance.3ed.Waterloo:WabunoPublishers;2004.
LiebensonC.Rehabilitationofthespine.2nded.2006.
VleemingA,MooneyV,StoeckartR,editores.Movement,stabilityandlumbopelvicpain.2ed.NewYork:Churchill
Livingstone;2007.
LeeD.Thepelvicgirdle.3ed.NuevaYork:ChurchillLivingstone;2004.
•
Suggestedreading
Studentswillberequiredtoreadspecificarticlesatcertainweeksduringthecourse.Thosewillbeincludedinthe
relevantsectionoftheVLE.
Adams M, Bogduk N, Burton K, Dolan P.The biomechanics of back pain. New York: Churchill Livingstone; 2002.
ü
Biering-Sorensen F. Physical measurements as risk indicators for low-back trouble over a one year period. Spine. 1984;
ü
ü
ü
ü
ü
9:106-119.
ü
Solomonow M, Zhou BH, Bratta RV, Burger E. Biomechanics and electromyography of a cumulative lumbar disorder;
response to static stretching. Clinical Biomechanics. 2003; 18:890-898.
ü
Luoto S, Heliovaara M, Hurri H, et al. Static back endurance and the risk of low back pain. Clinical Biomech. 1995; 10:
323-324.
ü
Liebenson C. Musculoskeletal myths. Journal of Bodywork & Movement Therapies. 2011.
ü
Hodges PW, Richardson.Inefficient muscular stabilization of the lumbar spine associated with low back pain. A motor
control evaluation of transversus abdominis. Spine. 1996Nov 15;21(22):2640-50.
ü
Hodges PW. Is there a role for transversus abdominis in lumbo-pelvic stability? Manual Therapy. 1999; 4(2): 74-86.
60
ü
Cholewicky et al. Neuromuscular function in athletes following recovery froma recent acute low back injury. J Orthop
Sports Phys Ther. 2002; 32: 568-75.
ü
McGill et al. Previous history of LBP with work loss is related to lingering effects in biomechanical physiological,
personal and psychosocial characteristics. Ergonomics. 2003; 46(7): 731-746.
ü
Slosberg M. Core Stabilization Strategies: Abdominal Hollowing vs. Bracing. Dynamic Chiropractic. Oct 2009; 27 (21).
ü
Reynolds G. Is Your Ab Workout Hurting Your Back?. The New York Times. June 17, 2009.
ü
Faries MD, Greenwood M, et al. Core training: stabilizing the confusion. Strength Condition J. 2007;29(2):1025.
ü
Gibbons S, Comerford MJ. Strength versus stability: Part 1: Concept and terms. Orthopaedic Division Review. 2001.
March / April: 21-27
ü
Liebenson C. Clinical Challenges in Functional Reactivation. Dynamic Chiropractic. 2003; 21 (15).
ü
Morgan D. Concepts in functional training and postural stabilization for the low-back-injured. Top Acute Care Trauma
Rehabil. 1988. 2(4):8-17.
ü
Manniche et al. Clinical trial of intensive muscle training for chronic low back pain. Lancet, 24: 1473-1476.
ü
Mannion et al. Fibre type characteristics of the lumbar paraspinal muscles in normal healthy subjects and in patients with
low back pain. J Bone Jt Surg. 1997; 15:881-887.
ü
Gunning et al. The role of prior loading history and spinal posture on the compressive tolerance and type of failure in the
spine using a porcine trauma model. Clin Biomech. 2001; 16(6):471-480.
ü
Scannell JP, McGill SM. Lumbar posture-should, and can, it be modified? A study of passive tissue stiffness and lumbar
position in activities of daily living. Phys Ther. 2003; 83(10):907-917.
ü
McGill et al. Previous history of LBP with work loss is related to lingering effects in biomechanical physiological,
personal and psychosocial characteristics. Ergonomics. 2003; 46(7): 731-746
ü
Richardson C, Jull G, Hodges P, Hides J. Therapeutic exercise for Spinal Segmental Stabilization in Low Back Pain:
Scientific Basis and Clinical Approach. Edinburgh, NY: Churchill Livingstone, 1999.
ü
Akuthota V, Ferreiro A, Moore T, Fredericson M. Core stability principles. Current Sports Medicine Reports. 2008.
ü
Leeton DT, Ireland ML, Willson JD. Core stability measures as risk factors for lower extremity injury in athletes. Med.
Sci. Sports Exerc. 2004; 36:926-934.
ü
Hewett TE, Lindenfeld TN, Riccobene JV, Noyes FR. The effect of neuromuscular training on the incidence of knee
injury in female athletes. A prospective study. Am. J. Sports Med. 1999; 27:699-706.
ü
Liebenson C, et al. The Active Straight Leg Raise Test and Lumbar Spine Stability. American Academy of Physical
Medicine and Rehabilitation. 2009; 1: 530-535.
ü
Granata KP, Marras WS. Cost-benefit of muscle co-contraction in protecting against spinal instability. Spine. 2000; 25:
1398-1404.
ü
Lederman E. The myth of core stability. Journal of Bodywork and Movement Therapies. 2010; 14: 84-98.
ü
Hicks, G., J.M. Fritz, and A. Delinto. Preliminary development of aclinical prediction rule for determining which
patients with low back pain will respond to a stabilization exercise program. Arch. Phys. Med. Rehabil. 2005; 86:17531762.
ü
Stuge, B., E. Laerum, G. Kirkesola, and N. Vollestad. The efficacy of a treatment program focusing on specific
stabilizing exercises for pelvic girdle pain after pregnancy: a randomized controlled trial. Spine. 2004; 29:351-359.
61
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Teachingactivity
Learn how to discern a patient as
having a peripheral (PNS) versus
central (CNS) nervous system
disorder Identifytypicalfindingsofdifferent
PNSdisordersandhowtodistinguish
inbetweenthem
Explaintheclinicalfeaturesand
testingproceduresforthemain
muskuloskeletalpathologies
Performanadequateexaminationfor
theperipheralnerves,rootsand
cranialnerves
Performaneuro-orthopaedic
examinationforeachregionofthe
spine
Assesswithconfidencethemost
commonmuskuloskeletalpathologies
Lecture
Assessmentmethod
(S)ummativeor(F)ormative
(S)Writtenexam
Lecture
(S)Writtenexam
Lecture
(S)Writtenexam
Practicalsession
(S)Practicalexam
Practicalsession
(S)Practicalexam
Practicalsession
(S)Practicalexam
62
Weeklyplanningofthemodule
Week
1
2
3
4
5
6
7
8
Topic
Nolecture
Fundamentalneurologicalconcepts
Spinalcord(sensory&motorpathways,reflexes,Rexedlaminae)
Cervical&brachialplexus
Practicalsession1(sensorymodalities+brachialplexusexam)
Cervicalspine
Practicalsession2(Cervicalspineexam)
Thoracicspine+Practicalsession3(Thoracicspineexam)
9
9b
10
Theshoulder&elbow
Practicalsession4(shoulder&elbow)
Thewrist&hand+Practicalsession5
11
Nerveentrapmentsoftheupperlimb+Practicalsession6
12
Functionalassessmentoftheupperlimb+Practicalsession7
13
R
X1
X2
Revision lecture semester I No lecture
EXSI+PCEXSI
Teachingactivity
Room
Lecture(3h)
Lecture(3h)
Lecture(3h)
Technique(3h)
Lecture(3h
Technique(3h)
Lecture(2h)+Technique
(1h)
Lecture(3h)
Technique(2,5h)
Lecture(1h)+Technique
(2h)
Lecture(2h)+Technique
(1h)
Lecture(1h)+Technique
(2h)
Lecture(2’5h)
Lect1
Lect1
Lect1+Tech1
Tech2
Lect1+Tech1
Tech2
Lect1+Tech1
Lect1
Tech2
Lect1+Tech1
Tech2
Lect1+Tech1
Lect1
SemesterII
Week Topic
No lecture
1
2
Lumbosacralplexus
3
Practicalsession8(lumbosacralplexusexam)
4
Lumbarspine
5
Hip&pelvis
Easter break
IL
No lecture
6
7
Practicalsession9(lumbarspine+hip&pelvis)
8
Knee
9
Lowerleg,ankle&foot
9b
Practicalsession10(lowerextremities)Formativeexam
10
Nerveentrapmentsofthelowerlimb+Practicalsession11
11
Functionalassessmentofthelowerlimb+Practicalsession7
12
Cranialnerves(I)+Practicalsession7
13
Cranialnerves(II)+Practicalsession8
Revision lecture semester II R
X1
EXSII+PCEXSII
X2
TOTAL=38h(23’5hlectures+14’5hpracticals)
Teachingactivity
Room
Lecture(3h)
Technique(3h)
Lecture(3h)
Lecture(3h)
Lect1
Tech2
Tech1
Lect1
Technique(3h)
Tech2
Lecture(3h)
Tech1
Lecture(3h)
Lect1
Technique(3h)
Tech1
Lecture (2h)+ Technique Lect1+Tech1
(1h)
Lecture (1h)+ Technique Tech1
(2h)
Lecture(3h)
Lect1
Lecture(3h)
Lect1
Lecture(2h)
Lect1
63
64
MODULE TITLE:
CHIROPRACTIC IN SOCIETY II (SOC 2)
MODULE CODE:
CHI003
LEVEL:
F
ECTS:
I
H
MODULE LEADER: Francine Denis
Prerequisite Modules:
CSI
Code:
CHF006
5
M
SEMESTER:
YEAR:
2
I / II / I & II
TEACHER: Francine Denis
Title:
CHIROPRACTIC IN SOCIETY I (SOC 1)
RATIONALE OF THE MODULE:
To provide Chiropractic students with the contemporary theories, science and philosophy of chiropractic and the current social, political,
and economic forces that influence the organisation and delivery of chiropractic services.
To review the historical context and current theoretical models of the Vertebral Subluxation Complex and current related scientific
literature.
To provide Chiropractic students with the contemporary concepts (including the historical and cultural contexts) of health, disease/illness,
and the roles played in dividing the profession.
To provide Chiropractic students with an introduction to the critical analysis of the scientific and philosophical models of nervous system
and articular relationships which currently influence chiropractors and the chiropractor-patient relationship.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved the following:
Knowledge and Understanding
17. Compare and contrast the contemporary principles and theories of chiropractic.
18. Explain health, disease, illness, and the roles of chiropractors and other health care providers in
regards to these.
19. Analyse current findings in the literature that provide an understanding of functional spinal status and
of how it relates to the different systems of the body.
20. Analyse social, educational, economic and ethical forces that influence chiropractors and the
chiropractor-patient relationship.
Intellectual (thinking) Skills
21. Discuss and explain the relationships between health, disease, chiropractic and society.
22. Demonstrate critical thinking skills.
23. Compare and contrast the contemporary principles and theories of chiropractic with other
philosophies of health care.
Practical (discipline specific) skills
24. Critically evaluate the applicability of different chiropractic theories to a range of common clinical
scenarios.
25. Demonstrate interactive skills (leadership, active listening, sharing and cooperation) with peers when
working in small group settings.
26. Demonstratecriticalanalysisandreflectionasameansbywhichtoimprovelearning.
27. Apply study strategies for understanding complex systems involving a multitude of diverse concepts.
Graduate competencies
CHI 2.1, 2.2, 9; COL 3.1, 3.2;
MAN 5.1
CMM 2.1, 2.8, 3.3; COL 1.11.7, 3.2, 5.1, 6.1-6.4; HAD
5.1, 5.2
SCH 2.1-2.9
SCH 2.1-2.9
CMM 1.2, 2.1-2.8; COL 3.1,
3.2, 5.1, 6.1-6.4; HAV 5.1,
5.2; SCH 2.3
SCH 2.1-2.9
CMM 2.1, 2.8, 3.3
CHI3.7,3.8;COL3.1,3.2,5.1,
6.1-6.4;SCH2.1-2.9;PRO3.1,
3.2,3.5
CMM2.8;MAN6.3,7.2;COL
1.1-1.7
SCH2.3,2.7
SCH 2.1-2.9; CHI 2.1-2.3
65
Transferable/key Skills (change to BLACK FONT the skills being taught in this module):
Application of IT
Application of Numeracy
Communication
Team working
Research skills
Self-management and
reflective practice
Problem Solving
Patient Awareness &
Practice management
Professional conduct
Continuous development
Self-driven learning
Active participation in a
professional context
METHODS OF TEACHING AND LEARNING:
Contact hours: 39
Directed learning: 40
• Lectures: 26
• Coursework: 20
• Seminars: 13
• Reading material: 20
Independent study: 46
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
Duration (if app)
EX
70%
Semester I Exam (15%)
Semester II Exam (55%)
1 hour, end of semester
2 hours, end of semester
CW 1
15%
Semester I Course Work (15%)
1000 words
CW 2
15%
Semester II Course Work (15%)
1000 words
INDICATIVE READING LIST:
BOOKS
CoulterID.Chiropractic:aphilosophyforalternativehealthcare.Oxford:Butterworth-Heinemann,1999.
LeachRA.Thechiropractictheories.Williams&Wilkins,2006.4thEd.
GattermanMI.Foundationsofchiropracticsubluxation.St.Louis:MosbyYearBook,Inc.,1995.
HaldemanS.Principlesandpracticeofchiropractic.McGraw-Hill,2005.
Chapman-SmithDA.Thechiropracticprofession.WestDesMoines,IA:NCMICGroup,2000.
JOURNALS
Selectedoriginalpapers,editorialsandcommentariesfromJMPT,JCCA,CJA,JCC,JournalofChiropracticHumanitiesandBioMedCentral's
Chiropractic&ManualTherapy
WEB-SITEMATERIAL
www.wfc.org-WFCPolicies
www.who.org-WHOStandardsandGuidelinesontheeducationofchiropractors
www.acc.org-TheACCParadigm
66
LEARNING TO TEACHING TO ASSESSMENT MATRIX
Learning Outcome
Teaching activity
1. Compare and contrast the contemporary
principles and theories of chiropractic.
2. Explain health, disease, illness, and the
roles of chiropractors and other health care
providers in regards to these.
Lectures – Didactic and interactive
Seminars - Participation in small group
work
Lectures
Seminars - Participation in small group
work
3. Analyse current findings in the
neurological literature that provide an
understanding of functional spinal status
and of how it relates to the different systems
of the body.
4. Analyse social, educational, economic,
educational and ethical forces that influence
chiropractors and the chiropractor-patient
relationship.
5. Discuss and explain the relationships
between health, disease, chiropractic and
society.
Lectures – Interactive
Seminars - Participation in small group
work
6. Demonstrate critical thinking skills.
Lectures - Interactive
Seminars - Participation in small group
work Self directed learning Exercises
Self directed learning Exercises
Course work – In class presentation
7. Compare and contrast the contemporary
principles and theories of chiropractic with
other philosophies of health care.
8. Critically evaluate the applicability of
different chiropractic theories to a range of
common clinical scenarios.
9. Demonstrate interactive skills
(leadership, active listening, sharing and
cooperation) with peers when working in
small group settings.
10. Demonstrate critical analysis and
reflection as a means by which to improve
learning.
11. Apply study strategies for understanding
complex systems involving a multitude of
diverse concepts.
Lectures - Interactive
Seminars - Participation in small group
work
Self directed learning Exercises
Lectures - Interactive
Seminars - Participation in small group
work
Lectures
Seminars - Participation in small group
work
Self directed learning Exercises
Course work – In class presentation
Participation in small group work
Self directed learning Exercises
Participation in small group work
Self directed learning Exercises
Assessment method
(S)ummative or (F)ormative
(S) Short Answer Questions
(S) Long Answer Questions
(F) Small group in-class exercises
(S) Short Answer Questions
(S) Long Answer Questions
(F) Seminars - Participation in small group
work
(S) Project work
(S) Short Answer Questions
(S) Long Answer Questions
(S) Short Answer Questions
(S) Long Answer Questions
(F) Self directed learning Exercises
(S) Short Answer Questions
(S) Long Answer Questions
(F) Small group in-class exercise
(S) Course work
(S) Short Answer Questions
(S) Long Answer Questions
(F) Small group in-class exercise
(S) Short Answer Questions
(S) Long Answer Questions
(F) Self directed learning Exercises
(S) Project work
(S) Short Answer Questions
(S) Long Answer Questions
(S) Project work
(F) Small group in-class exercise
(F) Self directed learning Exercises
(F) Small group in-class exercise
(F) Self directed learning Exercises
(S) Short Answer Questions
(S) Long Answer Questions
(F) Small group in-class exercise
(S) Project work
(S) Short Answer Questions
(S) Long Answer Questions
(F) Self directed learning Exercises
67
Weekly planning of the module
Semester I
Week
Topic
1
Introduction to the module and discuss demographic trends
2
Critical Thinking and Discerning “Bullshit”
3
Epidemiology and Natural History of Spinal Problems
4
Epigenetics
5
The Cellular Tensegrity Model and Possible Clinical Applications
6
Hypotheses Related to the Disc and Zygapophyseal Joints
7
The Neuropathology Hypothesis & Crelin’s Research
8
The Neuroimmune Hypothesis
9
Stress, Dis-ease and Sympathetic Dominance
10
An Introduction to Salutogenesis and Sense of Coherence
11
Salutogenesis II – Resistence Resources
12
Stress, Dis-ease and Sympathetic Dominance II
13
Causation as opposed to Association
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
FD
FD
FD
FD
FD
FD
FD
FD
FD
FD
FD
FD
FD
Semester II
Week
Topic
1
The Axoplasmic Aberration Hypothesis
2
WHO’s International Classification of Function (ICF)
3
Epistemology and Clinical Uncertainty
4
Mechanocellular Regulation
5
The Subluxation-Degeneration Hypothesis
6
The Chiropractic Theory of Adaptability
7
Biomedical Model Vs BioPsychoSocial model
8
Biopsychosocial Model and BCC Clinical Flag System
9
Self-care I
10
Self-care II - The Aging Spine
11
Cervicogenic Tension and Migraine Headache Continuum Theory
12
Documented Effects of SMT
13
Vertebrobasilar Incidents and Accidents
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
FD
FD
FD
FD
FD
FD
FD
FD
FD
FD
FD
FD
FD
68
MODULETITLE:
ClinicalBiomechanicsandChiropracticTechnique2(TEC2)
MODULECODE:
CHI001
LEVEL:
F
ECTS:
I
H
MODULELEADER:DanielSterling
PrerequisiteModules:
TEC1
10
M
YEAR:
2
SEMESTER:
I&II
TEACHER:DanielSterling
Code:
CHF007
Title:
ClinicalBiomechanicsandChiropracticTechnique1
RATIONALEOFTHEMODULE:
To provide intermediate level of human biomechanics and functional anatomy.
To provide intermediate level of clinical assessment of the neuro-musculo-skeletal systems.
To enhance palpation skills and preparatory HVLA adjustive skills.
To enable the students to master future clinical practice courses.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding
1. Demonstrateanintermediatelevelofbiomechanicsandfunctionalanatomy.
2. Define, describe, discuss and apply the components of the chiropractic health analysis (A.I.R.S.M&N
concept).
3.
Explain and discuss the neuro-musculo-skeletal theories of the chiropractic subluxation and of the
biomechanical adjustive procedure.
4. Describethebiomechanicalconsequencesofsomepathologiescommonlyseeninachiropractic
practice.
5. Identifyanddescribeabnormalandpathologicalgaitpatterns.
Intellectual(thinking)Skills
6. Explainandillustratethebody´sabilitytoinnatelyadaptandoptimizeitsownhealthpotential
troughthechiropracticsubluxationbasedmodelofhealth.
7. ApplythetheoreticalconceptsofListingsanditspredictivepost-adjustiveeffectonthepelvis
attitudeandspinestability.
8. Demonstrateknowledgeofchiropractictheoriesasappliedinclinicalpractice
9. Developfurtherawarenessofthelevelofevidenceandtheneedforfurtherresearchinthe
chiropracticanalysisandadjustingtechniques
Practicalskills
10. Perform the procedures used to evaluate joint regions functionality (especially a focused Inspection,
Range of motion assessment, Static and Motion palpation).
11. Describe and perform adjustive procedures setups of the spine at an intermediate level. Including the
upper cervical spine.
12. Perform safe thrust skills for all HVLA adjustive procedures of the full spine seen in class.
Graduatecompetencies
CHI2.1/3.6/5
CHI2.1
CHI2.1
CHI2.1
CHI1.1/2.5/3.2,CMM3.1
CHI2.1
CHI6
Transferable/keySkills
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementand
reflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
69
METHODSOFTEACHINGANDLEARNING:250h
Contacthours:106h
Directedlearning:86h
Practiceofpalpationandadjustment
• Lectures:26h
• Chiropractictechniqueandclinicalskills skills
class(Lab):78h
Independentstudy:60h
Examsstudytime
SUMMATIVEASSESSMENT
Type
%Contribution
Title
Duration(ifapp)
EX
40%
EXS1semester1:10%
EXS2semestre2:30%
1h:endofsemester1
2h:endofsemester2
PCEX
60%
PCEX1semester1:10%
PCEX2semester2:50%(25%basic,25%advanced)
10mn:endofsemester1
20mn:endofsemester2
INDICATIVEREADINGLIST:
Requiredreading
CHIROPRACTIC:
• Bergmann & Peterson. Chiropractic Technique: Principles and Procedures. Ed. Elsevier (2011, 3rd edition).ISBN-13:
978-
0323049696 ISBN-10: 9780323049696
ANATOMY:
• Richard L. Drake. Gray. Anatomía para estudiantes + Student Consult . Elsevier; Edición 2 (2010) ISBN-10: 8480866713 ISBN13: 978-848086671
• Richard L. Drake. Gray's Anatomy for Students + Student Consult, Ed. Churchill Livingstone; Second edition ( 2009) ISBN9780443069529
BIOMECHANICS:
• Augustus A. White & Manohar M. Panjabi. Clinical Biomechanics of the spine, Ed. Lippincott; Second edition.
Complementaryreading
ANATOMY:
• Heinz Feneis, Wolfgang Dauber, David B. Meyer. Pocket Atlas of Human Anatomy. Masson,2006 . ISBN-13: 978-3135112053
ISBN-10: 3135112055
• Heinz Feneis, Wolfgang Dauber, Gerhard Spitzer. Nomenclatura Anatomica Ilustrada de H Feneis. Ed.Masson (2006) ISBN-10:
844581642X ISBN-13: 978-8445816424
• Netter,Atlasofhumananatomy. BIOMECHANICS:
• KapandjiAlbertFisiologíaArticular:Vol3.EditorialMédicaPanamericanaS.A.;Edición:1(2011)ISBN-10:8498354609ISBN-13:
978-8498354607
• Kapandji Albert, Fisiología Articular:Vol 2. ISBN-10: 8498354595 ISBN-13: 978-8498354591
• Kapandji Albert, Fisiología Articular:Vol 1. ISBN-10: 8498354587 ISBN-13: 978-8498354584
• Kapandji,ThePhysiologyoftheJoints,Vol3:Spine.ISBN10:0702029599/ISBN13:9780702029592
• Kapandji,ThePhysiologyoftheJoints,Vol2:LowerLimb.ISBN10:8131221016ISBN13:9788131221013
• Kapandji,ThePhysiologyoftheJoints,Vol1:UpperlimbISBN10:8131221008ISBN13:9788131221006
•
GregoryPlaugher,D.C.TextbookofclinicalChiropracticaspecificbiomechanicalapproach.WILLLIAMS&WILKINS
•
Researchpaperusedintheclasspresentations.
•
http://www.chiro.org/research/
Suggestedreading
• Dufour&Pillu,Biomecánicafuncional:cabeza,tronco,extremidades,Ed.Masson
• Byfield, Technique Skills in Chiropractic. Ed. Elsevier (2012).
• Scott Haldeman, Principles and Practice of Chiropractic. Ed.Mc Graw Hill (3rd edition).
•
RogerW.Herbst.GonsteadChiropracticScience&Art.SCI-CHIPUBLICATIONS
•
ChristopherR.Hart,DC,FGCSS.GonsteadseminarofChiropractic(generalClassNotesandWorkbook)
•
W.JohnCox.Inthefootstepsofdoctor“G”(2003).GonsteadSeminarofChiropractic,Inc.
70
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Demonstrateanintermediatelevelofbiomechanicsand
functionalanatomy.
Define, describe and discuss the components of the chiropractic
analysis (A I R S.M&N concept).
Explain and discuss the neuro-musculo-skeletal theories of the
chiropractic subluxation and of the adjustive procedure.
Describethebiomechanicalconsequencesofsomepathologies
commonlyseeninachiropracticpractice.
Identifyanddescribeabnormalandpathologicalgaitpatterns.
Explainandillustratethebody´sabilitytoinnatelyadaptand
optimizeitsownhealthpotentialthroughthechiropractic
subluxationbasedmodelofhealth.
ApplythetheoreticalconceptsofListingsanditspredictivepostadjustiveeffectonthepelvisattitudeandspinestability.
Demonstrate knowledge of chiropractic theories as applied in
clinical practice
Develop further awareness of the level of evidence and the need
for further research in the chiropractic analysis and adjusting
techniques
Perform the procedures used to evaluate joint regions
functionality (especially a focused Inspection, Range of motion
assessment, Static and Motion palpation). Including the upper
cervical spine.
Describe and perform adjustive procedures setups of the spine at
an intermediate level.
Apply safe thrust skills for all adjustive procedures of the full
spine seen in class.
Weeklyplanningofthemodule
SemesterI
Week Topic
Lecture:Pelvisbiomechanics,Chiropracticadjustiveprocedures.
1
2
3
4
5
6
7
8
9
10
11
12
13
Teachingactivity
Lecture
Assessmentmethod
(S)ummativeor(F)ormative
(S)(F)Written
Lecture
(S)(F)Written
Lecture
(S)(F)Written
Lecture
(S)(F)Written
Lecture,Lab
Lecture
(S)(F)Written,Practical
(S)(F)Written
Lecture,Lab
(S)(F)Written,Practical
Lecture:PWP
presentation
Practical:Facilitation
Theoryasan
example
Lecture:PWP
presentation
CW:ClassProject&
reflections
Lecture,Lab
(S)Writtenexam(short
questions)
(S)CW:ClassProject
(S)(F)Written,Practical
Lecture,Lab
(S)(F)Written,Practical
Lecture,Lab
(S)(F)nPractical
Practicallab:Motionpalpationandpelvissetups.
Lecture:Commonbiomechanicalconditionsofthepelvis
Practicallab:Motionpalpationandpelvissetups.
Lecture:Physiologyofadjustmentandchiropracticsubluxationtheories.
Practicallab:Motionpalpationandpelvissetups.
Lecture:Thoracicspinebiomechanics,Chiropracticadjustiveprocedures.
Practicallab:Motionpalpationandthoracicsetups.
Lecture:Commonbiomechanicalconditionsofthethoracicspine.
Practicallab:Motionpalpationandthoracicsetups.
Formativeexam
Lecture:Lumbarspinebiomechanics,Chiropracticadjustiveprocedures.
Practicallab:Motionpalpationandthoracicsetups.
Lecture:Commonbiomechanicalconditionsofthethoracicspine.
Practicallab:Motionpalpationandthoracicsetups.
Lecture:Abnormailgaitpattern
Practicallab:Motionpalpationandthoracicsetups.
Lecture:Cervicalspinebiomechanics,Chiropracticadjustiveprocedures.
Practicallab:Motionpalpationandcervicalsetups.
Lecture:Commonbiomechanicalconditionsofthecervicalspine.
Practicallab:Motionpalpationandcervicalspinesetups.
Lecture:Proprioception
Practicallab:Motionpalpationandcervicalspinesetups.
Review
(S)Writtenexam(short
questions)
(F)Continuousinclass
evaluation
Room
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SemesterII
Week Topic
71
1
2
3
4
5
6
7
8
9
10
11
12
13
Basic tech LAB: Chiropractic analysis review, and cervical HVLA set ups
Advanced tech. (1) LECTURE: Survey/GonsteadProtocol&EvidenceBase
procedures.LAB: Pelvis palpation (Observation, Static & Motion)
Basic tech LAB: Chiropractic analysis review, and cervical HVLA set ups
Advanced tech. (2) LECTURE: Foundationconcept/PelvisStability,PIVsASFindings
&Listings.LAB:SideposturePIPushSetups.
Basic tech LAB: Chiropractic analysis review, and Thoracic HVLA set ups
Advanced tech. (3)LECTURE:EX/INListingsEVBinpelvisanaylsisLAB:PI,PIIn,PIEx
Analysis&PushSetups.
Basic tech LAB: Chiropractic analysis review, and Thoracic HVLA set ups
GON(4)LECTURE:IntegrationofthePI/AS/In/Ex.Analysis:&CombinationListings
LAB:AS-ASIn-ASExMotionpalpation&PushSetups.
Basic tech LAB: Chiropractic analysis review, and Lumbar HVLA set ups
GON(5)LECTURE:PelvisVsSacrumAdjusting/HeelliftUseandApplication/SacrumLineAnalysis.LAB:
.
SacrumMotionpalpation&PushSetups
Basic tech LAB: Chiropractic analysis review, and Lumbar HVLA set ups
Advanced tech. (6)LECTURE:BaseposteriorVersusSpondylolisthesis.LAB:Sacrum
Motionpalpation&PUSHSetups.
Basic tech LAB: Chiropractic analysis review, and pelvic HVLA set ups
Advanced tech. (7)LECTURE:LumbarBiomechanicsreview&WedgedDiscandHealth
Theory(degenerationphases)/LumbarListings.LAB:LumbarPUSHSetups
BasictechLAB:Chiropracticanalysisreview,andpelvicHVLAsetups
Advancedtech.(8)LECTURE:LumbarListings:X-Rayanalysis.LAB:LumbarPUSH
Setups.
Basic tech LAB: Chiropractic analysis review, and Full spine HVLA set ups and thrust
application.
Advanced tech. (9)LECTURE:L5SpecialListings,andotherspecialfullspinesspecial
listingsLAB:LumbarPUSHSetups.
Basic tech LAB: Chiropractic analysis review, and Full spine HVLA set ups and thrust
application.
Advanced tech. (10)LECTURE:ThoracicListingsLAB:IntroductiontoKnee-Chest.
Basic tech LAB: Chiropractic analysis review, and Full spine HVLA set ups and thrust
application.
Advanced tech. (11)LECTURE:ScoliosisEpidemiologyandChiropracticevaluationLAB:
Knee-Chest:Motionpalpation&ThoracicSetups
Basic tech LAB: Chiropractic analysis review, and Full spine HVLA set ups and thrust
application.
Advanced tech. (12)LECTURE:ScoliosisEpidemiology&ChiropracticevaluationCont’d
LAB:Knee-Chest:Motionpalpation&ThoracicSetups
Basic tech LAB: Chiropractic analysis review, and Full spine HVLA set ups and thrust
application.
Advanced tech. (13)LECTURE:Thoracic-lumbar-PelvisbiomechanicsIntegrationLAB:
Thoracic-lumbar-PelvisbiomechanicsIntegration
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Year3ModuleDescriptors
73
74
MODULE TITLE:
ADVANCEDCHIROPRACTICTECHNIQUEI (ACT1)
MODULE CODE:
CHI011
LEVEL:
F
ECTS:
I
H
MODULE LEADER: Loïk de Tienda
Prerequisite Modules:
TEC 2
Code:
CHI001
10
M
YEAR:
SEMESTER:
3
I / II / I & II
TEACHER:
• Loïk de Tienda (HVLA ADVANCED)
• Pablo Martínez (HVLA MAT)
Title:
Clinical Biomechanics and Chiropractic Technique II
RATIONALEOFTHEMODULE:
Thismodulefurtheradvancesontheanalysisunderthelightoftheactualevidence.Thestudentwillfurtherdevelop
his/herpalpationskillsandwillbeintroducedtouppercervicalmovesaswellasmoreadvancedfullspinemoves.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding
1. Demonstrateknowledgeofchiropractictheoriesasappliedinclinicalpractice
2. RelatetothebiomechanicswhileassessingtheUpperCervicalComplex.
Intellectual(thinking)Skills
3. ConsolidatepreviousandfurtherdevelopAnalyticalSkills
4. Developfurtherawarenessofthelevelofevidenceandtheneedforfurtherresearchin
thechiropracticanalysisandadjustingtechniques
5. Evaluatetechniqueefficiencyandreflectuponpatientprogress
Practical(disciplinespecific)skills
6. ConsolidateandfurtherdevelopPre-PostAnalytical&AdjustingSkills
7. FurtherdevelopCervicalchairadjustingskills
8. DevelopHVLA(GonsteadKnee-Chest)adjustingprocedures
9. DevelopMechanicalAssistedTechnique“DropPiece”adjustingprocedures
Graduatecompetencies
CHI 2.2
CHI 3.3
CHI 2.3
CHI 2.3-4, CHI 6, CHI 7
CHI 4.1
CHI 2.3
CHI 2.3
CHI 3.1, CHI 3.5-7
CHI 3.1, CHI 3.5-7
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementand
reflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
METHODSOFTEACHINGANDLEARNING:245,5h
Contacthours:79,5h
Directedlearning:36h
• Lectures:13h(ADV)+7h(MAT)
• Coursework:10h(ADV)
• Seminars:
• Readingmaterial:26h(ADV)
• Practicals:45,5h(ADV)+14h(MAT)
Independentstudy:130h
5hperweek
75
SUMMATIVEASSESSMENT
Type
%Contribution
Title
Duration(ifapp)
EX
40%
EXSI
2hour,endofsemesterI
PCEXIa
15%
ADV
Each technique component requires 50% passing grade.
10min,endofSemesterI
PCEXIb
15%
MAT
10min,endofSemesterI
PCEXII
30%
ADV
10min,endofSemesterII
Each technique component requires 50% passing grade.
Each technique component requires 50% passing grade.
INDICATIVE READING LIST:
Required reading
• TF.Bergmann,DH.Peterson.ChiropracticTechnique:PrinciplesandProcedures(2010)ELSEVIER
Complementary reading
•
•
•
GregoryPlaugher,D.C.TextbookofclinicalChiropracticaspecificbiomechanicalapproach.WILLLIAMS&WILKINS
Researchpaperusedintheclasspresentations.
http://www.chiro.org/research/
Suggested reading
•
•
•
•
•
•
RogerW.Herbst.GonsteadChiropracticScience&Art.SCI-CHIPUBLICATIONS
ChristopherR.Hart,DC,FGCSS.GonsteadseminarofChiropractic(generalClassNotesandWorkbook)
W.JohnCox.Inthefootstepsofdoctor“G”(2003).GonsteadSeminarofChiropractic,Inc.
THOMPSONMANUALbyAnaEcheveste,basedonLifeUniversityThompsonManual/ClayThompson’s
B.J.Palmer,D.C.,Ph.C.THESUBLUXATIONSPECIFIC-THEADJUSTMENTSPECIFIC
F.H.BARGE,D.C.OneCause,OneCure
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Teachingactivity
Demonstrate knowledge of chiropractic
theories as applied in clinical practice
UnderstandthebiomechanicsoftheUpper
CervicalComplex.
Consolidatepreviousandfurtherdevelop
AnalyticalSkills
Develop further awareness of the level of
evidence and the need for further research
in the chiropractic analysis and adjusting
techniques
Evaluate technique efficiency and reflect
upon patient progress
Lecture:PWPpresentation
Practical:FacilitationTheoryasanexample
Lecture:PWPpresentation
Practical:Static&Motionpalpation
ConsolidateandfurtherdevelopPre-Post
Analytical&AdjustingSkills
Practical:Pre-PostChecks
CW:ClassProject&reflections
Further develop Cervical chair adjusting
skills
Develop HVLA (Gonstead Knee-Chest)
adjusting procedures
Practical:AIRSMNanalysis,Set-Ups,Thrust
whenadequate
Practical:AIRSMNanalysis,Set-Ups,Thrust
whenadequate
Lecture:PWPPresentation
Practical:AIRSMNanalysis,Set-Ups,Thrust
whenadequate
Develop Mechanical Assisted Technique
“Drop Piece” adjusting procedures
Practical:AIRSMN
Assessmentmethod
(S)ummativeor(F)ormative
(S)Writtenexam(shortquestions)
(F)Continuousinclassevaluation
(S)Writtenexam(shortquestions)
(F)Continuousinclassevaluation
(S)Classproject
(F)Continuousinclassevaluation
Lecture:PWPpresentation
CW:ClassProject&reflections
(S)Writtenexam(shortquestions)
(S)CW:ClassProject
Practical:Pre-PostChecks
CW:ClassProject&reflections
(S)Classproject
(F)Continuousinclassevaluation
(S)Writtenexam(shortquestions)
(S)Classproject
(S)EndofSemesterPracticalexam
(F)Continuousinclassevaluation
(S)EndofSemesterPracticalexam
(F)Continuousinclassevaluation
(S)EndofSemesterPracticalexam
(F)Continuousinclassevaluation
(S)EndofSemesterPracticalexam
(F)Continuousinclassevaluation
76
Weeklyplanningofthemodule
Semester I
Week
Topic
ADV(1)LEC:Moduledescriptorpresentation/Biomechanicsandfunctionalanatomy
1
2
3
4
5
6
7
8
9
ofuppercervicals.(Readingassignments)
LAB:AnalysisoftheOcciputsitting&OcciputSetups(AS)/Analysisofthelower
cervicalregionsupine&IndexPillarPushSet-ups
ADV(2)LEC:Biomechanicsandfunctionalanatomyofuppercervicals.LAB:Analysisof
theOcciputsitting&OcciputSetups(PS)/Analysisofthelowercervicalregionsupine
&SittingDigitalPillarPullSet-ups
MAT(1):IntroductiontotheMechanicallyAssistedTechnique(PatientPositioning&
tablesetup,Pronelegcheckdrills,historicalprotocol&EVB)
ADV(3)LEC:Biomechanics&functionalanatomyofUppercervicalsCont’d.LAB:
AnalysisoftheAtlassitting&AtlasADVSetups/éIndividualFormativeAssessmentof
OcciputAnalysis/OcciputSet-Upspractice
ADV(4)LEC:UpperCer.Listings,correspondenceto“CartesianCoordinateSystem”.
LAB:AnalysiscombinedoftheUpperCervicalRegionsitting/éInd.Formative
AssessmentofOcciputSet-Ups
MAT(2):Drills,reviewofsetups.
ADV(5)LEC:HistoricalpresentationofX-raylineanalysis:Occiput/Atlas.Asymmetryis
therule&levelofevidence.
LAB:SeatedAnalysisoftheUpperCervicalRegion/éInd.FormativeAssess.ofAtlas
Analysis&SeatedSet-Ups
ADV(6)LEC:Uppercervicalcomplex(descendingconcept)
LAB:SeatedAnalysisoftheUpperCervicalRegion/Atlas&OcciputSupineSet-Ups
ADV(7)LEC:BiomechanicsandfunctionalanatomyofLowercervicals.
LAB:SeatedLowerCervicalAnalysis&Set-Ups/éInd.FormativeAssess.tofSupine
Atlas&OcciputSet-Ups
ADV(8)LEC:Discdegenerationphases/posteriorityindicators/lat.flexion/rot.(
review)LAB:SeatedLowerCervicalAnalysis&Set-Ups
ADV(9)LEC:Historyofthermography/NCM/breakanalysis/levelofevidence.
LAB:éInd.FormativeAssessmentofSeatedLowerCervicalAnalysis&Set-Ups
10
ADV(10)LEC:Biomechanicsupper/middle/lowerthoracics(osseous/articularaxis
ofrotation/muscles/nerves)LAB:ThoracicAnalysis&ProneSetups/Introduction
toKnee-chestPatientPositioning
MAT(3):Atlas&AxisSidePostureSet-Ups/ToggleRecoilDrills
11
ADV(11)LEC:Biomechanicsofthoracics(Cont.),scoliosisepidemiologyand
chiropracticevaluation(Review)LAB:ThoracicAnalysis&SupineSetups/Knee-chest
Spinouscontacts
ADV(12)LEC:levelofevidenceofchiropracticanalyticalprotocols:Petterson&
BergmanCh.3.LAB:éIndividualFormativeAssessmentofThoracicAnalysis&Setups
/Knee-chestbilateral&Lateral(Lamina,Transverse,Mammillary)contacts.
ADV(13)LEC:Levelofevidenceofchiropracticanalyticalprotocols(Cont.)
LAB:FullspineAnalysis&Setups/éInd.FormativeAssessmentKnee-chestsetups.
13
Teacher
Loik de Tienda
Lecture 2
Technique 1
Loik de Tienda
Technique 2
Pablo Martínez
Lecture 2
Technique 1
Loik de Tienda
Lecture 2
Technique 1
Loik de Tienda
Technique 2
Lecture 2
Technique 1
Pablo Martínez
Loik de Tienda
Lecture 2
Technique 1
Loik de Tienda
Lecture 1
Technique 1
Loik de Tienda
Lecture 1
Technique 1
Lecture 2
Technique 1
Lecture 2
Technique 1
Loik de Tienda
Technique 2
Lecture 2
Technique 1
Pablo Martínez
Loik de Tienda
Lecture 2
Technique 1
Loik de Tienda
Lecture 2
Technique 1
Loik de Tienda
Room
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Technique 1
Teacher
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
Loïk de Tienda
NoACTIClasswithLoikdeTiendathisweek
9b
12
Room
Lecture 2
Technique 1
Loik de Tienda
Loik de Tienda
Semester II
Week
Topic
ADV(1)LAB:uppercervical,lowercervical,thoracicmotionpalpation&setups
1
ADV(2)LAB:Up.&Low.Cer.,Thoracicanalysis&setups/éInd.FormativeAssess.
2
ADV(3)LAB:PI,PIIn,PIExanalysis,Push&PullSet-Ups
3
ADV(4)LAB:AS-ASIn-ASExanalysis,Push&PullSet-Ups
4
ADV(5)LAB:Sacrumanalysis,Push&PullSet-Ups
5
ADV(5)LAB:Pelvisanalysis,Push&PullSet-Ups/éIndividualFormativeAssess.
6
ADV(6)LAB:lumbaranalysis,Push&PullSet-Ups
7
ADV(7)LAB:lumbaranalysis,Push&PullSet-Ups/éIndividualFormativeAssess.
8
ADV(8)LAB:FullSpineanalysis&setups.
9
ADV(9)LAB:FullSpineanalysis&setups.
10
ADV(10)LAB:FullSpineanalysis&setups./éIndividualFormativeAssessment
11
ADV(11)LAB:FullSpineanalysis&setups./éIndividualFormativeAssessment
12
ADV(12)LAB:FullSpineanalysis&setups./éIndividualFormativeAssessment
13
77
78
MODULE TITLE:
MICROBIOLOGY AND PUBLIC HEALTH
MODULE CODE:
CHI005
LEVEL:
F
I
H
MODULE LEADER: Miquel Codony
Prerequisite Modules:
ECTS: 5
Code:
M
YEAR: SEMESTER:
3
I / II / I & II
TEACHER: Miquel Codony
Title:
RATIONALE OF THE MODULE: Themoduleprovidesanintroductiontomicrobialdiversity,microbialclassificationandtotherolesofmicrobesindisease,
theenvironmentandindustrialprocesses.Italsoprovidesaninsightintotheapproachesrequiredtostudyorganismsthat
areusuallyinvisibletothenakedeye.Themodulewillalsoshowthebasicsofpublichealth,emphasizingtheknowledge,
materials and skills that are relevant to the objectives of public health and the safety procedures can help prevent
communicableandnon-communicablediseases.
LEARNING OUTCOMES OF THE MODULE: On completion of the module a student should be able to have achieved the following:
Knowledge and Understanding
1.
Explain the main differences between prions, virus, bacteria (prokaryotic and
eukaryotic) and fungi.
2.
Explain the general protocol when an epidemic outbreak is detected.
Graduate competencies
CHI3,CHI5,CNM3
3.
Justify the need or lack of thereof of a screening programme according the
characteristics of the concerned health condition and the possibility of intervention.
4.
Compare different levels of prevention (primary, secondary, tertiary...) and give
examples relevant for chiropractic practice.
Intellectual (thinking) Skills
5.
Discuss the risks and benefits of vaccination strategies.
6.
Explain the importance of chronic conditions (health transition) that can affect
chiropractic practice from a public health point of view.
7.
Identify the main determinants of health (and risk factors) in a given population.
Practical (discipline specific) skills
8.
Interpret main epidemiological indicators (Prevalence, Incidence, Relative Risks,
Risks Differences, Odds Ratio, etc.) 9.
Explain how to design a study to assess the effectiveness of a given procedure for a
chiropractic problem.
10.
Formulate a search strategy in a relevant medical database (i.e. pubmed) to assess the
evidence concerning a given chiropractic technique for a specific health problem.
CHI1,CHI3,CHI4,CHI5,
CHI9,COL1,COL2,COL4,
COL6,MAN6
CHI1,CHI3,CHI4,CHI5,
CHI9,COL1,COL2,COL4,
COL6,MAN6
COL1,COL2,COL4,COL6,
MAN6,HAD1,HAD5
CHI3,CHI9,COL3,HAD1
HAD1,HAD5
CHI3,CHI9,COL3,HAD1
SCH2
SCH2
SCH2
Transferable/key Skills (change to BLACK FONT the skills being taught in this module):
Application of IT
Application of Numeracy
Communication
Team working
Research skills
Self-management and reflective practice
Problem Solving
Patient Awareness &
Practice management
Professional conduct
79
Continuous development
Self-driven learning
Active participation in a
professional context
METHODS OF TEACHING AND LEARNING:
Contact hours: Directed learning : 43h
• Lectures: 25h
• Coursework
• Seminars: 14h
• Reading material
• Practicals
• Presentations, etc.
Independent study: 43h
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
Duration (if app)
EXSII
70%
Knowledge examination
End of module examinations
120 min.
CW
30%
Coursework
Course work based upon 1 topic essay
2000 words
INDICATIVE READING LIST:
•
Required reading
•
•
•
•
Microbiology by Boundless, 2013 - https://www.boundless.com/microbiology/textbooks/boundless-microbiologytextbook/
Introduction to Public Health for Chiropractors. Michael T. Haneline, William C. Meeker. Jones & Bartlett
Learning, 2009 - 420 pages.
The Strategy of Preventive Medicine. Geoffrey Rose, Kay-Tee Khaw (Contributor), Michael Marmot (Contributor).
Oxford University Press, 2008 – 176 pages.
Complementary reading •
•
•
•
Slovic P. Perception of Risk. Science. 1987;236:280-5.
Hill AB. The Environment and Disease: Association or Causation? Proceedings of the Royal Society of
Medicine.1965;58:295-300.
The Ghost Map: The Story of London's Most Terrifying Epidemic - and How It Changed Science, Cities, and the
Modern World. Steven Johnson. Riverhead Books. 336 pages.
Suggested reading
•
•
•
Guyatt GH, Sackett DL, Cook DJ. Users' guides to the medical literature. II. How to use an article about therapy or
prevention. A. Are the results of the study valid? Evidence-Based Medicine Working Group. JAMA. 1993 Dec
1;270(21):2598-601.
Guyatt GH, Sackett DL, Cook DJ. Users' guides to the medical literature. II. How to use an article about therapy or
prevention. B. What were the results and will they help me in caring for my patients? Evidence-Based Medicine
Working Group. JAMA. 1994 Jan 5;271(1):59-63.
Guyatt GH, Sackett DL, Sinclair JC, Hayward R, Cook DJ, Cook RJ. Users' guides to the medical literature. IX. A
method for grading health care recommendations. Evidence-Based Medicine Working Group. JAMA. 1995 Dec
13;274(22):1800-4. Erratum in: JAMA 1996 Apr 24;275(16):1232.
LEARNING TO TEACHING TO ASSESSMENT MATRIX
Learning Outcome
Teaching activity
Explain the main differences between
prions, virus, bacteria (prokaryotic and
eukaryotic) and fungi.
Explain the general protocol when an
epidemic outbreak is detected.
Lecture seminar with graphic and
historical examples.
Lecture seminar: simulation
Assessment method
(S)ummative or (F)ormative
(F) Written exam (Multiple choice)
(F) Written report (in group)
80
Justify the need or lack of thereof of a
screening programmes according the
characteristics of the concerned health
condition and the possibility of
intervention.
Compare different levels of prevention
(primary, secondary, tertiary...) and
give examples relevant for chiropractic
practice.
Discuss the risks and benefits of
vaccination strategies.
Lecture seminar: simulation
(F) Written exam (short answers to
specific situations)
Lecture seminar: preparation of
examples with short presentation
(F) Presentation
Lecture seminar: debate with active
listening and moderation (groups of
three with rotation of roles)
Lecture seminar: Brainstorming and
allocation of topics and preparation in
groups.
(F) Written summary
Explain the importance of chronic
conditions (health transition) that can
affect chiropractic practice from a
public health point of view.
Identify the main determinants of health
Lecture seminar: simulation of
(and risk factors) in a given population. alternative settings with short
presentation
Interpret main epidemiological
Lecture seminar: Short written exam
indicators (Prevalence, Incidence,
with discussion of results
Relative Risks, Risks Differences,
Odds Ratio, etc.) Explain how to design a study to assess Lecture seminar: simulation with short
the effectiveness of a given procedure
presentation
for a chiropractic problem.
Formulate a search strategy in a
Lecture seminar: computer lab
relevant medical database (i.e.
pubmed) to assess the evidence
concerning a given chiropractic
technique for a specific health problem.
Weekly planning of the module
Semester I
Week Topic
1
2
3
4
5
6
7
8
9
10
11
12
13
(F) Short presentations
(F) Short presentation
(F) Written exam (Multiple choice)
(S) Short presentation and report
(component of the CW)
(S) Summary report (component of the
CW)
Room
Teacher
81
Semester II
Week Topic
1
- Introduction and syllabus
- Bacteria and viruses
2
- Fungi and Prions
3
- Communicable diseases
4
- Epidemiology: Causality and the strategy of preventive medicine
5
- Vaccines
6
- Determinants of health
7
- Health transition, ageing and chronic diseases
8
- Public health policy
9
- Screening campaigns
10
- Environment and health
11
- Occupational health
12
13
Room
lecture
Teacher
Miquel Codony
lecture
lecture
lecture
lecture
lecture
lecture
lecture
lecture
lecture
lecture
Miquel Codony
Miquel Codony
Miquel Codony
Miquel Codony
Miquel Codony
Miquel Codony
Miquel Codony
Miquel Codony
Miquel Codony
Miquel Codony
82
MODULETITLE:
NEUROLOGY3
MODULECODE:
NEU3
LEVEL:
F
ECTS:
I
MODULELEADER:JORDIGUTIÉRREZ
PrerequisiteModules:
NEU2
H
5
M
YEAR:
3
SEMESTER:
I/II/I&II
TEACHER:JORDIGUTIÉRREZ
Title:
Neurology 2
RATIONALEOFTHEMODULE:
NEU3looksatspecificneurologicalconditionsandfunctionaldisordersthatcanpresentinachiropracticclinic.Ittrainsthe
students into clinical thinking and provides them with therapeutical approaches teaching them how to choose the best
stimuliforthepatientbasedonthebiomarkersassessed.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding
28. Use proper neurological terminology when writing a clinical impression Graduatecompetencies
29. Identify the longitudinal level of the lesion in a clinical case
30. Identify posture abnormalities and describe the neurological mechanisms causing it
31. Given a history and exam findings, diagnose the most likely neurological conditions
and justify the clinical impression
CHI:2.6,3.6,3.7
CHI:2.4,2.5,3.3,3.6,3.7
CHI:2.6,3.6,3.7,4.1
CMM:3.1,3.3
CHI:2.6,3.6 CMM:3.1,3.2
Intellectual(thinking)Skills
32. Appreciatetheimportanceofaproperhistoryandexamination
33. Appreciatetheimportanceofassessingseveralbiomarkersasanobjectiveindicators
Practical(disciplinespecific)skills
34. Demonstrate confidence and hability when integrating basic neurological and
orthopaedical examination
35. Perform several techniques to pick up abnormalities in the nervous system by
examining the eyes
36. Identifythefunctionaldisorderandapplythepropertherapeuticalmodality
CHI:2.5, 3.3, 3.5
CHI:2.6, 2.7, 3.3, 3.6,
3.7, 4.1
CHI: 3.5, 3.6, 3.8
HAD: 2.1
Transferable/keySkills:
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementandreflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
83
METHODSOFTEACHINGANDLEARNING:
Contacthours:38h
Directedlearning:27h
• Lectures:25h
• Readingchapters
• Tutorials:13h
• Preparingquizzes
• Independentstudy:60h
• Studythematerial
SUMMATIVEASSESSMENT
Type
%Contribution
Title
EXSII
70%
Theoretical exam. 10 short questions + 1 150 minutes
clinical case.
50%
20%
Practical exam (2 marks average; during 2 min each
lectures)
50%
10%
Short questions, neuro
beginning of each lecture
30%
CT
Duration
drawings
at
Passmark
the 10 to 15min
INDICATIVEREADINGLIST:
•
Requiredreading
ü Yogarajah M. Mosby’s Crash Course. Neurology. 4th ed. Mosby.2013.
•
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
ü
Complementaryreading
Beck RW. Functional Neurology for Practitioners of Manual Medicine. 2nd ed. Churchill Livingstone. 2011.
Nolte J. The Human Brain. An introduction to its functional anatomy. 6th ed. Mosby.2009
Magee DJ. Orthopaedic Physical Assessment. 4th ed. Philadelphia, Elsevier Sciences. 2006.
Vizniak NA. Physical assessment manual. 3rd ed. Professional Health Systems. 2008.
Purves D et al. Neurociencia. 3rd ed. Editorial Médica Panamericana. 2004.
Patten J. Neurological Differential Diagnosis. 2nd ed. Springer. 2009.
Kandel ER, Schwartz JH, Jessell TM. Principles of Neural Science. 4th ed. McgrawHill. 2000.
Monkhouse S. Cranial nerves. Functional anatomy. Cambridge University Press. 2006.
Fuller G. Neurological examination made easy. 4th ed. Churchill Livingstone. 2008.
Young PA, Young PH. Neuroanatomía clínica funcional. Masson. 2004
Greenstein. Color Atlas of Neuroscience. Thieme. 2000.
Pourmand R. Current Clinical Neurology: Practicing Neurology: What You Need to Know, What You Need to
Do. 2nd ed. Humana Press. Chapter 12. Demyelinating disorders
•
Suggestedreading
ü Theywillbeincludedinthepresentation.
ü Inaddition,studentsmayberequiredtoreadspecificarticlesatcertainweeksduringthecourse.Thosewillbeincluded
intherelevantsectionoftheVLE.
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Performseveraltechniquestopickupabnormalitiesin
thenervoussystembyexaminingtheeyes
Demonstrateconfidenceandabilitywhenintegrating
basicneurologicalandorthopaedicalexamination.
Identifypostureabnormalitiesanddescribethe
neurologicalmechanismscausingit.
Useproperneurologicalterminologywhenwritinga
clinicalimpression.
Identifythelongitudinallevelofthelesioninaclinical
case.
Givenahistoryandexamfindings,diagnosethemost
likelyneurologicalconditionsandjustifytheclinical
impression.
Identifythefunctionaldisorderandapplytheproper
therapeuticalmodality
Teachingactivity
Lecture
Assessmentmethod
(S)ummativeor(F)ormative
S
Lab
S+F
Lecture+lab
S
Lecture,Quizzes,Exam
S+F
Lecture,Quizzes
S+F
Lecture,Quizzes
S+F
Lecture+lab
S+F
84
Weeklyplanningofthemodule
SemesterI
Week Topic
Introductory lecture: explanation of the contents, VLE tasks, attendance rules, equipment needed,
1
2
3
4
5
6
7
8
9
9b
10
11
12
13
R
X1
X2
etc (VLE document with all the information. No attending lecture)
Peripheral nerve pathologies involving the upper limb 2h practical (tech room)
WCCS No lecture
Peripheral nerve pathologies involving the lower limb 2h practical (tech room) Tech 2
Cranial nerves disorders (neuro+ortho) 2h practical (lecture room) Friday Lect 1
Spinal Cord 2h theory (lecture room) Lect 1
The brainstem 2h theory (lecture room) Lect 1
The reticular formation 2h theory (lecture room)
No lecture
Hemisphericity lab (Examination + adjustments for hemisphericity) 2h practical (tech room)
Lect 1
Neuro-ophthalmology 2h theory (lecture room) –Quiz in the VLENeuro-ophthalmology lab (pursuits, saccades, antisaccades and OPK) 1h practical (tech room)
tech 2
No lecture
Cerebellum 2h theory (lecture room) + Lab 1h practical (tech room) 3hours lecture!
Revision week
There is no exam in Semester I
TOTAL= 20 contact hours
SemesterII
Week Topic
1
No lecture
2
Vestibular system (Clinical case in the VLE after the lecture) 2h (lecture room)
3
Vestibular system lab (neuro-ortho-fundi exam, stimulation modalities) 2h practical (tech room)
4
Basal Ganglia disorders 2h theory (lecture room)
5
Lobes of the brain, epillepsy & cognitive disorders (VLE cases) 2h theory (lecture room)
IL
Easter break
6
No lecture
7
Cerebrovascular disorders + LAB (brain injury assessment) 2h theory (lecture room)
Autonomic nervous system + LAB (history keypoints, heart auscultation, BP, pulse oxymeter, V:A
8
9
9b
10
11
12
13
R
X1
X2
ratio, chest expansion, rib adjustments) 3h theory & lab (tech room)
Formative Exam (VLE)
Trigeminal nerve + Pain modulation 2h theory (lecture room)
Migraines & headaches + LAB (cases) 2h theory (lecture room)
Demyelinating conditions 1h theory (lecture room)
No lecture
No lecture
Revision week
Exam (EXSII)
TOTAL= 18 contact hours
85
86
MODULETITLE:
NUTRITIONANDTOXICOLOGY
MODULECODE:
CHI010
LEVEL:
F
ECTS:
I
H
MODULELEADER:AnnaPalmés
PrerequisiteModules:
MOL
HSF2
PPH
5
M
SEMESTER:
YEAR:
3
I/II/I&II
TEACHER:AnnaPalmés
Code:
CHF001
CHF003
CHI006
Title:
Molecules of Life
Human Structure and Function II
Pathophysiology
RATIONALEOFTHEMODULE:
ThismoduleisaimedtointroducestudentthebasicconceptsofFoodSciences.Thestudentswillbe
abletoidentifythenutritionalimbalanceofapatient,aswellastomakerecommendationsonwhich
nutrientswillbemostappropriatetoimprovetheirhealthstatusandalsoacquireahealthylifestyle.
Inaddition,thestudentswillbeabletoidentifyspecificnutritionrequirementindifferentstagesof
life(pregnancy,infancy,elderlypopulation,athletes,etc.).Alsonutritionalconsequencesoftoxic
consumptions,likealcoholanddrugabuse.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
Knowledge and Understanding
37.
Identifyawell-balanceddiet
38.
Acquireacriticalanalysisskillrelatedtohealthnutritionconcepts
39.
Acquiretheideaofhealthynutritioninthestudentsdaytodaylife
40.
Identifypathologiesdirectlyrelatedwithnutritiondisordersinaclinicalscenario
Intellectual (thinking) Skills
41.
Evaluatetheimportanceofnutritioninhealthoptimization
42.
Analyzethepossibleinteractionbetweennutrientsanddrugs
43.
Assessandcriticizetheregulationsregardingnutritionalhygieneandsafety
44.
Developcommunicationskillsandleadershipattitude
45.
Writeascientificreportorganizedaccordingtocommonstandardsofscientific
communication.
Practical (discipline specific) skills
46.
Elaborategeneralnutritionaladvisingtooptimizepatient'shealthinaprimary
healthprovidersetting
47.
Modifyadietintoanequilibratedone
48.
Comparethenutritionalandenergynecessitiesduringthedifferentstagesoflife:
lactation/infancy-adolescence/pregnancy/oldage/sportsman
49.
Modifyadietaccordingtocommonmetabolicalterations:celiacs/Lactose
intolerance/diabetes/obesity/hypertension
50.
Discusstoxichabits:tobacco/alcohol/drugabuse(includingpharmacological
drugs)
Graduate competencies
HAD 1. HAD 2
HAD 1. HAD 2
HAD 1. HAD 2
HAD 1. HAD 2 HAD3
HAD 1. HAD 2
HAD 1. HAD 2
HAD 1. HAD 2
HAD 2
SCH 2.9
HAD 1. HAD 2 HAD3
HAD 1. HAD 2 HAD3
HAD 1. HAD 2
HAD 1. HAD 2 HAD3
HAD 1. HAD 2
87
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementand
reflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
METHODSOFTEACHINGANDLEARNING:
Contacthours:
Directedlearning
• Lectures:13weeksx2h.=26h.
• Coursework(estimated34hof
studentautonomouswork)
• Seminars:13weeksX1h=13h
• Readingmaterial(1h)
• Presentations,casepreparation,
recipes.(5h)
Independentstudy
52,5h
SUMMATIVEASSESSMENT
Type
%Contribution
Title
Duration(ifapp)
EXSII
70,00%
Knowledgeexamination
120minutes
CW
30,00%
Courseworkbasedonaclinicalcase
2000words
INDICATIVEREADINGLIST:
•
Requiredreading
ClinicalGuidetoNutritionandDietarySupplementsinDiseaseManagement.JenniferJamison.Churchill
LivinstoneanElsevierScienceCompany2003
•
Complementaryreading
-Nutriciónydietéticaclínica2ªedición.JordiSalas-Salvadó.ElsevierMasson2008
-Nutriciónysaludpública.MichaelJ.Gibney.EditorialAcribia2006
-Químicadelosalimentos.WernerBaltes.EditorialAcribia2007
-Alimentaciónynutrición.MóduloII.ConsejoGeneraldeColegiosOficialesdefarmacéuticos2006
•
Suggestedreading
Reaccionesdehipersensibilidadymanifestacionesdigestivasproducidasporlaingestióndepescadoparasitado
porAnisakissimplexJ.T.GÓMEZSÁENZetal.
Harvardhealthlettersetember2010
“Lasmedicinascuranocausancualquierenfermedad”Joan-RamonLaporte,jefedelserviciodefarmacologíaen
ValleHebrón
WEB-SITEMATERIAL
-Medline
-Pubmed
-Cochrane
-AgenciaEspañoladeMedicamentosyProductosSanitarios
-AsociaciónEspañoladecelíacos
88
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Teachingactivity
Assessmentmethod
(S)ummativeor(F)ormative
Identifyawellbalanceddiet
Lecture
Seminar: R24h.
Modifyadietintoanequilibratedone
Lecture
Seminar: Modify R24h
(S) Written exam (EMQ)
(F) short questions
Lecture
ProblemsolvingSemimar
(S)Writtenexamination
(F)Shortquestions
Lecture
ProblemsolvingSemimar
(S)Writtenexamination
(F)Shortquestions
Lecture
Problemsolvingseminar
Lecture
Lecture
(S)Writtenexamination
(F)Problemsolvingseminar
(S)Writtenexamination
(S)Writtenexamination
(F)Problemsolvingseminar
(S)Writtenexamination
(F)Problemsolvingseminar
(S)Writtenexamination
(F)Problemsolvingseminar
(S)Writtenexamination
(F)Problemsolvingseminar
(S)Writtenexamination
(F)Problemsolvingseminar
Comparethenutritionalandenergynecessities
duringthedifferentstagesoflife:
lactation/infancy-adolescence/pregnancy/old
age/sportsman
Modifyadietaccordingtocommonmetabolic
alterations:celiacs/Lactoseintolerance/
diabetes/obesity/hypertension
Evaluatetheimportanceofnutritioninhealth
optimization
Assessandcriticizetheregulationsregarding
nutritionalhygieneandsafety
Analyzethepossibleinteractionbetween
nutrientsanddrugs
Discusstoxichabits:tobacco/alcohol/drug
abuse(includingpharmacologicaldrugs)
Acquireacriticalanalysisskillrelatedtohealth
nutritionconcepts
Acquiretheideaofhealthynutritioninthe
studentsdaytodaylife
Identifypathologiesdirectlyrelatedwith
nutritiondisordersinaclinicalscenario
Lecture
Lecture
Problemsolvingseminar
Lecture
Problemsolvingseminar
Lecture
(S) Written exam (EMQ)
(F) short questions
Writeascientificreportorganized
accordingtocommonstandardsof
scientificcommunication.
Seminar
(S)Coursework
Elaborategeneralnutritionaladvisingto
optimizepatient'shealthinaprimaryhealth
providersetting
Lecture
Clinicalcasediscussion
(S)Writtenexamination
(F)Problemsolvingseminar
Weeklyplanningofthemodule
SemesterI
Week Topic
1
Introduction to bromathology: nutrients and group of
foods
2
Diet to prevent illnesses
3
Diet in celiaquism
4
Diet in patients with lactose´s problems
5
Diet in pediatric and teenagers patients
6
Diet during pregnancy and breast-feeding
7
Anisakis
8
Diet and sport
9
Toxoplasmosis
10
Healthy with foods ( Public Health Care)
11
Oral clinic cases (CW 2016)
12
Toxicology: abuse of drugs
13
Diet in older people
Room
Lectureroom
Teacher
AnnaPalmés
Lectureroom
Lectureroom
Lectureroom
Lectureroom
Lectureroom
Lectureroom
Lectureroom
Lectureroom
Lectureroom
Lectureroom
Lectureroom
Lectureroom
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
AnnaPalmés
89
90
MODULE TITLE:
CLINICAL PRACTICUM 1
MODULE CODE:
CHI015
LEVEL:
ECTS:
I
YEAR:
SEMESTER:
MODULE LEADER: Pablo Martinez
Prerequisite Modules:
5
Code:
3
I & II
TEACHER: Pablo Martinez, Giulia Fuschini (Critical Appraisal),
Matias Noriega (CPR & AED)
Title:
All year 1 and 2 modules
RATIONALE OF THE MODULE:
This module will provide students with patient care and management related learning opportunities in a
clinical setting whilst under the close supervision of appropriately trained staff.
There is a focus on applying and integrating the knowledge, skills and attitudes previously learned in order to
provide primary contact chiropractic care for BCC students, staff, faculty and their families.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved the following:
Knowledge and Understanding
Graduate competencies
1.
Demonstrate knowledge and understanding of Patient Confidentiality and data
protection as it applies in Spain.
2. Demonstrate an understanding of basic clinic protocols and guidelines.
3. Appropriately select and apply patient reported outcomes measures as part of care
management.
4. Select and apply relevant self-care protocols as part of a patients care plan
Intellectual Skills
5. Reflect critically on patient care, clinic related tasks, and learning activities as
MAN 5,
6. Critically appraise and employ scientific literature to create evidence-based care plans.
Practical skills
7. Perform a patient’s history that is relevant, concise, and accurate - given the
SCH 2.
a means by which to improve care and foster skills for lifelong learning.
context and patient’s preferences.
8. Deliver a report of findings and negotiate a care plan
9. Examine patients to a competent level
10. Collaborate with patients, staff, other students, and health care providers
when formulating a care plan
11. Obtain appropriate informed consent
12. Demonstrates appropriate CPR technique and use of an AED
13. Produce, maintain and manage excellent patient records
14. Manage clinical practice
Transferable/Key Skills used in this module
Application of IT
Application of Numeracy
MAN
MAN 6.1
PRO 3.
SCH 1.1 & 2,7; CHI 4.1
CHI 3.2
HAD 3.2
CHI 2.5, CHI 3
CMM 2, COL
CHI 5.3, CMM 2.3 & 2.6
PRO 2.4
CMM 3.2
MAN 4
Communication
Self-management and
reflective practice
Team working
Research skills
Problem Solving
Patient Awareness &
Practice management
Professional conduct
Continuous development
Self-driven learning
Active participation in a
professional context
91
METHODS OF TEACHING AND LEARNING:
Contacthours32h
• Seminar/Lecture:7weeksx2hr=14h
• Researchlecture:6weeksx2h=12h
• Seminar/lectureCPR&AED=2x3h=6h
Directedlearning63h
• CriticalAppraisals–12h
• ClinicalPracticum13x3=39h
• ClinicManagement–4x3=12h
Independent study 30 h
•
•
•
Reading: 10 h
Preparing cases: 12 h
Critical Appraisals: 8 h
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
Duration (if app)
PW
30%
Video Taped Report of Findings
End of Semester 2
PW
35%
Critical Appraisal
End of Semester 1
CW
35%
Portfolio – Reflection on care
Semester 2
EXS2
P/F
Clinic Entrance OSCE
End of Semester 2
INDICATIVE READING LIST:
Required Reading:
• BCC Clinic Handbook
• Jamison J. Health Promotion for Chiropractic Practice. Gaithersburg, MD: Aspen Pub, 1991.
Complementary reading
• Lloyd, M. Communication Skills for Medicine (3rd Ed), 2009
Suggested reading
• Evidence Based Chiropractic, Michael T. Hanaune:
• Haldeman, S. Principles and Practice of Chiropractic (4th Ed), 2008.
• Ebrall PS. Assessment of the Spine. Churchill Livingstone, 2004.
• Seidel HM, et al. Mosby’s Guide to Physical Examination (4th Ed), Mosby, 1999.
LEARNING TO TEACHING TO ASSESSMENT MATRIX
Learning Outcome
Teaching activity
Demonstrate knowledge and understanding of Patient
Confidentiality and data protection as it applies in Spain.
Demonstrate an understanding of basic clinic protocols and
guidelines.
Appropriately select and apply patient reported outcomes
measures as part of care management.
Select and apply self-care as part of a patients care plan
Reflect critically on patient care, clinic related tasks,
and learning activities as a means by which to improve
care and foster skills for lifelong learning.
Critically appraise scientific literature
Effectively perform a patient’s history that is relevant,
concise, and accurate - given the context and patient’s
preferences.
Examine patients to a competent level
Effectively Collaborate with patients, staff other
students and health care providers when formulating a
care plan
Obtain appropriate informed consent
Demonstrates competency in CPR technique and use of
an AED
Produces, maintains and manages excellent patient
records
Seminar: Discussion;
Student Clinical Practice
Lecture & Seminar; Student
Clinical Practice
Seminar SEM 1, Student
Clinical Practice SEM 2.
Seminar
Seminar
Assessment method
(S)ummative or
(F)ormative
(F) VLE Quiz ; SCP
Lectures & Seminar; SCP
Lecture
(S) Entrance OSCE
(F)
(F) Case based quiz (F)
Patient care; (S) OSCE
(F) PBL; (S) OSCE
(F) Exercise in class
(S) CW – Portfolio
reflections on patient care
& Clinic Management
(S) CW, (F) SCP
(S) OSCE
Student Clinical Practice
Student Clinical Practice
(F) SCP
(F) SCP
Seminar, Patient care
Lecture & Practical
(F) Patient Care; (S) OSCE
(S -P/F) mandatory course
leads to certification
(F) SCP, (F) Peer File
Audit
Patient care
Weekly planning of the module
Semester I
Wk Topic
1.
Orientation – The BCC Model of Care: Self Care, collaborative care and the Flag System
Hours
(2hr)
Teacher
PM
92
2.
3.
Setting up the e-portfolio and Clinical Reflection
Patient Safety: Patient collaboration & Informed consent & The Clinical Consultation – Visit
1: History and Examination, Visit 2: ROF + Charla
(2hr)
(2hr)
PM
PM
4.
5.
Introduction to Evidence-based practice and critical appraisal
(2hr)
(2hr)
GF
PM, GF
(2hr)
PM, GF
Maintaining Patient Confidentiality– The clinic Exit OSCE; 3hrs CPR/AED training (Sat 14
NOV)
Review of Clinic paperwork, File order, and maintaining the logbook; Intro to Clinic;
Design and Critical Appraisal of Cohort Studies + 3 hrs CPR/AED training (Sat 21
NOV)
(2hr)
PM, MN
(2hr)
PM, GF
Design and Critical Appraisal of Randomized Clinical Trials
(2hr)
GF
Presentation of Critical Appraisal of Literature & patient care plan
(2hr)
GF
6.
7.
8.
9.
10.
11.
12.
13.
Setting your goal of care and measuring the changes (PROMs); The Care Response System;
Critical Appraisal Skills, Case Report Writing and appraise an article
Developing your Care Plan and presenting your case to the supervisor; Introduction to
Case-Control Studies
Semester II
Wk Topic
1.
Student Clinical Practice
2.
Student Clinical Practice
3.
Student Clinical Practice
4.
Student Clinical Practice
5.
Student Clinical Practice
6.
Student Clinical Practice
7.
Student Clinical Practice
8.
Student Clinical Practice
9.
Student Clinical Practice
10.
Student Clinical Practice
11.
Student Clinical Practice
12.
Student Clinical Practice
13.
Student Clinical Practice
Room
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Clinic (15:30-18:00)
Teacher
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
Clinical Supervisors
93
94
MODULE TITLE:
RADIOLOGY AND SPECIAL IMAGING
MODULE CODE:
RSI
LEVEL:
F
ECTS:
I
H
MODULE LEADER: Pablo Martínez Jarque
Prerequisite Modules:
HSF I & II
PP
Code:
M
10
YEAR:
3
SEMESTER:
I / II / I & II
TEACHER: Pablo Martínez Jarque
Title:
RATIONALE OF THE MODULE:
To develop the student’s understanding of ionising radiation, its effects and radiation protection.
To develop an understanding of the principles and application of the various imaging modalities utilised in
diagnostic radiography
To provide students with a comprehensive body of knowledge of radiographic interpretation and knowledge of
normal anatomy and pathological conditions.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved
the following:
Knowledge and Understanding
1. Differentiate between normal and abnormal radiographic anatomy
10. Identify normal radiographic, CT and MRI variants
11. Identify and differentiate between those disorders most commonly
associated with a given radiographic, CT and MRI appearance
Intellectual (thinking) Skills
12. Describe the cost-benefit impact of plain films and advanced imaging
modalities as they apply to musculoskeletal imaging
13. Describe the fundamental features of other advanced imaging modalities
(MRI, CT)
Practical (discipline specific) skills
14. Use appropriate descriptive terminology
15. Decide on whether further advanced images or lab investigations are
necessary
16. Communicate radiographic findings and interpretation to patients and
to/from other health care providers
Graduate competencies
CHI 2.1, 3.7
CHI 2.1, 3.7
CHI 3.4, 5.2
COL 4.2
CHI 3.4, 5.2
COL 4.2
CHI 2.6
CMM 1.1, 3.2
CHI 2.6, 2.7, 3.2, 3.4, 4.2,
5.2
CMM 1.1
COL 6.5
CHI 1.5
CMM 1.1, 3.3, 3.5
COL 1.8
Transferable/key Skills:
Application of IT
Application of Numeracy
Communication
Team working
Research skills
Self-management and reflective
practice
Problem Solving
Patient Awareness &
Practice management
Professional conduct
Continuous development
Self-driven learning
Active participation in a
professional context
95
Module content at a glance:
•
•
•
•
•
•
•
•
•
Fundamentals of radiographic interpretation
Introduction to advanced imaging modalities (CT, bone scans and MRI) and basic interpretation
factors.
Knowledge of pathological musculoskeletal conditions.
Trauma of the spine and extremities.
Diseases of bone and joint infection.
Degenerative joint disease, rheumatoid arthritis, seronegative arthropathy, septic arthritis, deposition
arthropathy, spondylolisthesis, scoliosis and skeletal dysplasia.
Hematologic, nutritional and vascular disorders.
Metabolic, endocrine and tumour disorders.
Basic chest, gastrointestinal and genitourinary disorders.
METHODS OF TEACHING AND LEARNING:
Contact hours 104 h
• Lectures: 26 weeks x 3h = 78 h
• Seminars: 26 weeks x 1 h = 26 h
Directed learning 60 h
Developing radiographic
reports as they apply to clinical
cases presented in class
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
EX
100%
Knowledge examination SI (25%)
Knowledge examination SII
(75%)
Independent study
86 h
Duration (if app)
End of Semester Examination I.
60 min
End of module examination II.
180 min
INDICATIVE READING LIST:
Required Reading:
•
Yochum and Rowe. Essentials of Skeletal Radiology (3rd Edition) Lippicott, Williams and Wilkins, 2005.
Complementary Reading:
•
•
Brant and Helms. Fundamentals of Diagnostic Radiology. Lippincott, 1999.
Greenspan, A. Orthopaedic Imaging. A Practical Approach (4th Edition) Lippicott, Williams and Wilkins,
2004.
Learning to teaching
Learning Outcome
Differentiate between
normal and abnormal
radiographic anatomy
Identify normal
radiographic variants
Describe the cost-benefit
impact of plain films and
advanced imaging
modalities as they apply to
musculoskeletal imaging
Use appropriate descriptive
terminology
Identify those disorders
most commonly associated
with a given radiographic
appearance
Teaching activity
Lecture and Seminar
Assessment method
(S)ummative or (F)ormative
(S) Written exam EXI + EXII
Lecture and Seminar
(S) Written exam EXI + EXII
Lecture and Seminar
(S) Written exam EXI + EXII
Lecture and Seminar
(S) Written exam EXI + EXII
Lecture and Seminar
(S) Written exam EXI + EXII
96
Describe the fundamental
features of other advanced
imaging modalities
Decide on whether further
advanced images or lab
investigations are
necessary
Communicate radiographic
findings and interpretation
to patients
Communicate radiographic
findings and interpretation
to other health care
providers
Lecture and Seminar
(S) Written exam EXI + EXII
Lecture and Seminar
(S) Written exam EXI + EXII
Lecture and Seminar
(S) Written exam EXI + EXII
Lecture and Seminar
(S) Written exam EXI + EXII
Weekly planning of the module
Semester I
Week Topic
1
§
Presentation of the Module.
§
Review of Normal Skeletal Anatomy
§
Review of Congenital Anomalies
§
Review of Measurement in Skeletal Radiology
2
COMMON DJD DISORDERS
3
DEGENERATIVE DISORDERS
4
DEGENERATIVE DISORDERS
5
INFLAMMATORY DISORDERS
6
INFLAMMATORY DISORDERS
7
METASTATIC BONE TUMORS
8
PRIMARY BENIGN BONE TUMORS
9
INFECTIONS
9b
INFECTIONS
10
FORMATIVE ASSESSMENT
11
TRAUMA
12
TRAUMA
13
REVIEW
Semester II
Week Topic
1
NUTRICIONAL, METABOLIC, AND ENDOCINE DISORDERS
2
NUTRICIONAL, METABOLIC, AND ENDOCINE DISORDERS
3
NUTRICIONAL, METABOLIC, AND ENDOCINE DISORDERS
4
HEMATOLOGIC AND VASCULAR DISORDERS
5
HEMATOLOGIC AND VASCULAR DISORDERS
6
HEMATOLOGIC AND VASCULAR DISORDERS
7
SKELETAL DYSPLASIAS
8
SKELETAL DYSPLASIAS
9
SKELETAL DYSPLASIAS
9b
10
ESSENTIALS OF CHEST RADIOGRAPHY
11
ESSENTIALS OF ABDOMINAL RADIOGRAPHY
12
CASE PRESENTATIONS
13
REVIEW
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Lecture
Lecture
Lecture
Lecture
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Lecture
Lecture
Lecture
Lecture
Lecture
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
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97
98
MODULE TITLE:
Clinical Skills II
MODULE CODE:
CHI012
LEVEL:
F
ECTS: 15
I
H
M
MODULE LEADER: Anna Puigdellívol-Sánchez
Prerequisite Modules:
TEC 2
NEU 1
NEU 2
SKL 1
PPH
Code:
CHF007
CHF005
CHI004
CHI002
CHI006
YEAR:
3
SEMESTER:
I / II / I & II
TEACHER: Pablo Martínez Jarque
Title:
Clinical Biomechanics and Chiropractic Technique II
Neurology I
Neurology II
Clinical Skills 1
Pathophysiology
RATIONALE OF THE MODULE:
To equip the students with knowledge for recognition of the clinical conditions and severity that would reveal the
need to refer to other health professionals.
To equip students with knowledge enabling them to collect, and record, data pertinent to the patient’s overall health
by means of a thorough and clinically relevant history and physical examination, including basic preventive advices
for most common pathologies.
To equip the student with a knowledge of how to perform a physical examination of different regions/ systems.
To equip students with knowledge to enable them to recognise normal and abnormal findings on physical
examination; and to interpret where in the different systems the cause/s may be.
Case based learning is used to integrate the knowledge across the module
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have
achieved the following:
Knowledge and Understanding
1. Perform a thorough and clinically appropriate history on a patient
2.
Assess and identify classical symptoms and syndromes of the common
disorders of the different systems
3.
Recognise the meaning of general laboratory testing
Intellectual (thinking) Skills
4. Acquire the specialized argot among health professionals for common
symptoms and syndromes.
Graduate
competencies
CHI: 1.1, 1.2,1.4, 1.5,
2.2, 2.7, 2.8, 3.1, 3.2,
3.4, 3.5,3.6,
CMM: 1.2, 1.4, 3.1
COL: 4.1
MAN: 6.4
HAD: 5.2
SCH: 2.9
CHI: 2.1,2.7,
3.2,3.3,3.4,3.5, 3.6,4.2
CMM: 3.1
COL: 3.1, 4.1
MAN: 6.4
CHI: 2.1, 2.7, 3.4, 3.5,
3.6
COL: 3.1
MAN: 6.3, 6.4
CHI:, 2.5, 2.8, 3.3, 4.2,
5.3
99
5.
Assess and interpret the case history findings to guide the clinical
examination that justifies the actions taken: chiropractic care and/or
referral
6.
Interpret the main idea of research articles, comparing findings among
different sources and discussing results. Construct and prioritize a list of
clinical hypothesis
Practical (discipline specific) skills
7. Perform and interpret a general examination (vital signs, recognizable
syndromes, endocrine syndromes, nutrition, vitamin status, hydration,
shock, color, edema, temperature, fever, lymphatic system). Identify
the vital signs and conditions that imply an immediate referral.
8. Perform and interpret an examination of the ears, eyes, nose and
throat, skin, hair and nails, respiratory, heart/cardiovascular and
abdominal system.
9. Perform and interpret an examination of the spine and extremities
CHI: 2.1, 2.2, 2.6, 2.7,
2.8, 3.4 3.5, 3.6, 3.7,
4.1, 4.2, 5.3
CMM: 3.3
COL: 2.1, 3.1, 4.1, 6.1,
6.2
MAN: 6.3
SCH: 2.9
PRO: 1.4, 3.1
CHI: 1.1, 2.1, 2.5, 2.6,
3.3, 3.4, 3.5, 3.6
CMM: 3.3
SCH: 2.8, 2.9
CHI: 2.1, 2.5, 2.8,
3.3,5.3,
CHI: 2.1, 2.5, 2.8,
3.3,5.3,
CHI: 2.1, 2.5, 2.8,
3.3,5.3,
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementandreflective
practice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
Module content at a glance:
• Consultation, take a case history and record taking
• The general examination
• Examination of the ears, eyes, nose and throat, respiratory system, heart and cardiovascular system, abdomen
and pelvis, skin, hair and nails
• Identify classical endocrinology symptoms
• Construct and prioritise a list of clinical hypothesis
• Knowledge of laboratory tests, angiography, tomography, gammagraphy.
• Clinical chiropractic neuro-orthopaedic assessment procedures and implementation subject to clinical impression
and prognosis
100
METHODS OF TEACHING AND LEARNING: 375
Contact hours:
117
Directed learning 104
• Lectures: 2.5x26=65
• Reading Research articles
• Practicals 2x26=52
• Reading material
• Presentations, etc.
Total = 117
• 2 x 26= 52 systems prep
• 2x13= 26 Case prep
SUMMATIVE ASSESSMENT
Type
% Contribution Title
Written exam
EX
60%
EXSI 10%
EXSII 50%
Practical exam
PCEX
40%
PCEXI 10%
PCEXII 30%
Independent study 158
Duration (if app)
1 hours, end of semester I
3 hours, end of semester II
10 min, end of semester I
10 min, end of semester II
INDICATIVE READING LIST:
•
•
•
•
•
•
Required reading
Epstein O, Perkin GD, Cookson J, Watt IS, Rakhit R, Robins A, Hornett GAW. Clinical Examination. Mosby
Elsevier (4th Edition), 2008.
Vizniak NA. Quick Reference Evidence-Based Physical Assessment. Professional Health Systems (3rd Edition),
2014
Complementary reading
Bates B. A Guide To Physical Assessment. Philadelphia: J.B. Lippincott Co. (Latest Edition).
Hoppenfield S. Physical Examination of the Spine and Extremities. Appelton-Century-crofts. 1976.
Lloyd M and Bor R. Communication Skills for Health care. Churchill Livingstone.
Souza T. Differential diagnosis and management for the Chiropractor: Protocla and algorithm 4th edition.
EQUIPMENT
•
Students are required to bring ALL necessary equipment for use in practical sessions, such as reflex hammer
(Queens), cocktail sticks (or pin wheel), tape measure, tuning forks (1024 and 128 cps), ophthalmoscope,
otoscope, stethoscope, cotton wool, tongue depressor. A finger pulse oxymeter is recommended.
LEARNING TO TEACHING TO ASSESSMENT MATRIX
Learning Outcome
Teaching activity
1.Perform a thorough and
clinically appropriate history on a
patient
2.Assess and identify classical
symptoms of main endocrinology
disorders
3.Demonstrate understanding of
how the results of each
examination affect/effect the
clinical reasoning in respect to
the choice of treatment/care plan
4. Knowledge of laboratory
testing
Assessment method
(S)ummative or (F)ormative
Lecture: Case Base Learning
and Lecture
Seminar: Case and System
Clinical Examination
Lecture: Case Base Learning
and Lecture
Seminar: Case and System
Clinical Examination
(S) Written exam EXSI + II
(F) In class assessment with
feedback
Lecture: Case Base Learning
and Lecture
Seminar: Case and System
Clinical Examination
(S) Written exam EXSI + II
Lecture: Case Base Learning
and Lecture
(S) Written exam EXSI + II
(F) In class assessment with
feedback
(S) Written exam EXSI + II
(S) Practical exam PCEXSI + II
(F) In class assessment with
feedback
(F) In class assessment with
feedback
101
5.Assess and interpret the case
history findings to guide the
clinical examination
Lecture: Case Base Learning
and Lecture
Seminar: Case and System
Clinical Examination
Lecture: Case Base Learning
and Lecture
Seminar: Case and System
Clinical Examination
Lecture: Case Base Learning
and Lecture
(S) Written exam EXSI + II
(F) In class assessment with
feedback
8. Perform and interpret a
general examination (vital signs,
recognizable syndromes,
endocrine syndromes, nutrition,
vitamin status, hydration, shock,
colour, oedema, temperature,
fever, lymphatic system).
9. Perform and interpret an
examination of the ears, eyes,
nose and throat, skin, hair and
nails, respiratory,
heart/cardiovascular and
abdominal system.
10.Perform and interpret an
examination of the spine and
extremities
Lecture: Case Base Learning
and Lecture
Seminar: Case and System
Clinical Examination
(S) Practical exam PCEXSI + II
(F) In class assessment with
feedback
Lecture: Case Base Learning
and Lecture
Seminar: Case and System
Clinical Examination
(S) Practical exam PCEXSI + II
(F) In class assessment with
feedback
Lecture: Case Base Learning
and Lecture
Seminar: Case and System
Clinical Examination
(S) Written exam EXSI + II
(S) Practical exam PCEXSI + II
(F) In class assessment with
feedback
11. Research – understanding
and evaluating relevant research
Lecture: Case Base Learning
and Lecture
(F) In class assessment with
feedback
12. Research – searching for and
referencing relevant research
Lecture: Case Base Learning
and Lecture
(F) In class assessment with
feedback
13. Individual and small group
oral presentation to the rest of
the year
14.Individual and small group
power point presentation to the
rest of the year
Lecture: Case Base Learning
and Lecture
(F) In class assessment with
feedback
Lecture: Case Base Learning
and Lecture
(F) In class assessment with
feedback
6. Analyze the result of the
examinations and justify the
actions taken: chiropractic care
and/or referral
7. Construct and prioritize a list
of clinical hypothesis
(S) Written exam EXSI + II
(F) In class assessment with
feedback
(S) Written exam EXSI + II
(F) In class assessment with
feedback
102
Weekly planning of the module. Systems.
Semester I. Anna Puigdellivol. Fridays Lect2 8:00-10:00/Tech2 10:00-11:00
Week
Topic
1
Consultation, history taken and record keeping.
2
Introduction to Cardiovascular
3
Cardiovascular examination
4
Introduction to Respiratory
5
Respiratory examination
6
Introduction to Gastrointestinal, Genito-urinary and Endocrinology systems
7
Examination of Gastrointestinal, Genito-urinary and Endocrinology systems
8
Introduction to Skin
9
Ears, eyes, nose and throat
9b
10
Basic Research concepts/Critical reading
11
Cardiovascular – Common Conditions
12
Cardiovascular – Common Conditions
13
Cardiovascular – Common Conditions
Semester II. Anna Puigdellivol. Fridays Lect2 8:00-10:00/Tech2 10:00-11:00
Week
Topic
1
Respiratory – Common Conditions
2
Respiratory – Common Conditions
3
Respiratory – Common Conditions
4
Gastrointestinal – Common conditions
5
Gastrointestinal – Common conditions
6
Gastrointestinal – Common conditions
7
Genito-urinary – Common Conditions
8
Endocrine- common conditions
9
Endocrine- common conditions
9b
10
Dermatology- common conditions
11
Connective tissue diseases: Sarcoidosis, RA, SLE
12
Other common locomotor conditions.
13
Review
Weekly planning of the module. Regional.
Semester I. Pablo Martínez. Wednesdays Lec2. 9.00-10:00.
Week
Topic
1
2
Spinal case- 1 hour lecture + 2 hours practical
3
4
Spinal case- 1 hour lecture + 2 hours practical
5
6
Spinal case- 1 hour lecture + 2 hours practical
7
8
Spinal case- 1 hour lecture + 2 hours practical
9
9b
10
Spinal case- 1 hour lecture + 2 hours practical
11
12
Spinal case- 1 hour lecture + 2 hours practical
13
Semester II
Week
Topic. Pablo Martínez. Wednesdays Lec2. 9.00-10:00.
1
Extremity case- 1 hour lecture + 2 hours practical
103
2
3
4
5
6
7
8
9
9b
10
11
12
13
Extremity case- 1 hour lecture + 2 hours practical
Extremity case- 1 hour lecture + 2 hours practical
Extremity case- 1 hour lecture + 2 hours practical
OSCE training
OSCE training
OSCE training
104
MODULETITLE:
CHIROPRACTICINSOCIETYIII(SOC3)–Non-biologicalcausesofhealthanddisease
MODULECODE:
CHI014
LEVEL:
F
ECTS:
I
H
MODULELEADER:FrancineDenis
PrerequisiteModules:
CSI
Code:
CHF006
5
M
YEAR:
3
SEMESTER:
I/II/I&II
TEACHER:FrancineDenis,JuanCarlosCastaño
Title:
CHIROPRACTICINSOCIETYI(SOC1)
RATIONALEOFTHEMODULE:
ToprovideChiropracticstudentswiththeknowledge,skillsandattitudesrelatedtothepsychological,social,
cultural,ethicalandeconomicforcesthathavebeenshowntoinfluencethehealth/well-beingofchiropractic
patients,andtheorganisationanddeliveryofhealthcare.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding
1. Criticallyexploremodelsthatincorporatenon-biologicalcausesofhealthand
disease
2. Critiquethefundamentalprinciplesandphilosophyofchiropracticrelativetothe
biopsychosocial(BPS)model
3. Describehealth,disease,illness,andtheroleofchiropractorsandotherhealthcare
providerswhilstreflectinguponholistictheoreticalmodels
4. Identifyappropriatesocial,psychological,culturalandenvironmentalforcesthat
influencehealthanddiseaseamongstdiversepopulationsanddetermine
appropriatepatientmanagementstrategies
Intellectual(thinking)Skills
5. Promotehealthandqualityoflifeinindividuals,groupsandcommunities
6.
7.
8.
Withtheacquiredknowledge,torecognizewhenandwhomtoreferpatientswhen
necessary.
Discusstheobligationsofthechiropractorinthedoctor-patientrelationship
Applytherelevantphilosophical,psychologicalandsociologicalterminology
9.
Demonstratetheabilitytoreflectonchiropractic-patientrelationshipintermsof
thephilosophyofchiropractic,chiropractictheoriesandotherbroadtheoretical
modelsrelatedtohealthanddisease
Practical(disciplinespecific)skills
10. CriticallyapplytheBPStheoreticalperspectivetotheevaluation,understandingand
careofpatientsinachiropracticclinicalsetting
11. DeveloptheabilitytousetheDiagnosticandStatisticalManualofMentalDisorders
andbeabletointerpretaclinicreportwithpsychopathologicalcontent.
12. Obtaininformationautonomouslyandefficientlyfromthecurrentdiagnostic
guidelines,inawaythatallowtoidentify,describeanddistinguishtheclinicalcases
13. Demonstrateeffectivepatientmanagementandeducationstrategies
14. Identifytherelevantcharacteristicsofindividualsbehavior
Graduatecompetencies
CHI3.7,3.8;SCH2.1-2.9
CHI3.7,3.8;SCH2.1-2.9
CHI3.7,3.8;CMM2.1,2.8,
3.3;COL3.1,3.2,5.1,6.1-6.4
CHI3.7,3.8;CMM2.1,2.8,
3.3;COL3.1,3.2,5.1,6.1-6.4;
HAD5.1,5.2;PRO3.1,3.2,3.5
HAD5.1,5.2;CMM2.1,2.8,
3.3
SCH2.1-2.9;PRO3.1,3.2,3.5;
MAN6.3,7.2
CMM2.1,2.8,3.3
CMM2.1,2.8,3.3;COL3.1,
3.2,5.1,6.1-6.4
SCH2.1-2.9
CHI3.7,3.8;CMM2.1,2.8,
3.3;COL3.1,3.2,5.1,6.1-6.4
CHI3.7,3.8;COL3.1,3.2,5.1,
6.1-6.4;SCH2.1-2.9;PRO3.1,
3.2,3.5
COL3.1,3.2,5.1,6.1-6.4;SCH
2.1-2.9;PRO3.1,3.2,3.5
CHI2.1-2.3;CMM1.2,2.1-.8;
COL3.1,3.2,5.1,6.1-.4;
COL3.1,3.2,5.1,6.1-6.4;SCH
2.1-2.9;PRO3.1,3.2,3.5
105
106
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementandreflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
Modulecontentataglance:
•
•
•
•
•
•
•
•
•
•
•
•
•
Reviewandexpanddefinitionsofhealth,diseaseandillness
Reviewthestrengthsandweaknessesofthebiomedicalmodel
Deconstructionoftheoryofgeneticdeterminism
Examinationofconsequencesofthepreoccupationwithmedicalcareasthesolutiontosocialinequalities
HolistictheoreticalmodelsthatlinkBPSandbroaderenvironmentalfactorstohealthanddisease
Howsocial,psychologicalandculturalenvironmentseffectthebrain,nervoussystemandotherorgansystems,as
wellashowtheyinturninfluencethebody’simmuneresponse,clottingandhormonalresponses
Principles,philosophyandscopeofpracticeofchiropracticrelativetobroadcontemporaryhealth-related
theoreticalmodels
Generalethicalprinciples
Psychological,socialandculturaldeterminantsofhealthanddisease
Relationshipbetweensocialinequalitiesandhealth
Relationshipbetweenworkandhealth
Factorsinfluencingpatientteachingandadherence
Factorsinfluencingpatientparticipationandempowerment
METHODSOFTEACHINGANDLEARNING:
Contacthours:39
Directedlearning40h
Lectures:26weeksx1h=26h
CourseWorks-2(estimated20h)
Seminars:13weeksx1h=13h
Readingmaterial(estimated10h)
Independentstudy40h
SUMMATIVEASSESSMENT
Type
%Contribution Title
Duration(ifapp)
EX
70%
SemesterIExam(15%)
SemesterIIExam(55%)
1hour,endofsemester
2hours,endofsemester
CW1
15%
SemesterICourseWork(15%)
1000words
CW2
15%
SemesterIICourseWork(15%)
1000words
INDICATIVEREADINGLIST:
BOOKS
• CoulterID.Chiropractic:Aphilosophyforalternativehealthcare.Butterworth&Heinemann,1999.
• CommersMJ.Determinantsofhealth:theory,understanding,portrayal,policy.KluwerAcademic
• Publishers,2002.
• HeymannJ,HertzmanC,BarerML&EvansRG.HealthierSocieties.OxfordUniversityPress,2006.
• Gray,S.W.&Zide,M.R.(2012).Psychopathology:ACompetencyBasedAssessmentModelforSocial
• Workers.BrooksCole.
• MadduxJE.&WinsteadBA.Psychopathology:FoundationsforaContemporaryUnderstanding.
• Routledge,2012.
• Ogden,J.HealthPsychology.McGraw-Hill,2007.
• StahlMJ&ForemanSM.EthicalPerspectives–SexualBoundaryIssuesandtheChiropracticParadigm.
• LippincottWilliams&Wilkins,2005.
• KotGS&AndersenMB(Editors).PsychologyinthePhysicalandManualTherapies.ChurchillLivingstone,
• 2004.
107
• HiggsJ,JonesMA,LoftusS&ChristensenN.ClinicalReasoningintheHealthProfessions.Butterworth
• Heinemann(2ndEdition),2008.
• WaddellG.TheBackPainRevolution.ChurchillLivingstone(2ndEdition),2004.
• CaballoVE,SalazarIC.&Carrobles,JA.Manualdepsicopatologíaytrastornospsicológicos.
• Madrid:EdicionesPirámide,2012.
• OblitasLA.Psicologíadelasaludycalidaddevida.Madrid:EdicionesParaninfo,2007.
JOURNALS
• Selectedoriginalpapers,editorialsandcommentariesfromJMPT,JCCA,CJA,JCC,JournalofChiropractic
• HumanitiesandBioMedCentral’sChiro&ManualTherapy
WEB-SITEMATERIAL
• AEQCodeofEthics
• www.chiro.org
• www.chiroethics.org
• CENchiropracticdocument
• WHOStandardsandGuidelinesontheeducationofchiropractors
• ACCParadigm
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Teachingactivity
1. Criticallyexploremodelsthatincorporate
non-biologicalcausesofhealthanddisease
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures–Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures–Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
2. Critiquethefundamentalprinciplesand
philosophyofchiropracticrelativetothe
biopsychosocial(BPS)model
3. Describehealth,disease,illness,andtherole
ofchiropractorsandotherhealthcare
providerswhilstreflectinguponholistic
theoreticalmodels
4. Identifyappropriatesocial,psychological,
culturalandenvironmentalforcesthat
influencehealthanddiseaseamongst
diversepopulationsanddetermine
appropriatepatientmanagementstrategies
5. Promotehealthandqualityoflifein
individuals,groupsandcommunities
6. Withtheacquiredknowledge,torecognize
whenandwhomtoreferpatientswhen
necessary.
7. Discusstheobligationsofthechiropractorin
thedoctor-patientrelationship
8. Applytherelevantphilosophical,
psychologicalandsociologicalterminology
9. Demonstratetheabilitytoreflecton
chiropractic-patientrelationshipintermsof
thephilosophyofchiropractic,chiropractic
theoriesandotherbroadtheoreticalmodels
relatedtohealthanddisease
10. CriticallyapplytheBPStheoretical
perspectivetotheevaluation,understanding
andcareofpatientsinachiropracticclinical
setting
11. DeveloptheabilitytousetheDiagnosticand
StatisticalManualofMentalDisordersand
Lectures–Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures–Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Seminars-Participationinsmall
groupwork
Selfdirectedlearning
Lectures–Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures–Interactive
Seminars-Participationinsmall
groupwork
Lectures–Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures–Interactive
Assessmentmethod
(S)ummativeor(F)ormative
(S)Essays
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
(S)Essays
(F)Assessmentofgroupcase-basedactivity
(S)Assessmentofcoursework
(S)Essays
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
(S)Essays
(F)Assessmentofinclassgroupcase-based
activity
(S)Essays
(S)Essays
(F)Assessmentofsmallgroupexercise
(S)Essays
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
(S)Assessmentofcoursework
(S)Essays
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
(S)Assessmentofcoursework
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
(S)Essays
(F)Assessmentofsmallgroupexercise
(S)Essays
(F)Assessmentofgroupcase-basedactivity
108
beabletointerpretaclinicreportwith
psychopathologicalcontent.
12. Obtaininformationautonomouslyand
efficientlyfromthecurrentdiagnostic
guidelines,inawaythatallowtoidentify,
describeanddistinguishtheclinicalcases
13. Demonstrateeffectivepatientmanagement
andeducationstrategies
14. Identifytherelevantcharacteristicsof
individualsbehavior
Seminars-Participationinsmall
groupwork
Lectures–Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures–Interactive
SelfdirectedlearningExercises
(F)Assessmentofsmallgroupexercise
(S)Assessmentofcoursework
(S)Essays
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
(S)Assessmentofcoursework
(S)Essays
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
Weeklyplanningofthemodule
SemesterI
Week Topic
1
IntroductiontotheSOC3moduleandreviewoftheBiopsychosocialModel
2
PsychologyinChiropractic
3
Behaviorandhealth
4
Healthbehaviors
5
Patient'sRightsandResponsibilities
6
Promotionofhealthylifestyles
7
StressandhealthI
8
StressandhealthII
9
PatientCenteredModel
10
Resistancetochange
11
ProfessionalSkills
12
Patient-PractitionerRelationshipI
13
Patient-PractitionerRelationshipII
SemesterII
Week Topic
1
Socialtheoryofchiropractic
2
Anxietyandhealth
3
Anxietydisorders
4
Mooddisorder
5
Socialcausesofhealthinequality
6
Somaticsymptomdisorder
7
dissociativedisorders
8
Eatingdisorder
9
Workingalliance
10
Strategiesforimprovingthequalityoflife
11
QualityofsleepandqualityoflifeI
12
QualityofsleepandqualityoflifeII
13
Psychosocialwork-relatedriskfactors
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
FD
JCC
JCC
JCC
FD
JCC
JCC
JCC
FD
JCC
JCC
FD
FD
Room
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Lecture
Teacher
FD
JCC
JCC
JCC
FD
JCC
JCC
JCC
FD
JCC
JCC
JCC
FD
109
Year4ModuleDescriptors
110
111
MODULETITLE:
ADVANCED CHIROPRACTIC TECHNIQUE II (ACT2)
MODULECODE:
CHH001
LEVEL:
F
I
ECTS:
H
MODULELEADER:LoïkdeTienda
PrerequisiteModules:
ACTI
Code:
CHI011
10
M
YEAR:
SEMESTER:
4
I/II/I&II
TEACHERS:
• KephraFroehlich(HVLAExtra-spinal)
• BaptisteChauvin(HVLABasic)
• LoïkdeTienda(HVLAAdvanced)
• Tobeannounced(HVLAMAT)
Title:
ADVANCEDCHIROPRACTICTECHNIQUEI(ACT1)
RATIONALEOFTHEMODULE:
Duringthismodule,thestudentwillbeintroducedtoextraspinalanalysisandcorrection,andfurtherdevelopandintegrate
thepreviouslylearnedanalysis&adjustingskills.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding
Graduatecompetencies
10. Demonstrate knowledge of chiropractic theories as applied in clinical practice
11. RelatetothebiomechanicswhileassessingtheExtra-spinalregions.
CHI 2.2
CHI 3.3
Intellectual(thinking)Skills
12. ConsolidatepreviousandfurtherdevelopAnalyticalSkills
13. Developfurtherawarenessofthelevelofevidenceandtheneedforfurtherresearchin
thechiropracticanalysisandadjustingtechniques
14. Evaluatetechniqueefficiencyandreflectuponpatientprogress
Practical(disciplinespecific)skills
15. ConsolidateandfurtherdevelopPre-PostAnalytical&AdjustingSkills
16. Develop(Extra-spinal)assessment&HVLAadjustiveprocedures
CHI 2.3
CHI 2.3-4, CHI 6, CHI 7
CHI 4.1
CHI 2.3
CHI 3.1, CHI 3.5-7
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementand
reflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
METHODSOFTEACHINGANDLEARNING:218h
Contacthours:66h
Directedlearning:52h
• Lectures:13h(Ext)
• Coursework:26h
• Seminars:9h
• Readingmaterial:26h
• Practicals:26h(Ext)+18h
Independentstudy:100h
• ClassProject:26h
• PreparationforExams:74h
112
SUMMATIVEASSESSMENT
Type
%Contribution
Title
Duration(ifapp)
EX
30%
EXSI
2hours,endofsemesterI
PCEXIa
40%
• Extra-spinaltechniques
10min,endofSemesterI,
PCEXIb
15%
• HVLABasic
10min,endofSemesterI,
PCEXIc
15%
• HVLAAdvanced
10min,endofSemesterI,
Each technique component requires 50% passing grade.
Each technique component requires 50% passing grade.
Each technique component requires 50% passing grade.
INDICATIVE READING LIST:
Required reading
• TF.Bergmann,DH.Peterson.ChiropracticTechnique:PrinciplesandProcedures(2010)ELSEVIER
Complementary reading •
•
•
•
•
RaymondT.Broome,ChiropracticPeripheralJointTechniques(2000)ReedEducational&ProfessionalPublishingLtd.
MarkK.Werking,Werkingonextremities;aspecificapproachtoExtremityConditionsandCare,2011Selfedited.
GregoryPlaugher,D.C.TextbookofclinicalChiropracticaspecificbiomechanicalapproach.WILLLIAMS&WILKINS
Researchpaperusedintheclasspresentations.
http://www.chiro.org/research/
Suggested reading
•
•
•
•
•
•
RogerW.Herbst.GonsteadChiropracticScience&Art.SCI-CHIPUBLICATIONS
ChristopherR.Hart,DC,FGCSS.GonsteadseminarofChiropractic(generalClassNotesandWorkbook)
W.JohnCox.Inthefootstepsofdoctor“G”(2003).GonsteadSeminarofChiropractic,Inc.
THOMPSONMANUALbyAnaEcheveste,basedonLifeUniversityThompsonManual/ClayThompson’s
B.J.Palmer,D.C.,Ph.C.THESUBLUXATIONSPECIFIC-THEADJUSTMENTSPECIFIC
F.H.BARGE,D.C.OneCause,OneCure
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Teachingactivity
Assessmentmethod
(S)ummativeor(F)ormative
Understandthebiomechanicsoftheextra
spinaljoints.
Developadjustingskillsoftheextraspinal
joints.
Lecture:PWPpresentation
Practical:Static&Motionpalpation
(S)Writtenexam(shortquestions)
(F)Continuousinclassevaluation
Practical:Static&Motionpalpation
(S)EndofSemesterpracticalexam
Consolidatepreviousandfurtherdevelop
AnalyticalSkillsofthespine
Practical:AIRSMN
Selfreflexionsform
ConsolidateandfurtherdevelopAdjusting
Skillsofthespine
Practical:Inclassadjusting
Selfreflexionsform
(S)EndofSemesterpracticalexam
(F)Continuousinclassevaluation
(F)Selfreflexionsform
(S)EndofSemesterpracticalexam
(F)Continuousinclassevaluation
(F)Selfreflexionsform
113
Weeklyplanningofthemodule
SemesterI
Week Topic
1
EXT(1):Lec:Gaitandpostureanalysis.Lab:Gait&postureanalysis.
EXT(2):Lec:Hipanalysis.Lab:Hipanalysis.
ADV(1):
2
EXT(3):Lec:Kneeanalysis.Lab:Kneeanalysis
BAS(1)
ADV(2)
3
WCCSEurope
EXT(4):Lec:Kneeanalysis.LabKneeanalysis
4
BAS(2)
ADV(3)
5
EXT(5):Lec:ankleanalysis.Lab:ankleanalysis
6
BAS(3)
ADV(4)
7
EXT(6):Lec:footanalysisLab:footanalysis.
8
EXT(7)Lec:shoulderanalysis.Lab:shoulderanalysis.
BAS(4)
9
EXT(8)Lec:Shoulder&Rib.Lab:Shoulder&Rib.
ADV(5)
9b
EXT(9)Lec:elbowanalysis.Lab:elbowanalysis
10
11
EXT(10)Lec:Wristanalysis.Lab:Wristanalysis
EXT(11)Lec:HandAnalysis,Lab:HandAnalysis.
ADV(6)
12
BAS(5)
13
EXT(12)Lec:TMJ.Lab:TMJ.
EXT(13)Lec:Review,Lab:Review
BAS(6)
SemesterII
Week Topic
1
2
3
4
5
6
7
8
9
10
11
12
13
Room
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Technique1
Teacher
KephraFroehlich
KephraFroehlich
LoikdeTienda
KephraFroehlich
BaptisteChauvin
LoikdeTienda
KephraFroehlich
BaptisteChauvin
LoikdeTienda
KephraFroehlich
BaptisteChauvin
LoikdeTienda
KephraFroehlich
KephraFroehlich
BaptisteChauvin
KephraFroehlich
LoikdeTienda
KephraFroehlich
KephraFroehlich
KephraFroehlich
LoikdeTienda
BaptisteChauvin
KephraFroehlich
KephraFroehlich
BaptisteChauvin
Room
Teacher
114
115
MODULETITLE:
CLINICINTEGRATIONI
MODULECODE:
CHH003
LEVEL:
F
I
ECTS:10
H
MODULELEADER:PabloMartínezJarque
PrerequisiteModules:
Code:
ACT1
CHI011
NEU3
SKL2
CHI012
M
YEAR:
4
I/II/I&II
SEMESTER:
TEACHER:PabloMartínezJarque
Title:
AdvancedChiropracticTechnique1
ClinicalNeurology3
ClinicalSkills2
RATIONALEOFTHEMODULE:
ThismodulecoversaCase-basedlearningformatwithemphasisonthepatient´srequirementswhilstdeveloping
andfamiliarisingthestudentswithclinicalproceduresandproblemsolvingskills
Tofurtherdevelopandutiliseskillsofclinicalreasoningwiththeabilitytoidentifyanddifferentiatecommonsigns
ofclinicalcondition’sencounteredinclinicalpractice.
Tofurtherdevelopandimplementtheknowledge,skillsandattitudesrequiredforperformingacomprehensive
clinical examination encompassing neurological, orthopaedic and clinical specialities to enhance the patient´s
healthstatus.
Toprovideanintegratedunderstandingoftheknowledgeacquiredfrompreviouslycompletedmodules.
UnderstandPrognosticfactorsanddevelopingpatient´scareplans.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthe
following:
KnowledgeandUnderstanding
17. Demonstrateahighlevelinclinicalproblemsolvingtoprovideaneducated
andevidencebasedcareprogram
18. Todevelopacomprehensiveorthopaedicandneurologicalexamination,an
accurateclinicalimpression,prognosis,andmanagementstrategiesforthe
conditionsencountered
Graduatecompetencies
CHI:2,3/CMM:3/
COL:2,3/HAD:5/SCH:
2
PRO:1,3
CHI:1,2,3,4/CMM:3
COL:2,3/HAD:3,5
SCH:2/PRO:1,3
20. Chooseandapplyclinicalskillsethicallyandinaccordancewithbestpractices
relatedtodifferentclinicalscenarios
CHI:1,2,3,5/CMM2,3
COL:3.1/PRO:1,3
CHI:1,2,3/CMM:1,2
COL:3,4/PRO:1
Intellectual(thinking)Skills
21. Demonstratecriticalappraisalandclinicalproblemsolvingskills
CHI:2,3,4/CMM:2,3
19. Tointegratechiropractictheory,evidenceandbiopsychosocialconsiderations
SCH:2
22. Incorporateprognosticfactorsinrelationtodevelopingpatientcareplans
CHI:1,2,3/COL:3,4
116
MA:6/HAD:5/SCH:2
PRO:1
SCH:1
23. Demonstratestudystrategiesforunderstandingcomplexsystemsinvolvinga
multitudeofdiverseconcepts.
Practical(disciplinespecific)skills
24. Provideacompetentlevelofclinicalexaminationincludingbutnotlimitedto: CHI:2,3
inspection,gait,palpation,rangeofmotion,orthopaedicandneurological
examinationofthecervical,thoracic,lumbarspine,pelvis,temporomandibular
joint,lowerandupperextremities
25. Evaluatethegeneralhealthstatusofpatientsthroughtheuseofappropriate
methods
CHI:2,3
26. Applytherelevantclinical,scientificanddisciplinespecificterminology
28. Demonstratereflectionasameansbywhichtosustainself-directedlifelong
learning
CHI:2,3/CMM:2/SCH:
2
CMM:3/COL:1/MAN:
7
PRO:1
CHI:4,7/COL:1/SCH:1,
2
29. IncorporateResearchintodevelopingprognosisandcareplans
CHI:2,6/SCH:2
27. Demonstrateinteractiveskills(leadership,activelistening,sharingand
cooperation)withpeerswhenworkinginsmallgroupsettings
Transferable/keySkills:
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
ProblemSolving
PatientAwareness&
Practicemanagement
Self-managementandreflective
practice
Continuousdevelopment
Self-drivenlearning
Professionalconduct
Activeparticipationina
professionalcontext
Modulecontentataglance:
•
Clinicalproblemsolvingskillsusingacasebasedformat
•
Professionalaccountability
•
Identifyandunderstandtheevidence-basedcareforcommonconditions.
•
Choose and apply clinical skills ethically and in accordance with best practices related to different
clinicalscenarios.
•
To proficiently develop a comprehensive orthopaedic and neurological examination, specific to the
patient’spresentingcomplaint
•
Understandprognosticfactorsanddevelopingpatientcareplans
117
METHODSOFTEACHINGANDLEARNING:250
Contacthours:78h
Directedlearning75
• Lectures:26h
• ClinicalCasePrep
Independentstudy100
• Seminars:52h
SUMMATIVEASSESSMENT
Type
%ContributionTitle
EX
70%
PCEX
30%
Duration(ifapp)
Writtenexam
EXSI20%
EXSII50%
InclassClinicalCasePresentation
(Individual)
1hour,endofsemesterI
2.5hour,endofsemesterII
1x30minclinicalcasepresentationfrom
onepatientunderthestudent´scareat
theBCCCentre
INDICATIVEREADINGLIST:
Requiredreading:
•
SouzaT.DifferentialdiagnosisandmanagementfortheChiropractor:Protocolandalgorithm4thedition.
•
VizniakNA.QuickReferenceEvidence-BasedPhysicalAssessment.ProfessionalHealthSystems(3rd
Edition),2014.
Complementaryreading:
•
EpsteinO,PerkinGD,CooksonJ,WattIS,RakhitR,RobinsA,HornettGAW.ClinicalExamination.
MosbyElsevier(4thEdition),2008.
•
BatesB.AGuideToPhysicalAssessment.Philadelphia:J.B.LippincottCo.(LatestEdition).
•
HoppenfieldS.PhysicalExaminationoftheSpineandExtremities.Appleton-Century-crofts.1976.
•
LloydMandBorR.CommunicationSkillsforHealthcare.ChurchillLivingstone.
EQUIPMENT
•
StudentsarerequiredtobringALLnecessaryequipmentforuseinpracticalsessions,suchasreflex
hammer(Queens),cocktailsticks(orpinwheel),tapemeasure,tuningforks(1024and128cps),
ophthalmoscope,otoscope,stethoscope,cottonwool,tonguedepressor.Afingerpulseoximeteris
recommended
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Teachingactivity
Assessmentmethod
118
1.Demonstratecompetencyinclinical
problemsolvingtoprovidean
educatedandevidencebasedcare
program
2.Toproficientlydevelopa
comprehensiveorthopaedicand
neurologicalexamination,anaccurate
clinicalimpression,prognosis,and
managementstrategiesforthe
conditionsencountered
3.Demonstratetheabilitytointegrate
chiropractictheory,evidenceand
biopsychosocialconsiderations
4.Chooseandapplyclinicalskills
ethicallyandinaccordancewithbest
practicesrelatedtodifferentclinical
scenarios
5.Demonstratecriticalappraisaland
clinicalproblemsolvingskills
Lecture:Cases
Seminar:Caseclinical
examination
(S)ummativeor(F)ormative
(S)WrittenexamEXSI
(F)Inclassassessmentwithfeedback
(S)CasePresentation
Lecture:Cases
Seminar:Caseclinical
examination
(S)WrittenexamEXSI
(F)Inclassassessmentwithfeedback
Lecture:Cases
Seminar:Caseclinical
examination
Lecture:Cases
Seminar:Caseclinical
examination
(S)WrittenexamEXSI
(F)Inclassassessmentwithfeedback
Lecture:Cases
Seminar:Caseclinical
examination
(S)WrittenexamEXSI+II
(F)Inclassassessmentwithfeedback
(S)CasePresentation
6.UnderstandPrognosticfactorsand
developingpatientcareplans
7.Provideacompetentlevelofclinical
examinationincludingbutnotlimited
to:inspection,gait,palpation,rangeof
motion,orthopaedicandneurological
examinationofthecervical,thoracic
andlumbarspine,pelvis,
temporomandibularjoinLecture:Cases
Seminar:Caseclinicalexamination,
lowerandupperextremities
8.Evaluatethegeneralhealthstatusof
patientsthroughtheuseofappropriate
methods
(F)Inclassassessmentwithfeedback
(S)CasePresentation
(F)Inclassassessmentwithfeedback
Lecture:Cases
Seminar:Caseclinical
examination
(S)WrittenexamEXSI
(F)Inclassassessmentwithfeedback
(S)CasePresentation
9.Applytherelevantclinical,scientific
anddisciplinespecificterminology
Lecture:Cases
Seminar:Caseclinical
examination
(S)WrittenexamEXSI
(F)Inclassassessmentwithfeedback
(S)CasePresentation
10.Demonstrateinteractiveskills
(leadership,activelistening,sharing
andcooperation)withpeerswhen
workinginsmallgroupsettings
11.Demonstratereflectionasameans
bywhichtosustainself-directed
lifelonglearning
Lecture:Cases
Seminar:Caseclinical
examination
Lecture:Cases
Seminar:Caseclinical
examination
Lecture:Cases
Seminar:Caseclinical
examination
(S)WrittenexamEXSI
(F)Inclassassessmentwithfeedback
(F)Inclassassessmentwithfeedback
(S)WrittenexamEXSI
(F)Inclassassessmentwithfeedback
Weeklyplanningofthemodule
SemesterI
Week Topic
1
NOCLASS
Room
1L/2T
Teacher
PM
119
2
3
4
5
6
7
8
9
9b
9b
10
11
12
13
Intro,Moduledescriptor,Chiropracticmodels,ClinicalFlagsystem,EBP
HOLIDAY
HeadCase-Case143
Neck-Case133
Neck-Case195
Thoracic–Case164
Thoracic+Chest+formativeassessment-Case217
Lumbar-Case163
Monday:Lumbar-Case152
Tuesday:Pelvis-Case161
Pelvis+AbdomenCase-9
Arthritis-Case181
Bonepathology-Case162
Myofascialpainsyndrome
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
Room
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
1L/2T
3L
3L
3L
3L
3L
3L
Teacher
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
PM
SemesterII
Week Topic
1
Upperlimb-Case173
2
Upperlimb-Case194
3
Lowerlimb-Case204
4
Lowerlimb-Case372
5
Endocrine-Case234
6
Tumours/bonepathology-Case206
7
Tumours/bonepathology-Case162
8
Tumours/bonepathology
9
ClinicalCasePresentation
9b
ClinicalCasePresentation
10
ClinicalCasePresentation
11
ClinicalCasePresentation
12
ClinicalCasePresentation
13
ClinicalCasePresentation
120
121
MODULE TITLE:
CLINICAL PRACTICUM 2
MODULE CODE:
CHI015
ECTS:
LEVEL:
H
30
YEAR:
SEMESTER:
4
I & II
TEACHER:
MODULE LEADER: Rod Pendarvis
Prerequisite Modules:
Code:
Rod Pendarvis, Tiziana Cotrufo (Research), Jordi Gutierrez
(Functional Rehabilitation), Juan Carlos Castaño
(Psychology), Nutrition teacher (Advanced collaborative
healthcare), Diego Ribas (Radiology positioning), Juan
Pérez de la Ossa (Business)
Ana Puigdellivol (Lab Analysis)
Title:
All year 1, 2, & 3 Modules
RATIONALE OF THE MODULE:
This module will provide students with patient care and management related learning opportunities in a
clinical setting whilst under the close supervision of appropriately trained staff.
There is a focus on applying and integrating the knowledge, skills and attitudes previously learned in order to
provide primary contact to the general public. There is an emphasis on interprofesional collaboration, selfcare, patient safety, and clinical audit, as well a research component.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved the following:
Knowledge and Understanding
1. Recognize personal limits of expertise and refer appropriately when other
Graduate competencies
COL 6
professionals are needed.
2. Apply self-care knowledge and skills to patient care.
3. Apply knowledge of the bio-psychosocial model relevant to patient care
Intellectual Skills
4. Choose and apply clinical skills ethically and in accordance with best practices
PRO 3.3
CHI 2.2
5.
CHI 3.4, 3.5; CHI 6;
MAN 5.3; SCH 2 (all)
6.
related to different clinical scenarios
Demonstrate effective integration of clinical problem solving skills and critical
appraisal while developing working hypotheses and producing patient care
plans
Demonstrate insight into limitations of expertise via reflection and selfassessment
CHI 3
CHI 4.1
Practical Skills
7.
Develop and execute a successful Clinical Audit
Seek appropriate consultation from other health professionals
Develop and utilize interactive skills (leadership, active listening, sharing and
cooperation) with peers when working in small group settings
10. Demonstrate effective, appropriate, and timely referrals relevant to patient
care.
11. Perform a complete and appropriate assessment and develop a care plan
following the bio-psycho social model of health
8.
9.
MAN 4
CHI 4
COL 1.4
CHI 2.7
CHI 3
Transferable/key Skills :
Application of IT
Application of Numeracy
Communication
Team working
Research skills
Self-management and
reflective practice
Problem Solving
Patient Awareness &
Practice management
Professional conduct
Continuous development
Self-driven learning
Active participation in a
professional context
122
METHODS OF TEACHING AND LEARNING:
Contact hours: 131
Directed learning: 257
• Lectures/seminar: 8 weeks x 2h
= 16 h
• Research Lectures x 26 hrs
• Advanced collaborative
healthcare – 45 h
• Radiology positioning – 16 h
• Business – 16 h
• Lab Analysis – 12 h
Independent study: 352
• Clinic: 38 weeks x 5 h = 190h
• Clinic management 39h
• Critical appraisal 14h
• Business 14h
• Clinical Audit - 52 h
• Reading/study – 240 h
• Case preparation x 60 h
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
Duration (if app)
CW1
20%
Portfolio: IQAs, Reflections & Artefacts
Semester 1 & 2 (mark calculated end
of semester 2
PW1
30%
Clinical Audit Project
End of Semester 2
CW2
30%
Nutrition 15 h
Psychology 15 h
Functional Rehab 15 h
End of Semester 2
EXSI
10%
Lab Analysis (12 hrs)
Semester 1
EXSII
10%
Radiology Positioning (15 hrs)
Semester 2
Type
Name
Frequency
Continual assessment
Mini-CEX, IQA
Sem 1 & 2
CW
Business (16 hours)
Semester 1
Mutli-source Feedback
MSF
End of Sem 1 and End of Sem 2
FORMATIVEASSESSMENT
INDICATIVE READING LIST:
Required Reading:
• BCC Clinic Handbook
• Jamison J. Health Promotion for Chiropractic Practice. Gaithersburg, MD: Aspen Pub, 1991.
Complementary reading
• Lloyd, M. Communication Skills for Medicine (3rd Ed), 2009
Suggested reading
• Evidence Based Chiropractic, Michael T. Hanaune:
• Haldeman, S. Principles and Practice of Chiropractic (4th Ed), 2008.
• Ebrall PS. Assessment of the Spine. Churchill Livingstone, 2004.
• Seidel HM, et al. Mosby’s Guide to Physical Examination (4th Ed), Mosby, 1999.
LEARNING TO TEACHING TO ASSESSMENT MATRIX
Learning Outcomes
Teaching activity
Assessment method
(S)ummative or
(F)ormative
S (Portfolio)
1.
Recognise personal limits of expertise and refer
appropriately when other professionals are
needed.
Lecture/seminars &
Clinical Practice
2.
Demonstrates an understanding of the benefits of selfcare by applying self-care knowledge and skills to
patient care.
Apply knowledge of the bio-psychosocial model
relevant to patient care
Lecture/seminars &
Clinical Practice
S (Portfolio)
Lecture/seminars &
Clinical Practice
Clinical Practice
F (Case Presentations)
Clinical Practice
F & S – Continual Clinical
Assessment
Clinical Practice
(S) Portfolio reflections
3.
4.
5.
6.
Choose and apply clinical skills ethically and in
accordance with best practices related to
different clinical scenarios
Demonstrate effective integration of clinical
problem solving skills and critical appraisal
when developing working hypotheses and
producing patient care plans
Demonstrate insight into limitations of
expertise via reflection and self-assessment
F (Continual Clinical
Assessment)
123
7.
8.
Develop and execute a successful Clinical Audit
Seek appropriate consultation from other health
professionals
Lecture/seminars
Lecture/seminars &
Clinical Practice
Develop and utilise interactive skills
(leadership, active listening, sharing and
cooperation) with peers when working in small
group settings
10. Demonstrate effective, appropriate, and timely
referrals relevant to patient care.
Clinical audit Project
work and
presentations.
11. Perform a complete and appropriate
assessment and develop a care plan following
the bio-psycho social model of health
Clinical Practice
9.
Clinical Practice
(S) Clinical Audit Project.
(S) Portfolio inclusions and CW
in Psychology, Nutrition, and
Functional Rehab
(S) Clinical Audit Project.
(F) Continual Clinical
Assessment (S) Portfolio
evidence, file audits
(S&F) IQA & Mini-CEX
Weekly planning of the module
Semester I
Week
Topic
1
2
3
4
5
6
7
8
9
9b
10
11
12
13
Room
Teacher
Orientation; Reflections and using the graduate competencies; Review of new
paperwork
Functional Rehab
Functional Rehab
Tech 2
RP
Lect
Tech 2
JG
JG
Patient Safety – Using quality improvement methods to improve care; Intro to
Clinical Audit
Lect
RP
Radiology
Business
Radiology
Lect
Lect
Lect
DiR
JPO
DiR
Clinical Audit
Lect
RP
Lab Analysis
Functional Rehab
Lab Analysis
Radiology
Lab Analysis
Lect
Lect
Lect
Lect
Lect
AP
JG
AP
DiR
AP
Using the Flag system to direct self-care; using the self care resource
Lect
RP
Radiology
Lect
DiR
Business
Lab Analysis
Radiology
Terminating Patient Care – Alta de cuidado sintomàtico,
Lect
Lect
Lect
Lect
JPO
AP
DiR
RP
Lab Analysis
Lect
AP
Research
Business
Lab Analysis
Research
Lect
Lect
Lect
Lect
TC
JPO
AP
TC
Business
Lect
JPO
Research
Patient Safety – Learning from errors & Patient incident and reporting - CPRILS
Functional Rehab
Lect
Lect
Lect
TC
RP
JG
Semester II
Week Topic
1
Research
2
Functional Rehab
Business
Research
3
Business
Room
Lect
Lect
Lect
Lect
Lect
Teacher
TC
JG
JPO
TC
JPO
124
4
5
6
7
8
9
9b
10
Nutrition
Business
Nutrition
Business
Psychology
Psychology
Nutrition
Psychology
Clinical Audit Presentations
Nutrition
Psychology
Nutrition
Psychology
Lect
Lect
Lect
Lect
Lect
Lect
Lect
Lect
Lect
Lect
Lect
Lect
JPO
JPO
JCC
JCC
JCC
JCC
JCC
Clinical Audit Presentations
11
12
13
125
MODULETITLE:
CHIROPRACTIC IN SOCIETY IV – Ethics and professional practice
MODULECODE:
CHM005
LEVEL:
F
ECTS:
I
MODULELEADER:FrancineDenis
PrerequisiteModules:
SOC1,2,3
Code:
H
5
M
YEAR:
4
SEMESTER:
I/II/I&II
TEACHER:FrancineDenis, Adrian Wenban, Sonia Arribas
Title:
RATIONALEOFTHEMODULE:
To provide a forum for students to advance their understanding of the ethical, and analaysis of the legal,
dimensions of clinical practice, research and decision-making.
To develop students’ skills in ethical analysis and the application of such analysis to clinical situations.
To understand how Spanish law relates to chiropractic practice and to have specific knowledge of the law as
it relates to key areas of chiropractic practice.
To know, understand, evaluate and integrate specific guidelines relevant to chiropractic practice, including
those issued by the AEQ, General Chiropractic Council and elsewhere in Europe.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved the
following:
1. Debatetheethicalandlegaldimensionsofclinicalpracticeanddecision-making
PRO2.2,3.2;HAD2.2,5.2;
MAN5.1,5..2,5.4,6.2;CHI
1.2,3.4,5.3,9
PRO2.2,3.2;CMM2.5;CHI
3.8,5.2,9
SCH2.1-2.9;CMM2.5
2. Analyseanddebatekeyethicalandmedico-legalissues
3. Criticallyanalysetheprinciples,responsibilitiesandobligationsrelatedtothedoctorpatientrelationship
4. Evaluateandcritiqueethicalissuesrelatedtotheproduction,analysis,data
managementandpublicationofresearch
5. Appraiseandcritiquetheprofessionalbehaviorofhealthcareprovidersandthe
attitudesandskillsneededtopreventunprofessionalactions
6. Explainresponsibilitiesrelatedtoconfidentiality,informedconsentandenrollinghuman
participantsinresearch
7. Analyseandintegratetheethicalandlegaldimensionsofclinicalpracticeanddecision
making
8. Evaluateanddistinguishbetweentherolesandresponsibilitiesofthekeystakeholdersin
healthcareencountersandthehealthcaresystemingeneral
9. Analyseandmanagetheimplicationsofethicaldilemmasandworkpro-activelywith
otherstoformulatesolutions
10. Discussskillsinethicalanalysisandtheapplicationofsuchanalysistoclinicalsituations
11. Demonstrateethicalreciprocity,sensitivity,understandingandargumentation
12. Applyethicalreflectiontoclinicalcasescenarios
13. Justifydecisionsintermsofvalidethicalargument,relevantguidelines,andthelaw
14. Demonstrateinteractiveskills(leadership,activelistening,sharingandcooperation)with
patients,staffandotherhealthcareproviders
15. Demonstratereflectionasameansbywhichtoimprovelearning
16. Demonstratestudystrategiesforlearningcomplexsystemsinvolvingamultitudeof
diverseconcepts.
Graduate
competencies
SCH2.1-2.9
PRO2.2,3.2
CMM2.3,2.5
PRO2.2,3.2
COL1.2;HAD5.2
SCH2.1-2.9;COL1.2;PRO
3.2
CHI3.8,5.2,9
PRO2.2,3.2
PRO2.3
SCH2.1-2.9;PRO3.2
CMM2.3,2.5;COL1.2
SCH2.3,2.7
SCH2.1-2.9;CHI2.1-2.3
126
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Teamworking
Researchskills
Self-managementandreflectivepractice
ProblemSolving
PatientAwareness&
Practicemanagement
Professionalconduct
Continuousdevelopment
Self-drivenlearning
Activeparticipationina
professionalcontext
Modulecontentataglance:
Generaltopics
• Ethicalreasoning
• Ethicaltheories
• Healthcareethics:coreconcepts
• Healthcareethicsandlaw
• Spain’sCódigoético-deontológicoaboutchiropractic
Specifictopics
• Consent
• Confidentiality
• Children
• Mentalhealth
• Resourceallocation
• Research
• Disease,disabilityandhumanenhancement
METHODSOFTEACHINGANDLEARNING:
Contacthours:39h
Directedlearning40h
Lectures: one hour/week
(13/semester)
Seminars: group discussion; selfdirected group learning through
project work (poster
presentation); each seminar is of
one hour duration (six/semester)
Debate (estimated 10 h of student
autonomous work)
Debate (estimated 10 h of student
autonomous work)
Twenty (20) hours of revision for
exams
Independentstudy46h
Forty five (46) hours further study
of related reading reference
material
SUMMATIVEASSESSMENT
Type
%Contribution Title
Duration(ifapp)
EX
70%
SemesterIExam(15%)
SemesterIIExam(55%)
1hour,endofsemester
2hours,endofsemester
CW1
15%
SemesterICourseWork(15%)
1000words
CW2
15%
SemesterIICourseWork(15%)
1000words
127
INDICATIVE READING LIST:
BOOKS
Principles and Practice of Chiropractic, 3rd Edition, Haldeman S, 2005, McGraw Hill (chapter 11).
Sportelli L, Ladenheim, J, Campbell L, & Sherman R. Professional Chiropractic Practice: Ethics, Business,
Jurisprudence and Risk Management, 2001: FCER, Norwalk, Iowa.
Hope T, Savulescu J, and Hendrick J - Medical Ethics and Law: The Core Curriculum. Edinburgh: Churchill
Livingstone, Elsevier Science; 2nd edition, 2007.
JOURNALS
Selected original papers, editorials and commentaries from JMPT, JCCA, CJA, JCC, JCE, Journal of
Chiropractic Humanities and BioMedCentral’s Chiropractic & Manual Therapies and the Journal of Medical
Ethics: www.jmedethics.com
WEB-SITE MATERIAL
•
•
•
•
AEQ Code of Ethics
http://www.spinedocsonline.com
http://www.chiroethics.org
UK General Chiropractic Council
o http://www.bridgeport.edu/~perle/ethics.htm
128
LEARNINGTOTEACHINGTOASSESSMENTMATRIX
LearningOutcome
Teachingactivity
Debatetheethicalandlegaldimensionsof
clinicalpracticeanddecision-making
Analyseanddebatekeyethicalandmedico-legal
issues
Criticallyanalysetheprinciples,responsibilities
andobligationsrelatedtothedoctor-patient
relationship
Evaluateandcritiqueethicalissuesrelatedto
theproduction,analysis,datamanagementand
publicationofresearch
Appraiseandcritiquetheprofessionalbehavior
ofhealthcareprovidersandtheattitudesand
skillsneededtopreventunprofessionalactions
Lectures–Interactivegroup
case-basedactivity
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures-Interactive
Seminars-Participationinsmall
groupwork
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Explainresponsibilitiesrelatedtoconfidentiality,
informedconsentandenrollinghuman
participantsinresearch
Analyseandintegratetheethicalandlegal
dimensionsofclinicalpracticeanddecision
making
Lectures-Interactive
SelfdirectedlearningExercises
Evaluateanddistinguishbetweentherolesand
responsibilitiesofthekeystakeholdersinhealth
careencountersandthehealthcaresystemin
general
Analyseandmanagetheimplicationsofethical
dilemmasandworkpro-activelywithothersto
formulatesolutions
Discussskillsinethicalanalysisandthe
applicationofsuchanalysistoclinicalsituations
Lectures-Interactive
Demonstrateethicalreciprocity,sensitivity,
understandingandargumentation
Applyethicalreflectiontoclinicalcasescenarios
Justifydecisionsintermsofvalidethical
argument,relevantguidelines,andthelaw
Demonstrateinteractiveskills(leadership,active
listening,sharingandcooperation)withpatients,
staffandotherhealthcareproviders
Demonstratereflectionasameansbywhichto
improvelearning
Demonstratestudystrategiesforlearning
complexsystemsinvolvingamultitudeofdiverse
concepts.
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Assessmentmethod
(S)ummativeor(F)ormative
(S)Essays
(F)Assessmentofsmallgroupexercise
(F)Assessmentofselfdirectedlearning
exercise
(S)Debate
(S)Essays
(F)Assessmentofsmallgroupexercise
(S)Debate
(S)Essays
(S)Debate
(F)Assessmentofsmallgroupexercise
(S)Essays
(F)Assessmentofsmallgroupexercise
(F)Assessmentofselfdirectedlearning
exercise
(S)Debate
(F)Assessmentofselfdirectedlearning
exercise
(S)Essays
(F)Assessmentofsmallgroupexercise
(F)Assessmentofselfdirectedlearning
exercise
(S)Debate
(S)Essays
Seminars-Participationinsmall
groupwork
Seminars-Participationinsmallgroupwork
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
(F)Seminars-Participationinsmallgroupwork
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Lectures-Interactive
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
Seminars-Participationinsmall
groupwork
SelfdirectedlearningExercises
SelfdirectedlearningExercises
(S)Essays
(F)Assessmentofsmallgroupexercise
(F)Assessmentofselfdirectedlearning
exercise
(S)Debate
(F)Seminars-Participationinsmallgroupwork
(S)Essays
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofgroupcase-basedactivity
(F)Assessmentofsmallgroupexercise
(F)Assessmentofselfdirectedlearning
exercise
(S)Debate
(S)Essays
(F)Assessmentofsmallgroupexercise
129
(F)Assessmentofselfdirectedlearning
exercise
(S)Debate
130
Weekly planning of the module
Semester I
Week Topic
1
Introduction via review of the Module Descriptor
2(CM) Ethical reasoning I
3(CM) Ethical theories
4(CM) Medical ethics: core concepts I
5(CM) Medical ethics and law
6(CM) Medical ethics: core concepts I – consent
7(CM) Medical ethics: core concepts II - confidentiality
8
AEQ’s Código Ético-deontológico I - Introduction
9
Professionalism I – Introduction
10
Professionalism II – Communication
11
Professionalism III – Patient’s right to shared decision-making
12
AEQ’s Código Ético-deontológico II
13
Review
Semester II
Week Topic
1
Professionalism IV – Fostering public trust & confidence
2
Professionalism V – Defining a good standard of proficiency
3
Professionalism VI – Protecting patients from the risk of harm
4
Professionalism VII – Collaborating with colleagues from your own and other professions
5
Professionalism VIII – Continuing professional development and life-long learning
6
General Chiropractic Council’s Code of Practice and Standard of Proficiency – Introduction
7
Professionalism IX – Patient management
8
Professionalism X – Practice management
9
Professionalism XI – Effective communication
10
Compare and contrast the GCC’s and AEQ’s codes and standards
11
Further case studies in ethics and professionalism I
12
Further case studies in ethics and professionalism II
13
Review course
131
132
MODULE TITLE:
CLINICAL APPROACHES TO UNIQUE POPULATIONS: Pre-natal
care, Pediatrics And Geriatrics
MODULE CODE:
CHI009
LEVEL:
F
ECTS:
I
H
MODULE LEADER: Steve Williams
Prerequisite Modules:
TEC 2
SKL 1
Neurology II
Pathophysiology
Code:
M
5
YEAR:
SEMESTER:
4
I / II / I & II
TEACHER: Steve Williams
Title:
RATIONALE OF THE MODULE:
This module aims to provide Chiropractic students with the knowledge, skills and attitudes necessary for
evaluating and providing care for pediatric and geriatric patients, and for women before, during and after
pregnancy.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved the following:
Knowledge and understanding
1. Perform an appropriate neurologic, orthopaedic, physical and chiropractic examination of the
infant, young child and pregnant patient and use it to assist in differential diagnosis
2. Differentially diagnose common paediatric and pregnancy related complaints and be able after
reflection to apply treatment from best evidence based practice
3. Adequately triage the presenting patient for chiropractic care, co-management or referral
4.
Assess developmental milestones for the infant and young child and after reflection apply
appropriate care
Intelectual
5. Critically evaluate the literature relating to paediatrics and pregnancy and after reflection and
analysis apply this to best evidence based practice
6. Show a detailed understanding of both safe and best practice with regard to paediatrics and
pregnancy and be able to apply this in day to day practice
Practical
7. Be aware of and able to utilise age appropriate adjusting forces
8. Show a basic understanding of nutritional needs of the infant, child and pregnant patient and
apply appropriate corrective recommendations
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Teamworking
Researchskills
PatientAwareness&
ProblemSolving
Practicemanagement
Continuousdevelopment
Self-drivenlearning
Graduate
competencies
CHI 3, PRO 3
CHI 3, SCH 2
CHI 4, COL 1,
COL 4
MAN 6, PRO 3
CHI 6
MAN 6
PRO 3
CHI 8
Communication
Self-managementandreflectivepractice
Professionalconduct
Activeparticipationina
professionalcontext
133
Module content at a glance:
Lecture 1: Anatomy of the female pelvis and pelvic floor. Chiropractic assessment and adjusting techniques
through pregnancy. Basis treatment technique for pregnancy related conditions such as symphysis pubis
dysfunction, morning sickness, pelvic pain and round ligament syndrome. Basic nutrition before and during
pregnancy. Practical 1: Pregnancy care.
Lecture 2: The birth process. Birth trauma when and how it occurs. Examination of the neonate and infantprimitive reflexes, cranial nerves and orthopaedics. Benefits of chiropractic care for the pediatric population.
Practical 2: Infant examination.
Lecture 3: Developmental milestones. Growth charts and their usage. Age appropriate adjusting forces.
Basic paediatric nutritional needs. Practical 3: Developmental milestone. Age appropriate adjusting forces.
Lecture 4: Cervical adjusting for the infant and older child. Cervical stair-step. Thoracic, pelvic and lumbar
adjusting for the infant and child. Practical 4: Cervical, lumbar and pelvic adjusting.
Lecture 5: Differential diagnosis of common paediatric syndromes. Paediatric orthopaedics. The febrile child.
Red flags for paediatric care. Practical 5: Special tests/differential dx.
Lecture 6: Review of chiropractic pregnancy and paediatrics. Practical 6: Exams (formative).
METHODS OF TEACHING AND LEARNING:
Contact hours 38 h
• Lecture and Seminar: 5 weeks
W1: 8am – 5pm (8 hours + 1 hr lunch)
W3: 8am – 5pm (8 hours + 1 hr lunch)
9 am – 5pm (7 hours + 1 hr lunch)
W4: 8am – 5pm (8 hours + 1 hr lunch)
9am – 5pm (7 hours + 1 hr lunch)
Directed learning
Reading class material: 30
h
Independent study
57 h
SUMMATIVE ASSESSMENT
Type
% Contribution
Title
Duration (if app)
EXSII
100%
Written test of class and practical
information
2 hour, at end of semester II
INDICATIVE READING LIST:
Required:
• Williams, Stephen P. Pregnancy and paediatrics : a chiropractic approach. Southampton: thr author,
2005.
• Bergman, Thomas F. and David H. Peterson. Chiropractic Technique: Principles and Procedures. St.
Louis: Elsevier Mosby, 2011.
Primary recommended texts:
• Davies, Neil J. Chiropractic Pediatrics: A Clinical Handbook. 2nd edition. Edinburgh: Churchill
Livingstone, 2010.
• Barham-Floreani, Jennifer. Well Adjusted Babies 2nd edition. South Melbourne: Well Adjusted Pty Ltd,
2009
Other Books:
• Anrig, Claudia A. and Gregory Plaugher. Pediatric Chiropracti. Lippincott Williams & Wilkins, 2011.
• Souza, Thomas A. Differential Diagnosis and Management for the Chiropractor. 4th edition. London:
Jones & Bartlett Pub, 2008.
• Peet, Jennifer Brandon Chiropractic Pediatric & Prenatal Reference Manual. 2nd edition. South
Burlington: The Baby Adjusters, 1992.
• Goddard, Sally. Reflexes, Learning and Behavior. A window into the child’s mind. Fern Ridge Pr, 2005.
• Phillips, Carol J. Hands of Love: Seven Steps to the Miracle of Birth. St. Paul: New Dawn Publishing,
2001.
• Milne, Hugh. The Heart of Listening: A Visionary Approach to Craniosacral Work: Anatomy, Technique,
Transcendence, Volume 2. 2nd edition. Berkeley: North Atlantic Books, 1998.
• Gleberson, Brian J. Chiropractic Care of the Older Patient. Butterworth-Heinemann. 2001
Other reading materials on this subject:
• Articles in class
134
Learning to teaching
Learning Outcome
Perform an appropriate neurologic,
orthopaedic, physical and chiropractic
examination of the infant, young child and
pregnant patient and use it to assist in
differential diagnosis
Differentially diagnose common paediatric
and pregnancy related complaints and be
able after reflection to apply treatment from
best evidence based practice
Adequately triage the presenting patient for
chiropractic care, co-management or referral
Assess developmental milestones for the
infant and young child and after reflection
apply appropriate care
Critically evaluate the literature relating to
paediatrics and pregnancy and after
reflection and analysis apply this to best
evidence based practice
Show a detailed understanding of both safe
and best practice with regard to paediatrics
and pregnancy and be able to apply this in
day to day practice
Be aware of and able to utilise age
appropriate adjusting forces
Show a basic understanding of nutritional
needs of the infant, child and pregnant
patient and apply appropriate corrective
recommendations
Teaching activity
Lecture
Practical
Assessment method
(S)ummative or (F)ormative
(S) Exam
(F) Practical exam
Lecture
Practical
(S) Exam
(F) Practical exam
Lecture
Practical
Lecture
Practical
(S) Exam
(F) Practical exam
(S) Exam
(F) Practical exam
Lecture
Practical
(S) Exam
(F) Practical exam
Lecture
Practical
(S) Exam
(F) Practical exam
Lecture
Practical
Lecture
Practical
(F) Practical exam
(S) Exam
135
Weekly planning of the module
Semester II
Week Topic
1
8am – 5pm (8 hours + 1 hr lunch)
Room
Tech2
Teacher
Steve Williams
Tech2
Steve Williams
Tech2
Steve Williams
Lecture 1: Anatomy of the female pelvis and pelvic floor.
Chiropractic assessment and adjusting techniques through
pregnancy. Basis treatment technique for pregnancy related
conditions such as symphysis pubis dysfunction, morning sickness,
pelvic pain and round ligament syndrome. Basic nutrition before and
during pregnancy. Practical 1: Pregnancy care
Lecture 2: The birth process. Birth trauma when and how it occurs.
Examination of the neonate and infant- primitive reflexes, cranial
nerves and orthopaedics. Benefits of chiropractic care for the
pediatric population. Practical 2: Infant examination
2
3
8am – 5pm (8 hours + 1 hr lunch)
9am – 5pm (7 hours + 1 hr lunch)
Lecture 3: Developmental milestones. Growth charts and their
usage. Age appropriate adjusting forces. Basic paediatric nutritional
needs. Practical 3: Developmental milestone. Age appropriate
adjusting forces
4
Lecture 4: Cervical adjusting for the infant and older child. Cervical
stair-step. Thoracic, pelvic and lumbar adjusting for the infant and
child. Practical 4: Cervical, lumbar and pelvic adjusting
8am – 5pm (8 hours + 1 hr lunch)
9am – 5pm (7 hours + 1 hr lunch)
Lecture 5: Differential diagnosis of common paediatric syndromes.
Paediatric orthopaedics. The febrile child. Red flags for paediatric
care. Practical 5: Special tests/differential dx
Lecture 6: Review of chiropractic pregnancy and paediatrics.
Examinations practical and written. Practical 6: Exams
5
6
7
8
9
10
11
12
13
136
Year5ModuleDescriptors
137
138
MODULE TITLE:
Clinic Integration 2
MODULE CODE:
CHM003
LEVEL:
F
I
ECTS:
H
MODULE LEADER: Pablo Martínez Jarque
Prerequisite Modules:
SKL 3
PRA 2
NEU 3
Code:
CHH003
CHI015
M
5
YEAR:
5
SEMESTER:
I / II / I & II
TEACHER: Pablo Martínez Jarque
Title:
Clinical Skills 3
Clinical Practicum 1
Neurology 3
RATIONALE OF THE MODULE:
This module covers a case- based learning format with an emphasis on the Patient’s requirements whilst
developing an awareness of professional accountability in a clinical environment.
To provide a comprehensive examination of special populations including paediatrics, geriatrics, sports
Injury/prevention and pregnancy, with emphasis on assessment of their health status and its implications for
the individual
To further develop and utilise skills of clinical reasoning with the ability to identify and differentiate common
signs of clinical condition’s encountered in clinical practice.
To provide an integrated understanding of the knowledge acquired from previously completed modules.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved
the following:
Knowledge and Understanding
2. To proficiently develop an accurate clinical impression, a comprehensive
orthopaedic and neurological examination and management strategies
for common conditions encountered.
17. To provide an educated and evidence based care plan tailored to the
individual Patient´s needs, within the Biopsychosocial framework.
18. Demonstrate high levels of professional ethics, and clinical behavior
Intellectual (thinking) Skills
19. To critique research for the benefit of the patients and the Chiropractic
profession
20. To integrate all previous modules knowledge to provide the highest level
of care.
Practical (discipline specific) skills
21. To provide a comprehensive examination of special populations including
paediatrics, geriatrics, sports Injury/prevention and pregnancy, with
emphasis on assessment of their health status and its implications for
the individual
22. Provide a competent level of clinical examination and care program
including but not limited to: inspection, palpation, range of motion,
orthopaedic and neurological examination of the cervical, thoracic and
Graduate competencies
CHI: 1, 2, 3, 4 / CMM: 3 /
COL: 2, 3 / HAD: 3, 5 /
SCH: 2 / PRO: 1, 3
CHI:1, 2, 3, 4, 6 / CMM: 3
/ COL: 2, 3, 4 / MAN: 6 /
HAD: 5 / SCH: 2 / PRO:
1, 3
CHI:1, 2, 4, 5 /
CMM: 1,2 / COL: 2, 3, 4,
6
PRO: 1, 2
SCH: 2
CHI: 2, 3 / COL: 3 / SCH:
1, 2 / PRO: 1, 3
CHI: 2, 3
CHI: 2, 3
139
lumbar spine the temporomandibular joint gait and the lower and upper
extremities.
23. To communicate using the relevant clinical, scientific and discipline
specific terminology
24. To reflect, self-direct and manage study requirements as per a Masters
level and in accordance with life-long learning
PRO: 1.3
CHI:2, 3 / CMM: 2 /
SCH: 2
CHI: 7 / SCH: 1, 2
Transferable/key Skills:
Application of IT
Application of Numeracy
Communication
Team working
Research skills
Self-management and
reflective practice
Problem Solving
Patient Awareness &
Practice management
Professional conduct
Continuous development
Self-driven learning
Active participation in a
professional context
Module content at a glance:
•
•
•
•
•
•
Clinical problem solving skills using a case based format
Professional accountability
Identify and understand the evidence-based care for common conditions in special populations
Choose and apply clinical skills ethically and in accordance with best practices related to different
clinical scenarios
To proficiently develop a comprehensive orthopaedic and neurological examination, specific to the
patient’s presenting complaint
Understand prognostic factors and developing patient care plans in special populations
METHODS OF TEACHING AND LEARNING: 125
Contact hours: 34.5
Directed learning: 40
• Lectures: 15
• Pre-reading for case – 30
• Practical: 19.5
hours
• Reading material
• Presentations, etc.
Independent study: 50.5
SUMMATIVE ASSESSMENT
Type
% Contribution Title
Duration (if app)
EXSI
45%
Final Exam Semester I:Written case
based exam
2 hours, end of semester
PW
55%
Final Oral Presentation: Presentation of
a Clinic Case and Evidence Based Care
Results.
45 minutes
INDICATIVE READING LIST:
Required reading
•
•
Souza T. Differential diagnosis and management for the Chiropractor: Protocol and algorithm 4th edition.
Vizniak NA. Quick Reference Evidence-Based Physical Assessment. Professional Health Systems (3rd
Edition), 2014
Complementary reading
•
•
•
•
Epstein O, Perkin GD, Cookson J, Watt IS, Rakhit R, Robins A, Hornett GAW. Clinical Examination. Mosby
Elsevier (4th Edition), 2008.
Bates B. A Guide to Physical Assessment. Philadelphia: J.B. Lippincott Co. (Latest Edition).
Hoppenfield S. Physical Examination of the Spine and Extremities. Appleton-Century-crofts. 1976.
Lloyd M and Bor R. Communication Skills for Health care. Churchill Livingstone.
140
EQUIPMENT
•
Students are required to bring ALL necessary equipment for use in practical sessions, such as reflex
hammer (Queens), cocktail sticks (or pin wheel), tape measure, tuning forks (1024 and 128 cps),
ophthalmoscope, otoscope, stethoscope, cotton wool, tongue depressor. A finger pulse oximeter is
recommended
LEARNING TO TEACHING TO ASSESSMENT MATRIX
Learning Outcome
Teaching activity
1.To proficiently develop an accurate
clinical impression, a comprehensive
orthopaedic and neurological
examination and management
strategies for common conditions
encountered
2. To provide an educated and
evidence based care plan tailored to
the individual patient’s needs, within
the Biopsychosocial framework.
3. Demonstrate a comprehensive
understanding of the necessary
levels of professional ethics, and
clinical behaviour
4. To critique research for the benefit
of patients and the Chiropractic
profession
Assessment method
(S)ummative or (F)ormative
Lecture: Cases
Seminar: Case clinical
examination
(S) Written exam EXSI
(F) In class assessment with
feedback
Lecture: Cases
Seminar: Case clinical
examination
(S) Written exam EXSI
(F) In class assessment with
feedback
Lecture: Cases
Seminar: Case clinical
examination
(S) Written exam EXSI
(F) In class assessment with
feedback
Lecture: Cases
Seminar: Case clinical
examination
(S) Final Oral Presentation
(F) In class assessment with
feedback
5. To integrate all previous modules
knowledge to provide the highest
level of care.
Lecture: Cases
Seminar: Case clinical
examination
(S) Written exam EXSI
(F) In class assessment with
feedback
6.To provide a comprehensive
examination of special populations
including paediatrics, geriatrics,
sports Injury/prevention and
pregnancy, with emphasis on
assessment of their health status
and its implications for the individual
7. Provide a competent level of
clinical examination and care
program including but not limited to:
inspection, palpation, range of
motion, orthopaedic and neurological
examination of the cervical, thoracic
and lumbar spine the
temporomandibular joint gait and
the lower and upper extremities.
8.To communicate using the relevant
clinical, scientific and discipline
specific terminology
Lecture: Cases
Seminar: Case clinical
examination
(S) Written exam EXSI
(F) In class assessment with
feedback
Lecture: Cases
Seminar: Case clinical
examination
(F) In class assessment with
feedback
Lecture: Cases
Seminar: Case clinical
examination
(S) Written exam EXSI + Final Oral
Presentation
(F) In class assessment with
feedback
9.To reflect, self-direct and manage
study requirements as per a Masters
level and in accordance with life-long
learning
Lecture: Cases
Seminar: Case clinical
examination
(F) In class assessment with
feedback
141
Weekly planning of the module
Semester I
Week
Topic
1
Introduction – Module Descriptor. Clinical Model and Evidence Based
Practice.
No practical class week 1
2
3
Sports Injury/prevention case
4
5
Sports Injury/prevention case
6
7
Neurology case
8
9
Neurology case
9b
10
11
Multisystem case
12
13
Multisystem case
Semester II
Week
Topic
1
Introduction. Oral Presentation Specifics.
2
3
Clinical Case and Evidence Based Care - Oral
4
5
Clinical Case and Evidence Based Care - Oral
6
7
Clinical Case and Evidence Based Care - Oral
8
9
Clinical Case and Evidence Based Care - Oral
9b
10
11
Clinical Case and Evidence Based Care - Oral
12
13
Lecture
3L
Teacher
PM
3L
PM
3L
PM
3L
PM
3L
PM
3L
PM
3L
PM
Lecture
3L
Teacher
PM
Presentation
3L
PM
Presentation
3L
PM
Presentation
3L
PM
Presentation
3L
PM
Presentation
3L
PM
142
MODULE TITLE:
CLINICAL PRACTICUM III (PRA3)
MODULE CODE:
CHM005
LEVEL:
F
30
ECTS:
MI
H
M&H
Code:
SEMESTER:
5
I & II
TEACHER: Rod Pendarvis, Kephra Froelich, Loik de
MODULE LEADER: Rod Pendarvis
Prerequisite Modules:
YEAR:
Tienda, Ana Puigdellivol, Sara Sendero
Title:
All Y1, 2, 3, & 4 modules
RATIONALE OF THE MODULE:
This module will provide students with evidence-based care and management related learning opportunities
in the primary contact clinical setting.
The Focus is on collaboration and communication with patients and other relevant healthcare professionals.
Students are encouraged to empower patients to take responsibility for their own health by promoting
methods of self-care. In addition, this module will provide a systematic review of upper and lower extremity
assessment and manual adjusting procedures.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be able to have achieved the following:
Related Graduate
competencies
Knowledge and Understanding
1. Recognise personal limits of expertise and refer appropriately if and when other professionals
are needed
2. Understand and apply the principles of health data protection and private information
management
3. Demonstrate knowledge of chiropractic theories as applied in clinical practice
Intellectual (thinking) Skills
4. Critically analyse scientific literature
5. Assess and reflect on a teaching encounter and provide constructive feedback
6. Facilitate the learning of peers by producing and presenting EB Case Reports
7. Critically reflect on professional issues (Problems that may arise in daily practice)
8. Evaluate technique efficiency and reflect upon patient progress
Practical (discipline specific) skills
9. Conduct effective, appropriate, and patient examination and re-assessments
10. Perform focused physical examinations that are relevant and accurate
11. Integrate the current literature into the care of individual patients
12. Ensure clinical notes are dated, legible, accurate and concise
13. Participate and communicate effectively as part of a professional healthcare team
14. Effectively address and document challenging professional issues
15. Effectively convey all pertinent details of a clinical encounter, both verbally and in writing.
16. Consolidate and further develop Pre-Post Analytical & Adjusting Skills
COL 6, CHI 4
MAN 5.1
CHI 2.2
SCH 2.3
SCH
SCH 3
SCH 4
CHI 4.1
CHI 2.5
CHI 3.3
SCH 2.5
COL 6.3; CMM 3.2
COL 1
COM 3.4
COM 3
CHI 2.3
ASIDE FROM THE OUTCOMES ABOVE THE FOLLOWING GRADUATE COMPETENCIES ARE CONTINUALLY
FORMALLY AND INFORMALLY ASSESSED IN CLINICAL PRACTICE
DOMAINS
CHIRO
COMM
COLL
MAN
HEALTH
ADVOCATE
SCH
PRO
CHI (ALL)
COMM (ALL)
COL
(ALL)
MAN 4, MAN 5,
MAN 6, MAN 7,
HAD 1.1, HAD 1.4,
HAD 2, HAD 3, HAD
4, HAD 5.2, HAD 5.3
SCH 2, SCH
3
PRO 1,
PRO 2,
PRO 3
Transferable/key Skills
Application of IT
Application of Numeracy
Communication
143
Team working
Research skills
Self-management and
reflective practice
Problem Solving
Patient Awareness &
Practice management
Professional conduct
Continuous development
Self-driven learning
Active participation in a
professional context
METHODS OF TEACHING AND LEARNING:
Contact hours: 75 hrs
Directed learning: 348 hrs
• CP seminar 11 hours sem 1 + 1
hours Semester 2
• Communication 15h Sem 1
• Technique 18 hr Tech Sem 1
• Lab Analysis 12 h Sem 1
• Grand Rounds – 18 hours
SUMMATIVE ASSESSMENT
Type
%
Contribution
CW1
15%
CW2
15%
CW3
40%
CT
30%
PCEXII
P/F
• Clinical Practice 26 x 8 hr=208
• Clinical Management: 60
• Preparation for case
presentations: 30 hours
• Communication 24 h
• Clinical skills: 20 h
• Clinical Reflections 6 h
Independent study: 327 hrs
• Preparation for EBP case reports
and presentations: 30
• Clinical case preparation, critical
appraisal, etc OSCE
preparation: 97
• OSCE prep: 200
Title
Duration (if app)
Clinical Reflection (Portfolio)
Clinical Reflection (Portfolio)
Evidence Based Case Reports
IQAs (Continual Assessment in clinic)
Semesters 1
Semesters 2
Semester 1
Continual assessment (Mark
averaged end of Sem 2)
Clinic Exit OSCE Semester II: multistation practical examination
End of semester 2
Peer Assessed OSCE Prep
End of Semester 1
FORMATIVE ASSESSMENT
PCEXI
Mini-CEX (5)
Multi-Source Feedback
Technique
INDICATIVE READING LIST:
Required Reading:
•
BCC Clinic Handbook
• Jamison J. Health Promotion for Chiropractic Practice. Gaithersburg, MD: Aspen Pub, 1991.
• Bergman and Petersen. Chiropractic Technique: Principles and Procedures
Complementary reading
• Lloyd, M. Communication Skills for Medicine (3rd Ed), 2009
Suggested reading
Evidence Based Chiropractic, Michael T. Hanaune:
Haldeman, S. Principles and Practice of Chiropractic (4th Ed), 2008.
Ebrall PS. Assessment of the Spine. Churchill Livingstone, 2004.
Seidel HM, et al. Mosby’s Guide to Physical Examination (4th Ed), Mosby, 1999.
•
•
•
LEARNING TO TEACHING TO ASSESSMENT MATRIX
Learning Outcome
Teaching activity
Recognise personal limits of expertise and refer
appropriately if and when other professionals are
needed
Understand and apply the principles of health data
protection and private information management
Critically analyse scientific literature
Assess and reflect on a teaching encounter and
provide constructive feedback
Assessment method
(S)ummative or (F)ormative
Clinical Practice
F - File review
Clinical Practice
S - Portfolio
Case
Presentations
Evidence Base
Case Report
Presentations
F&S
F
144
Facilitate the learning of peers by producing and
presenting EB Case Reports
Critically reflect on professional issues (Problems
that may arise in daily practice)
Conduct effective, appropriate, and patient
examination and re-assessments
Perform focused physical examinations that are
relevant and accurate
Integrate the current literature into the care of
individual patients
Ensure clinical notes are dated, legible, accurate
and concise
Participate and communicate effectively as part of a
professional healthcare team
Effectively address and document challenging
professional issues
Effectively convey all pertinent details of a clinical
encounter, both verbally and in writing.
Consolidate and further develop Pre-Post Analytical &
Adjusting Skills
Evidence Base
Case Report
Presentations
Clinical Practice &
Portfolio
reflections
Clinical Practice
S
Clinical Practice
(F) Mini-CEX
Case
Presentations
and Clinical
Practice
Clinical Practice
(S) IQA, Research
Clinical Practice
F
Clinical Practice
S - Portfolio Reflections
Clinical Practice
F and S (portfolio review)
Seminar; Clinical
Practice
(F)
Weekly planning of the module
Semester I
Week
Topic
1
2
CP Orientation, Evidence based case reports
Technique - Extremeties
F&S
(F) Mini-CEX; (S) IQAs
F
Room
Teacher
Lect 1
Tech 1
RP
KF
Communication
Lect 1
SS
4
Communication
Lect 1
SS
5
Communication
Lect 1
SS
Technique - HVLA
Tech 1
LdT
Lab Analysis
Lect 1
AP
Communication
Lect 1
SS
Presentation of formal clinical case reports (2 hr) - 4 slots
Lect 3
RP
Lab Analysis
Lect 1
AP
Communication
Lect 1
SS
Presentation of formal clinical case reports (2 hr) - 4 slots
Lect 1
RP
Lab Analysis
Lect 1
AP
Technique - Extremities
Tech 1
KF
Communication
Lect 1
SS
Presentation of formal clinical case reports (2 hr) - 4 slots
Lect 3
RP
Lab Analysis
Lect 1
AP
Technique - Extremities
Tech 1
KF
Communication
Lect 1
SS
Presentation of formal clinical case reports (2 hr) - 4 slots
Lect 1
RP
Lab Analysis
Lect 1
AP
Communication
Lect 1
SS
Technique - HVLA
Tech 1
LdT
Communication
Lect 1
SS
3
6
7
8
9
9b
10
145
11
Presentation of formal clinical case reports (2 hr) - 4 slots
Lect 3
RP
Lab Analysis
Lect 1
AP
Technique - HVLA
Tech 1
LdT
Communication
Lect 1
SS
12
13
Semester 2 – No formal clinical practicum classes (Clinic shifts as normal)
146
MODULETITLE:
RESEARCHPROJECT
MODULECODE:
CHM0xx
LEVEL:
F
ECTS:
I
H
MODULELEADER:PabloPérezdelaOssa
PrerequisiteModules:
AllYear4
Code:
20
M
YEAR:
SEMESTER:
5
I/II/I&II
TEACHER:JoanIgnasiMestre
Title:
RATIONALEOFTHEMODULE:
ToprovideChiropracticstudentsinthelastyearoftheprogrammeofstudywiththeopportunitytoapplythescientific
methodandtodeveloptheknowledgeandskillsrequiredinordertoundertake,appraiseanddefendaresearchproject.
LEARNINGOUTCOMESOFTHEMODULE:
Oncompletionofthemoduleastudentshouldbeabletohaveachievedthefollowing:
KnowledgeandUnderstanding:
1. Acquire, select, organize and appraise updated scientific information.
2.
3.
4.
5.
Graduatecompetencies
CHI7,SCH1.1,1.2,2.2,
2.3,2.4,2.5
SCH2.6
SCH2.2,2.3,2.4,2.5,2.6
SCH2.7
MAN2.2
Formulate research questions and design and justify a testable research hypothesis.
Develop a research methodology and time line.
Design and discuss research quality assurance mechanism.
Collect, analyse experimental data using statistical methods and obtain conclusion from
them.
IntellectualSkills:
6. Discuss the importance of chiropractic (and other health care professions) research, its CHI6,COL5.1,HAD1.1,
benefices to individuals and communities, and ethical issues.
PRO3.1,
7. Identify potential projects and opportunities.
COL5.1
DisciplineSpecific(includingpractical)Skills:
8. Plan for effective project implementation, specify and use milestones in project SCH2.1,
management.
9. Critically discuss their own research methodology and approaches and evaluate the SCH2.6,2.7,2.8,2.9
strengths and weaknesses of these.
10. Write a publication-quality article and present and defend the research project orally.
COL5.1;SCH3.1,3.2,3.3
Transferable/keySkills(changetoBLACKFONTtheskillsbeingtaughtinthismodule):
ApplicationofIT
ApplicationofNumeracy
Communication
Self-managementandreflective
Teamworking
Researchskills
practice
PatientAwareness&
ProblemSolving
Professionalconduct
Practicemanagement
Activeparticipationina
Continuousdevelopment
Self-drivenlearning
professionalcontext
Modulecontentataglance:
•
•
•
•
•
Scientificmethod
Projectdesign
Datacollectionandprocessing
Statisticalanalysisofdataandresultspresentation
Researchprojectdefence
147
•
Writingapublication-qualitypaper&oralpresentation
METHODSOFTEACHINGANDLEARNING:
Contacthours50h
39hLecture
10hSupervision
1hassessment
Directedlearning&Independentstudy450h
Researchdesign
Patientrecruitment
Literatureresearch
Datacollection
Writeresearchproject
Oralpresentation
SUMMATIVEASSESSMENT
Type
%Contribution
PW
100%
Title
80%Writtenpresentation
20%Oraldefence
Duration(ifapp)
Writtenpresentation-5000-8000words(including
references)
Ten(10)minuteoralpresentation(basedonaposter)
followedbyten(10)minutesquestionsanddiscussion
Aminimummarkof40%isrequiredinbothparts
INDICATIVELITERATURELIST:
Suggestedreading
• Biggam, J. (2008). Succeeding with your Masters Dissertation: A step by step handbook. Milton Keynes: Open
UniversityPress.-
• Hart,C.(2005).DoingyourMastersDissertation.London:Sage.ResearchMethodsforClinicalTherapists:Applied
ProjectDesignandAnalysis.CarolynM.Hicks
• CrombieI.ThePocketGuidetoCriticalAppraisal.
• LeedyPD.PracticalResearch:PlanningandDesign(9thEdition).
• CreswellJW.ResearchDesign:Qualitative,Quantitative,andMixedMethodsApproaches.
• LockeLF.ReadingandUnderstandingResearch.
• FurlongN,LovelaceA.BasicResearchMethodsandStatistics:AnIntegratedApproach.
• HaginoC.HowtoAppraiseResearch:AGuideforChiropracticStudentsandPractitioners.
Learningtoteaching
Learning Outcome
Acquire, select, organize and
appraise updated scientific
information.
Formulate research questions
and design and justify a testable
research hypothesis.
Develop
a
research
methodology and time line.
Design and discuss research
quality assurance mechanism.
Collect, analyze experimental
data using statistical methods
and obtain conclusion from
them.
Discuss the importance of
chiropractic (and other health
care professions) research, its
benefices to individuals and
communities,
and
ethical
issues.
Teaching activity
Lecture
Assessment method
(S)ummative or (F)ormative
(S) Introduction
Lecture
Meeting with supervisor
(S) Objectives
Lecture
Research project design
Lecture
Research project design
Lecture
Research project design
(S) Methodology
Discussion with supervisors
(S) Objectives and justification
(S) Methodology
(S) Results
148
Identify potential projects and
opportunities.
Plan for effective project
implementation, specify and
use milestones in project
management.
Critically discuss their own
research methodology and
approaches and evaluate the
strengths and weaknesses of
these.
Write a publication-quality
article and present and defend
the research project orally.
Discussion with supervisors
(S) Objectives and justification
Lecture
Research project design
(S) Methodology
Lecture
Research project design
(S) Methodology
Lecture
Research project design
(S) Oral defense and discussion
Weeklyplanningofthemodule
Semester I
Week Topic
1
2
The scientific method
3
4
The start of a research project
5
The research project
6
Instruments of measurement
7
Research project submission
8
9
10
Data base in Excel step by step
11
12
Research Protocol Design. Basic concepts
13
Semester II
Week Topic
1
2
Research Methodology, Experimental Design & Time Management
3
4
Writing a Research Proposal
5
Quality Assessment & Psychometric properties
6
Basic Biostatistics & Data Presentation
7
Writing a Research High Quality Paper
8
9
10
How to prepare an oral presentation
11
12
13
Room
Teacher
Lect 1
Joan Mestre
Lect 1
Lect 1
Lect 1
Lect 1
Joan Mestre
Joan Mestre
Joan Mestre
Joan Mestre
Lect 1
Joan Mestre
Lect 1
Joan Mestre
Room
Teacher
Lect 1
Joan Mestre
Lect 1
Lect 1
Lect 1
Lect 1
Joan Mestre
Joan Mestre
Joan Mestre
Joan Mestre
Lect 1
Joan Mestre
149
150
MODULE TITLE:
CHIROPRACTIC IN SOCIETY V – Health Promotion and Sustainability
(SOC 5)
MODULE CODE:
CHH005
LEVEL:
F
I
H M
ECTS:
5
YEAR:
SEMESTER:
5
I / II / I & II
MODULE LEADER: Adrian Wenban
TEACHER: Adrian Wenban
Prerequisite Modules:
Code:
Title:
CSI
CSII
CSIII
CSIV
CHF006
CHI003
CHI014
CHI014
SOC 1
SOC 2
SOC 3
SOC 4
RATIONALE OF THE MODULE:
To provide a forum for students to advance their understanding of the health promotion, disease prevention
and sustainability-related dimensions of clinical practice and decision-making.
To develop students’ skills in ethically promoting health and preventing disease in clinical practice, the
workplace and broader community.
To understand, and know how to implement, strategies for integrating healthcare and sustainability.
To know, understand and evaluate specific health promotion guidelines relevant to chiropractic practice,
including those issued by the chiropractic profession and governmental bodies in Spain and elsewhere in
Europe.
To understand the concept of sustainability from a holistic point of view wherein ecological and societal
perspectives are integrated.
LEARNING OUTCOMES OF THE MODULE:
On completion of the module a student should be
able to have achieved the following:
Graduate
Competencies
1.
Analyse the ethical and legal dimensions of
health promotion and disease prevention in
clinical practice and decision-making.
(PRO 2.2, 3.2) (HAD 2.2, 5.2) (MAN 5.1, 5.2, 5.4,
6.2)
(CHI 1.2, 3.4, 5.3, 9)
2.
Compare and contrast health promotion with
clinical preventive services
(CHI 5.2, 9)
3.
Discuss and explain the principles,
responsibilities and obligations of health care
providers related to health promotion, disease
prevention and sustainability
(PRO 2.2, 3.2) (HAD 2.2, 4.1, 5.2) (CMM 2.5) (CHI
3.8, 5.2, 9)
4.
Evaluate the roles and responsibilities of the
key stakeholders in health promotion and the
health care system in general
(COL 1.2) (HAD 5.2)
5.
Analyse the strengths and weaknesses of the
WHO’s ICF as a framework for health
promotion
(CHI 3.8, 5.2, 9)
151
6.
Demonstrate skills in adapting health
promotion interventions to clinical situations
(CMM 2.3, 2.5) (PRO 3.2) (HAD 2.2, 4.1, 5.2) (CHI
3.8, 5.2, 9)
7.
Apply ethical reflection to health promotion
case scenarios
(PRO 2.3)
8.
Justify health promotion decisions in terms of
valid ethical argument, research, relevant
guidelines, and the law
(SCH 2.1-2.9) (PRO 3.2)
9.
Formulate and implement a workplace health
promotion programme
(CHI 3.8, 5.2, 9) (HAD 2.2, 3.3, 5.1-5.3)
10. Demonstrate interactive skills (leadership,
active listening, sharing and cooperation) with
patients, staff and other health care providers
(CMM 2.8) (MAN 6.3, 7.2) (COL 1.1-1.7)
11. Demonstrate reflection as a means by which to
improve learning
Scholar (SCH 2.3, 2.7)
12. Demonstrate study strategies for
understanding complex systems involving a
multitude of diverse concepts.
(SCH 2.1-2.9) (CHI 2.1-2.3)
13. Understand that environmental sustainability
is an integral part of individual and collective
health.
(HAD 2.2, 4.1, 5.2)
14. Analyse the causes of the collapse of the foodagricultural model and explore alternate
pathways to sustainability.
(SCH 2.1-2.9)
15. Promote the integrative perspective as a base
for sustainability development in working and
daily situations, as individuals as group.
(HAD 2.2, 4.1, 5.2) (CMM 2.3, 2.5)
16. Explain permaculture and how it can support
sustainable development
(HAD 2.2, 4.1, 5.2) (CMM 2.3, 2.5)
Module content at a glance:
• The four levels of prevention
• The ecological foundations of health promotion
• Human health is intimately linked to the health of the environment.
• Aligning sustainability goals with health goals.
• Integrating environment and health: conceptual framework, methods and tools.
• Health promotion defined
• Sustainable healthcare defined
• WHOs International Classification of Health, Function and Disability
• Key criteria and factors that provide a means by which to create healthcare sustainability
• Markers for monitoring health and wellbeing in a sustainable health care system
• Personal rights, responsibility, engagement, equality and incentives
• The role of prevention and health promotion in a sustainable health care model
• Responsibility to protect the individual and society
• Values, goals and ethical principles in health promotion
• The public health impact of health promotion interventions
• The 5 dimensions of quality health promotion interventions: reach, efficacy, adoption,
implementation, and maintenance.
• Development, and implementation of, a workplace health promotion programme
• Health of the environment and the current food-agriculture model.
• Health, food and sustainable development.
• Permaculture as an environmentally respectful model
152
METHODS OF TEACHING AND LEARNING:
Contact hours 39 h
Directed learning 20 h
• Lectures: 26 weeks x 1 h
• Case report (estimated 10
= 26 h
h of student autonomous
work)
• Seminars: 13 weeks x 1 h
• Case report (estimated 10
= 13 h
h of student autonomous
work)
SUMMATIVE ASSESSMENT
Type
% Contribution
EX
70%
Independent study 66 h
Twenty (20) hours of revision for
exams
Forty five (46) hours further study
of related reading reference
material
Title
Final Exam Semester 1
(25%): Knowledge test
of lecture material
CW
15%
Final Exam Semester 2
(45%): Knowledge test
of lecture material
Course work
CW
15%
Course work
Duration (if app)
2 hour, end of semester
2 hour, end of semester
Semester 1, given week
8, due week 10A,
feedback due week 11A
Semester 2, given week
y, due week y+2 (in
tutorial), feedback due
week y+4
INDICATIVE LITERATURE LIST:
BOOKS
•
Hawke C & Evans W. Health promotion and wellness: an evidence-based guide to clinical preventive
based services. Lippincott Williams and Wilkins, 2013.
•
Jamison J. Health Promotion for Chiropractic Practice. Gaithersburg, MD: Aspen Pub, 1991.
•
Naidoo J, Willis J. Foundations of health promotion. UK: Elsevier (3rd Ed), 2012.
•
Woolf SH, Jonas S, Lawrence RS. Health promotion and disease prevention in clinical practice.
Baltimore: Williams and Wilkins, 1996.
•
Street RL Jr, Rimal RN. Health promotion and interactive technology: a conceptual foundation. In:
Street RL Jr, Gold WR, Manning T, eds. Health Promotion and Interactive Technology. Mahwah, NJ:
Lawrence Erlbaum Associates; 1997.
•
Reichmann J. Cuidar la tierra. Políticas agrarias y alimentarias sostenibles para entrar en el siglo XXI.
Icaria Editorial; 2003.
•
Séralini, G. ¿Nos envenenas? Transgénicos, pesticidas y otros tóxicos. Cómo afectan a nuestras vidas
y cómo se ocultan sus consecuencias. Nuevos Emprendimientos Editoriales; 2013.
•
Smith JM. Semillas peligrosas. Las mentiras de la industria y los gobiernos sobre lo que comemos.
Terapias Verdes; 2006.
•
Mollison B. Introducción a la Permacultura. Editorial Tagari, 1994. Edición revisada 1999.
JOURNALS
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Selected original papers, editorials and commentaries from JMPT, JCCA, CJA, JCC, JCE, Journal of
Chiropractic Humanities and BioMedCentral’s Chiropractic & Manual Therapies, the Journal of Health
Promotion and the European Journal of Public Health.
153
WEB-SITE MATERIAL
•
•
•
•
•
•
World Health Organization: Provides links to information about climate change science and human
health. www.who.int/topics/climate/en/
World Health Organization – Europe: Look up Community Participation in Local Health Sustainable
Development: Approaches and techniques. Features activities and tools for community participation in
health and sustainability initiatives. www.euro.who.int
Deakin University Nature and Health Research Group (NiCHE): NiCHE is an online nature and
health
clearing house with information about projects from around the world.
www.deakin.edu.au/hmnbs/hsd/research/niche/index.php
Healthy Spaces and Places: Contains national guidelines for planning, designing and creating
sustainable communities that encourage healthy living. Features case studies, and design and
planning guidelines. www.healthyplaces.org.au
International Union for Health Promotion and Education: Look up the 2010 IUHPE 20th World
Conference on Health Promotion: Health, Equity and Sustainable Development. Features include
presentation and plenary downloads on food, health and sustainability. www.iuhpeconference.net42
Monash Sustainability Institute: Look up Promoting Social Inclusion in Adaptation to Climate
Change: A discussion paper. Features Victorian research and approaches to inclusion for at-risk
communities.
www.monash.edu/research/sustainability-institute
Learning to teaching
Learning Outcome
Teaching activity
Assessment method
(S)ummative or (F)ormative
Example
Describe the molecular
mechanism of Krebs cycle
Lecture
Seminar: Computer model
(S) Written exam (EMQ)
1. Understand the ethical
and legal dimensions of
health promotion and
disease prevention in
clinical practice and
decision-making.
Lectures - Interactive
Seminars - Participation in small
group work
Self directed learning Exercises
(S) Essays
(F) Assessment of in class group case-based
activity
(F) Assessment of small group in-seminar
exercise
(F) Assessment of self directed learning
exercise
2. Compare and contrast
health promotion with
clinical preventive services
Seminars - Participation in small
group work
Self directed learning exercises
(F) Assessment of small group in-seminar
exercise
(F) Assessment of self directed learning
exercise
3. Discuss and explain the
principles, responsibilities
and obligations of health
care providers related to
health promotion, disease
prevention and
sustainability
Seminars - Participation in small
group work
(F) Assessment of small group in-seminar
exercise
4. Analyse the ethical and
legal dimensions of health
promotion in clinical
practice and decisionmaking
Lectures - In class group casebased activity
Seminars - Participation in small
group work
Self directed learning Exercises
(S) Essays
(F) Assessment of in class group case-based
activity
(F) Assessment of small group in-seminar
exercise
(F) Assessment of self directed learning
exercise
5. Evaluate the roles and
responsibilities of the key
stakeholders in health
Seminars - Participation in small
group work
Self directed learning Exercises
(F) Assessment of small group in-seminar
exercise
154
promotion and the health
care system in general
6. Analyse the strengths
and weaknesses of the
WHO’s ICF as a framework
for health promotion
Seminars - Participation in small
group work
(F) Assessment of small group in-seminar
exercise
7. Demonstrate skills in
developing health
promotion interventions to
clinical situations
Lecture – In class group casebased activity
Seminars - Participation in small
group work
Self directed learning Exercises
8- Apply ethical reflection to
health promotion case
scenarios
Lecture – In class group casebased activity
Seminars - Participation in small
group work
Self directed learning Exercises
Seminars - Participation in small
group work
(S) Essays
(F) Assessment of in class group case-based
activity
(F) Small group in-seminar exercise
(F) Assessment of self directed learning
exercise
(S) Essays
(F) Small group in-class exercise
(F) Assessment of self directed learning
exercise
9. Justify health promotion
decisions in terms of valid
ethical argument, research,
relevant guidelines, and the
law
(F) Small group in-seminar exercise
10. Formulate and
implement a workplace
health promotion
programme
Lectures - Interactive
Seminars - Participation in small
group work
Self directed learning Exercises
(S) Essays
(F) Small group in-class exercise
(F) Assessment of self directed learning
exercise
11. Demonstrate interactive
skills (leadership, active
listening, sharing and
cooperation) with patients,
staff and other health care
providers
Seminars - Participation in small
group work
Self directed learning Exercises
(S) Essays
(F) Small group in-class exercise
12. Demonstrate reflection
as a means by which to
improve learning
Seminars - Participation in small
group work
Self directed learning Exercises
(S) Essays
(F) Small group in-class exercise
13. Demonstrate study
strategies for understanding
complex systems involving
a multitude of diverse
concepts
Self directed learning Exercises
(S) Essays
(F) Self directed learning Exercises
14. Understand
environmental sustainability
to be part of individual and
collective health
Seminars - Participation in small
group work
Group discussion
Self directed learning Exercises
(S) Essays
(F) Small group in-class exercise
15. Analyse the root
energetic, ecological and
economical causes of the
collapse in the current foodagricultural model
Lectures - Interactive
Seminars - Participation in small
group work
Self directed learning Exercises
(S) Essays
(F) Small group in-class exercise
16. Integrate sustainable
development into working
and daily situations, as
individuals as group
Lectures - Interactive
Reading and interpreting articles
Group discussion
Seminars - Participation in small
group work
(F) Small group in-class exercise
17. Explain permaculture
and how it can support
sustainable development
Lectures – Interactive
Seminars - Participation in small
group work
(F) Small group in-seminar exercise
155
Weekly planning of the module
Semester I
Topic
Week
1
Introduction to module, learning outcomes and review
of role of chiropractor in health promotion
2
Disease prevention & health promotion theories
3
Sostenibilidad y salud
4
The ecological foundations of health promotion
5
Structuring your chiropractic practice for health
promotion and wellness
6
Planning, designing and constructing sustainable
communities that encourage healthy living
7
Salud y soberania alimentaria
8
Patients rights and responsibilities
9
Markers for monitoring health in a sustainable health
care system
10
The ICF framework and sustainability
11
Que el alimento sea tu medicina I
12
13
Patient-centred chiropractic care model, self-care and
sustainability
Semester II
Topic
Week
1
Lifestyle advise
2
Lifestyle advise – Three different perspectives
3
Evidence-based health care facility design
Que el alimento sea tu medicina II
4
5
6
7
8
9
10
11
12
13
Health promotion and interactive technology
Salutogenesis – Advanced
Communicating the importance of health promotion to
patients and their families
La permacultura
Creating adherence and continuity in health
promotion programmes
Workplace health promotion programmes
Supporting health advocacy
La permacultura cotidiana
Review
156