Degree | Type | Year | Semester |
---|---|---|---|
2500893 Speech therapy | OB | 4 | A |
This subject is organized in three blocks:
BLOCK I: Practicum Speech pathology of otholaringological disorders.
There are no official prerequisites.
It is convenient that the students have precise knowledge of Anatomophysiopathology, clinical manifestatios and Diagnostic methods of both the auditory a (ear and central auditory pathways), and the phonatory and swallowing (larynx,
pharynx, oral cavity and nasal pits)apparatus . In addition to this knowledge, it is necessary that studenst have knowledge about the medical and surgical treatments we perform. The eespecialized explorations are the competence of the ENT.
BLOCK II: Practicum in neurologopedics
It is advisable to have taken and passed the following subjects:
Second year: 101710 - Neurology of Language & 104143.-The pathology of Hearing, Speech, Voice and Swallowing
Third year: 101711 - Neurodegenerative diseases and dementias
BLOCK III: On-line Interuniversity Conference on Speech Therapy
There are no official prerequisites.
BLOCK I: The fundamental objective of Block I is to complete the training of students in practical situations as a future speech therapist in patients affected by pathologies of the language, swallowing, hearing and voice, both in children and adults. In addition to the general objective of learning and applying terminology to allow them to interact effectively with other medical professionals or speech therapists, is intended that the students achieve the following specific objectives: 1. Bring the students closer to professional activity, so they can put into practice the skills and abilities acquired throughout their academic training, completing their theoretical training; 2. Familiarize students with the dynamics of personal and professional relationships in the work environmen; 3. Learn how to interpret and analyze a medical report in patients with language, swallowing, hearing and voice pathologies. Also be to elaborate and redact: exploration and diagnosis, follow-ups, end-of- therapy and referral-of-patient reports; 4. Perform speech therapy interventions. Programming and realization of sessions: objectives, resources, techniques, methods, interviews. Learn how to explain and argument the chosen treatment; 5. Perform research tasks in the field of Speech Therapy. Learn and apply scientific methodology, analyze data, review publications.
BLOCK II: On completion of the first three years of the degree in speech therapy, which provide the theoretical basis for the examination and rehabilitation of neurological patients, students need to put into this knowledge into practice, using examination methods and working directly with the patient during the rehabilitation process. By the end of Block II of Practicum III, the student should be able to apply the skills learned throughout the degree to speech therapy with neurological patients.
BLOCK III: To know other professional fields on the logopedical practice.
BLOCK I (Coordinator: Prof. Juan Lorente): Activities related to speach therapy practice in otorrinolaryngology pathologies.
BLOC II (Coordinator: Prof. Laura Auge): Clinical examination and rehabilitation directly with patients with different neurological disorders, mainly Aphasia, Dysarthria and Cognitive Disorder.
BLOCK III: (Coordinator: Prof. Melina Aparici): Professional experiences (On-line Interuniversity Conference on Speech Therapy). Presentation of cases, assessment and intervention tools in the different areas of speech therapy by professionals.
BLOCK I ENT-Speech Therapy: It is performed in the Otorrinolaryngology Service of the Vall d'Hebrón University Hospital and at the Associated CatSalut Speech Therapy Centers with whom the Autonomous University of Barcelona has a signed agreement. The students will be under the direction and supervision of two tutors, one from the Faculty (Prof. Juan Lorente) and the other from the Collaborating Center.
A.- UNIVERSITY GENERAL HOSPITAL VALL D`HEBRON
- Each student must attend for two days at the clinical activity of the ENT outpatient clinic at the Vall d'Hebrón University Hospital , from 9 a.m. to 3 p.m. It is mandatory to go with a white coat.
- The assistance is in small groups.
- The practices consist of attending, along with the professor, to the outpatient clinic. Here students will observe the symptomatology that the patient refers to or presents, the treatment that he has received or will receive according to the clinician.The student will be present to observe all of the ENT exploration, always accompanied by suitable explanations by the responsible professor, insisting on techniques that can obtain precise, objective information especially regarding oral communication.
- Clinical data is obtained through history and exploration of the organs on which oral communication occurs, Knowledge of anatomy and physiology of the phonoarticulatory organs, is needed in order to interpret or elaborate a medical report.
- The distribution of the students is made in agreement with Academic Management of the Faculty combining this assistance with the rest of practices.
B. CATSALUT ASSOCIATED SPEECH THERAPY CENTERS
- The students will be distributed in the centers according to the programming of the Faculty. They will attend the allocated center for THREE WEEKS. Students will attend morning hours (from 8 a.m. to 2 p.m.) and / or in the afternoons (from 14.30 to 20 h).
- Inthese centers, they will actively participate in all the tasks of diagnosis and speech therapy intervention, discussing cases with speech-therapists. Mandatory to go with a white coat.
BLOCK II:
Each student will participate actively in four learning blocks, combining class practice and clinical case seminars:
Computerized rehabilitation
The student will accompany the patient with computerized exercises
Group rehabilitation
The student will organize and conduct group rehabilitation activities.
Production of material
From the observation of a patient with aphasia, the students, in groups, will define their objectives and create a specific activity designed to achieve one of these objectives. Once designed, the activity will be tested in a role-playing activity in order to observe the pros and cons of the methodology.
Plan of action, schedule, intervention and follow-up of the rehabilitation of an aphasic patient.
Based on the data from an examination of a patient, the students work in groups to produce a plan of action and a schedule for the rehabilitation of that patient. The same students will then work with the patient and then, based on the results obtained, will redesign the plan in preparation for the next rehabilitation session.
N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Bloc III Interuniversitary online conference | 12 | 0.48 | 4, 16, 10, 13, 26, 19 |
Block II. Presentation class and inicial planification | 3 | 0.12 | 2, 3, 5, 16, 10, 20, 26, 27, 23, 30, 19, 32, 33, 34 |
Block II. Small group planning sessions for rehabilitation, training, patient application and review of results | 12 | 0.48 | 2, 3, 5, 16, 10, 20, 26, 27, 23, 30, 19, 32, 33, 34 |
Type: Supervised | |||
Block I. Tutoring in speech therapy centers and in hospital unit | 95 | 3.8 | 3, 4, 5, 7, 16, 10, 11, 13, 12, 9, 28, 18, 15, 14, 8, 17, 21, 22, 24, 25, 26, 27, 23, 35, 32, 1, 31 |
Type: Autonomous | |||
Bloc III. Summary of the Interuniversitary online conference | 5 | 0.2 | 4, 7, 13 |
Block I. Practice Report and learning consolidation | 15 | 0.6 | 3, 7, 16, 10, 13, 12, 21, 22, 24, 35 |
Block II. Production of therapeutic plans and reports | 8 | 0.32 | 6, 11, 12, 28, 18, 29, 15, 25, 27, 19, 31 |
Block I:
Given the nature of the subject, attendance at the selected internship centers is indispensable.
The evaluation of the practices will take into account different aspects: quality of the final work delivered, the e valuation of the Tutor of the Collaborating Center and assessment of the own Academic Tutor on the involvement of the Student in the different follow-up sessions carried out throughout the course.
The academic evaluation of the is done according to the work done by the student and the student assessmen by the professional tutor.
The grade will based be on:
1. The Clinical Cases Report written by the student: One of the competences and abilities important for a Speech Therapy Professional is the ability to adequately elaborate quality reports and work documents, for patients, professionals or other recipients. Practicum is an excellent opportunity for the student to exercise these abilities and competences and learn to prepare a precise, comprehensive and systematic report. Thus all the students must write a project where they will elaborate reports through which they can communicate the relevant clinical findings from the point of view of a speech therapist and express their judgment on the cases. The cases will be chosen by the teacher, the objective being to assess whether they have assimilated the content of Block I, and see their capacity for analysis and synthesis of the information received. This will help them in their future professional activity, as it will allow them to develop and acquire scientific and human knowledge that will facilitate the relationship with the patient and other professionals who treat patients with speech and hearing disorders. The work must be submitted to the Academic Tutor in the terms he establishes in the Vall d`Hebron University Hospital. It will represent 25% of the grade from Block I.
2. Assessment of the student by the professional tutor:
The predisposition, interest and performance of the student is valued. It will represent 75% of the Block I grade . Since this is a Practicum, sufficiency in this block will be achieved by the students who, having completed all the Clinical practice, obtain a final grade of 5 or more points in this block (scale 0-10).
Block II:
In this block, sufficiency will be obtained by the students who, having completed a minimum of 80% of the clinical practice, obtain a final grade of 5 or more for this block (scale of 0-10)
FINAL GRADE:
It will be the weighted sum of the grade of each block (Block I: 80%; Block: II 20%).
Passing the class: To pass the class the grade of each block must be at least 5 points (scale 0-10). Otherwise the note may not exceed 4 points.
Not evaluable: A student who has given assessment activities with a weight less than 4 points (40%) will appear as "not evaluable".
Resit: The students that have been previously evaluated in a set of activities whose weight is equivalent to a minimum of two thirds of the total grade of the subject and has obtained a course grade between 3,5 and 4,9 points can accommodate a specific plan for recovery of aspects where he/she has not proven sufficiency
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Block I. Student's assessment done by the Professional tutor | 60% | 0 | 0 | 3, 4, 5, 7, 16, 10, 11, 13, 12, 9, 28, 18, 15, 14, 8, 17, 21, 22, 24, 25, 26, 23, 35, 31 |
Block I. Work from clinical practice | 15% | 0 | 0 | 4, 10, 11, 13, 28, 18, 15, 22, 24, 25, 19, 35 |
Block II. Clinical practice | 3% | 0 | 0 | 2, 3, 5, 16, 10, 20, 25, 26, 27, 23, 30, 19, 35, 32, 33, 1, 34 |
Block II. Therapeutic plan and assessment | 12% | 0 | 0 | 6, 11, 12, 28, 18, 29, 19, 31 |
Block III. Report Jornadas Interuniversitarias | 10% | 0 | 0 | 2, 4, 6, 7, 11, 15, 14, 8, 30, 33, 31 |
BLOCK II:
Basso, A. (2003) Aphasia and its therapy. Oxford: Oxford University Press.
Chapey, R. (2001) Language Intervention Strategies in Aphasia and Related Neurogenic Communication
Disorders. 4a ed. Philadelphia: Lippincott Williams & Wilkins.
Ducarne de Ribaucourt, B, (1989) Reeducación semiológica de la afasia. Madrid: Masson.
FernándezGuinea, S.; López-Higes, R. (2005) Guía de Intervención Logopédica en las afasias. Madrid:
Síntesis. Hécaen H. i Albert, M. Human Neuropsychology. John Wiley & Sons, New York, 1978.
Helm-Estabrooks (2005) Manual de la afasia y de terapia de la afasia. 2a ed. Madrid: Panamericana.
Luria, A.R. (1978) Cerebro y lenguaje. Fontanella, Barcelona.
BLOCK I:
Bleeckk. (2004) Disfagia: Evaluación y reeducación de los trastornos de la deglución. Ed. McGrawHill.
Calais-Germain, B. - Germain, F(2014). Anatomia para la voz. entender y mejorar la dinamica del aparato vocal. Editorial: La liebre de marxo.
Casado J. C.(2002) La evaluación clínica de la voz. Fundamentos médicos y logopédicos. Ed. Aljibe. Malaga.
Casado J. C. Pérez A (2009). Trastornos de la voz: Del diagnóstico al tratamiento. Ed. Aljibe. Malaga.
Cobeta, I. - Nuñez, F. - Fernández, S (2014). Patologia de la Voz. Editorial: Marge Books
I Cobeta, F. Nuñez, S Fernández (2014). Patología de la voz. Ponencia Oficial de la SEORL PCF Ed. Marge Méica Books
Jaume G, Tomas M.(2007) Manejo de la disfagia y aspiración. Ed. Ergon
Le Huche F, Allali A.(2004) La voz Tomo (1,2,3, 4). Ed. Massón. Barcelona
Menaldi J.(2002) La Voz Patológica. Ed. Panamerican
Mendizábal, N. - Santiago, R. - Jimeno, N. -García, N. - Díaz-Emparanza, M (2013). Guia practica para la elaboracion de informes logopedicos.Editorial: Medica Panamericana
Núñez F., Maldonado, Suárez C. (2000) Cuidados y rehabilitación del paciente traqueotomizado. Servicio de publicaciones Universidad de Oviedo
Perello J.(2005) Trastornos del habla. Ed. Masson.
Puyuelo M.(1997) Casos Clínicos en logopedia. Ed. Massón
Ramírez C. (2008) Manual de Otorrinolaringología, Ed. McGrawHill. Madrid
Suárez A. Martínez J.D., Moreno J.M, García ME. (2003)Trastornos de la voz. Estudio de casos. Ed. EOS.