Degree | Type | Year | Semester |
---|---|---|---|
2500892 Physiotherapy | OT | 3 | 2 |
There are no prerequisites.
The subject is optional and is taught in the third year of Degree in Physiotherapy. This subject goes directed to know the world of Pediatrics from the focus of Physiotherapy. Have basic notions of development of the healthy child, to be able to understand the pathology and, to deepen in the treatment of physiotherapy proper.
The objectives of the subject are:
UNIT 1: INTRODUCTION TO THE SUBJECT (Teacher: Laura García)
1.1 Basic concepts of the subject.
1.2 Presentation of the program.
1.3 Seminars and self-employment learning
1.4 Type of evaluation.
UNIT 2: INTRODUCTION TO THE PEDIATRIC PHYSIOTHERAPY (Teacher: Laura García)
2.1 Healthy child development.
2.2 Dysfunctions, developmental disorders or risk of suffering them (Pathologies).
2.3 Repercussions on their functional skills (psychomotor, neurological, orthopedic conditions, etc.
2.4 Prevention and early detection of childhood pathologies through CRIBLETS.
UNIT 3: PHYSIOTHERAPIST'S ROLE (Teacher: : Laura García)
3.1 Relationship, involvement and attitude of the physiotherapist towards the child, the family and the environment. Family-centered practices.
3.2 Therapeutic intervention and importance of the relationship with the family.
3.3 Different areas of treatment (CDIAP, EAP, Private, EEE, Hospitals)
UNIT 4: NEWBORN EXPLORATION (Teacher: Laura García)
4.1 Prenatal and postnatal development.
4.2 Apgar Test.
4.3 Archaic reflections. Advances in neuroscience applied to neurodevelopment and motor learning.
4.4 Muscular tone.
4.5 Acquisition of postural control and balance.
UNIT 5: PREMATURE NEWBORN (Teacher: Laura García)
5.1 Characteristics of premature baby.
5.2 Causes and disorders that can be found.
5.3 Physiotherapy treatment in the incubator.
UNIT 6: PSYCHOMOTOR DEVELOPMENT (Teacher: Laura García)
6.1 Progression of Psychomotor Development in the different stages of the healthy child.
6.2 Alterations or dysfunctions in psychomotor development.
6.3 Warning signs.
UNIT 7: THE GAME (Teacher: Laura García)
7.1 Differentiating elements of the adult treatment.
7.2 The game as a tool to carry out the treatment of Physiotherapy. (The game and the toys, the functional game, different stages of the game).
UNIT 8: CLINICAL HISTORY (Teacher: Laura García)
8.1 Evaluation and observation.
8.2 Exploration.
8.3 Assessments according to the impact of the baby / child.
8.4 Clinical history. Examples.
UNIT 9: SITTING (Teacher: Saida Garcés)
9.1 Characteristics of the Sitting.
9.2 Corrections in sitting. Key point.
9.3. Assessment of sitting.
9.4 Support products.
9.5 Alterations.
UNIT 10: STANDING (Teacher: Saida Garcés)
10.1 Characteristics of standing.
10.2 Corrections in standing. Key points.
10.3. Valuation of standing.
10.4 Support products.
10.5 Alterations.
UNIT 11: MOVING
11.1 What is moving?
11.2 Forms of moving. Characteristics.
11.3. Pace pattern.
11.4 Corrections in the pace.
11.5 Assessment of pace
11.6 Support products
UNIT 12: CONGENITAL TORTICOLLIS (Teacher: Laura García)
12.1 Definition and classification.
12.2 Exploration and differential diagnosis.
12.3 Aims of physiotherapy treatment.
12.4 Conservative treatment of physiotherapy.
12.5 Post-surgical physiotherapy treatment.
UNIT 13: OBSTETRIC BRACHIAL PLEXUS PARALYSIS (Teacher: Laura García)
13.1 Definition, classification, and prognosis.
13.2 Associated lesions.
13.3 Exploration and evaluation.
13.4 Aims of physiotherapy treatment.
13.5 Conservative treatment of physiotherapy.
13.6 Residual deformities and regression period.
13.7 Early and delayed post-surgical physiotherapy treatment.
UNIT 14: CONGENITAL HIP DISLOCATION (Teacher: Saida Garcés)
14.1 Definition, aetiology, and classification.
14.2 Evaluation.
14.3 Exploration of normal and pathological baby.
14.4 Conservative treatment. Orthosis.
14.5 Post-surgical physiotherapy treatment.
UNIT 15: FOOT DISORDER (Teacher: Saida Garcés)
15.1 Definition, classification.
15.2 Talipes equinovarus. Aetiology.
15.3 Exploration.
15.4 Conservative treatment. Physiotherapy. Orthosis. Plaster.
15.5 Complications.
15.6 Post-surgical physiotherapy treatment in the baby and child.
UNIT 16: ALTERATIONS OF THE SPINE (Teacher: Saida Garcés)
16.1 Definition. Classification.
16.2 Exploration.
16.3 Child, youth and teenage idiopathic scoliosis.
16.4 Evaluation.
16.5 Objectives of physiotherapy treatment.
16.6 Physiotherapy treatment.
UNIT 17: CEREBRAL PALSY IN CHILDREN (Teacher: Saida Garcés)
17.1 Definition. Classification.
17.2 Alterations of psychomotor development.
17.3 Topographical distribution of the injury.
17.4 Tone alterations.
17.5 Orthopaedic disorders.
17.6 Aims of physiotherapy treatment.
17.7 CIF
17.8 Physiotherapy treatment.
UNIT 18: AUTISM SPECTRUM DISORDER (TEA) (Teacher: Saida Garcés)
18.1 Definition and nomenclature.
18.2 Characteristics.
18.3 Associated symptoms.
18.4 Levels of TEA.
18.5 Communication Resources.
18.6 Accessibility and TIC.
UNIT 19: PHYSIOTHERAPY IN MULTIDISABILITIES (Teacher: Saida Garcés)
19.1 Definition of multidisabilities.
19.2 Perception from multidisabilities.
19.3 The movement.
19.4 Communication.
19.5 Inclusion.
19.6 Low cost.
UNIT 20: THE DIET IN CHILDREN WITH GRAVE DISABILITIES (Teacher: Saida Garcés)
20.1 Definition of diet.
20.2 Different types of diet.
20.3 Alterations in swallowing.
20.4 Guideline treatment and relation with physiotherapy.
20.5 Adaptation of the environment.
UNIT 21: PEDIATRIC ONCOLOGY (Teacher: Laura García)
21.1 Natural history of cancer.
21.2 Classification.
21.3 Exploration.
21.4 Physiotherapy treatment and others.
UNIT 22: ACONDROPLASIA (Teacher: Saida Garcés)
22.1 Definition.
22.2 Characteristics.
22.3 Children exploration.
22.4 Physiotherapy treatment.
22.5 Other treatments.
UNIT 23: NEUROMUSCULAR DISEASES (Teacher: Saida Garcés)
23.1 Definition.
23.2 Neuromuscular disease characteristics.
23.3 Classification.
23.4 Evaluation.
23.5 Physiotherapy treatment.
UNIT 24: RESPIRATORY PATHOLOGY AND PHYSIOTERAPIST TREATMENT (Teacher: Laura García)
24.1 Anatomy and physiology of the children respiratory system vs adult.
24.2 Common pathology.
24.3 Exploration and detection of the respiratory pathology.
24.4 Techniques of respiratory physiotherapy.
In reference to the theory, they will be carried out in a mixed way, in presencially and virtual presencially at 50%, depending on the situation of the pandemic.
Place to put into practice the different ways of performing physiotherapy treatment with own characteristics of children, depending on age and other relevant aspects of the infant. Depending on the evolution of the pandemic, we will carry out all the practices virtually. If possible, we will make the pelvic moulding seat of plaster in person.
Segons l'evolució de la pandèmia, realitzarem la totalitat de les pràctiques de forma virtual. En cas de ser possible, realitzarem presencialment l'elaboració del seient de guix.
*Units that will be put into practice:
- Stimulation of Psychomotor development.
- Practice the daily life activities with some disability.
- Practice on Cerebral Palsy: Make a pelvic moulding seat of plaster.
- Practice on the multidisability "Putting yourself in the skin of the multidisability”.
Teachers will give you some guide to do the written work when the subject start.
The groups will be formed by 4-5 students (it depends on the total students).
The topics to work will be proposed by the teachers.
The teachers can suggest some interesting article with the objective of study or read it.
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
LABORATORY PRACTICES (PLAB) | 6 | 0.24 | 16, 1, 3, 2, 7, 5, 4, 8, 6, 10, 12, 11, 17 |
THEORY (TE) | 46 | 1.84 | 1, 3, 2, 8, 6 |
Type: Autonomous | |||
PREPARATION OF WRITTEN WORKS | 23 | 0.92 | 16, 1, 3, 2, 7, 4, 9, 8, 6, 10, 11 |
READING ARTICLES /REPORTS OF INTEREST | 20 | 0.8 | 1, 6 |
SELF-STUDY | 55 | 2.2 | 16, 1, 3, 8, 6, 11 |
The final scoring will be the amount of: Written evaluation through objective tests with selection of items on alternate answer (50%), Attendance and active participation in class and seminars (15%), theoretical evaluation of written work (25%), oral defence of written work (10%). It is necessary a final scoring greater or equal as 5 to pass the subject. Students who miss exams or who do not do the final written work, they have a NO EVALUATE on the subject.
The verify assistance in class and seminars must be greater or equal as 80%: the student who assist a minimum of 80% to the classes, will obtain directly 1,5 points/10 in the final scoring.
Those students who have a justified reason to miss more than 80% and the teacher consider it, will offer to do a complementary work to be able to obtain 15% in the final scoring.
- There will be 2 mid-term exams with the objective of eliminatory of lessons: each one of them has account 25% (partial I 25%, partial II 25%). Each mid-term exam will consist on 30 questions of true (V) or false (F). Each incorrect question remains a correct question. Unanswered questions will not subtract points. The first mid-term exam will be on mid-semester (first part of subjects) and the second mid-term exam will be when de subjects finished (at the end of the course). Each exam takes 60 minutes.
- In order to pass the course, one must pass the both mid-term exams with a minimum of 5. The other marks make average with the exams score.
- Students who don’t pass the first mid-term exam, will not be admitted to the second mid-term exam and they must to do the final exam with all the subjects (date of the exam according to schedule). Students who don’t pass the second mid-term exam it will be the same process (They must to do the final exam).
- In the case of do not pass some mid-term exam, the final exam will consist on 50 questions of true (V) or false (F). Each incorrect question remains a correct question. That exam has account 50%. It takes 90 minutes.
- In the case of do not pass the final exam, it will be a 'recovery examination', that consist on 50 questions of true (V) or false (F). Each incorrect question remains a correct question. It takes 90 minutes (date of the exam according to schedule).
- If some student makes an application for revision of some exam, it will be on the agreed schedule with the teacher.
The written work will be awarded at the end of the course (date according to schedule). The delivery of the written work will be in paper and digital form (email). Written works submitted late will mean NO EVALUATE.
There will be a document on virtual campus with all the instructions to make the written work.
The dates of the oral defence will be according at the beginning of the subject. These will be always after the delivery of the written works.
The oral defence will take 30 minutes: 20 minutes to expose and 10 minutes to questions and assessment.
It is essential that every people of the group expose and defence the work this day.
The mark obtained will be the same to everyone.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance and active participation in class and seminars. | 15% | 0 | 0 | 9, 13, 15, 14, 12, 11, 17 |
Oral defense | 10% | 0 | 0 | 1, 3, 2, 10, 12, 11, 17 |
Theory-written evaluation | 25% | 0 | 0 | 16, 1, 3, 7, 5, 4, 8, 6, 10, 12, 11, 17 |
Written evaluation through objective tests of alternate answer. | 50% | 0 | 0 | 3, 8, 12, 11, 17 |
Specific Bibliography:
FAGOAGA, J. Fisioterapia práctica en pediatría. Barcelona. McGraw-Hill, 2005
GASSIER, J. Manual del desarrollo psicomotor del niño. Barcelona: Masson, 1996
LE METAYER, M. Reeducación cerebromotriz del niño pequeño. Barcelona: Masson, 2001
MACIAS, L., FAGOAGA, J. Fisioterapia en pediatría. Barcelona: Ed. Médica Panamericana, 2018
SERRA GABRIEL, DIAZ PETIT, DE SANDE CARRIL. Fisioterapia en neurología, sistema respiratorio, y aparato cardiovascular. Barcelona: Ed. Masson, 2005
STAHELI, L. T. Ortopedia pediátrica. Madrid: Marban Libros, 2003 TACHDJIAN. Ortopedia pediátrica 4 vol. Barcelona: Interamericana, 1990
Bibliografía de consulta
BOBATH, B., BOBATH, K. Desarrollo motor en distintos tipos de parálisis cerebrales. Buenos Aires: Panamericana, 1997
BRAZELTON, T. B. Escala para la valoración del comportamiento neonatal. Barcelona: Paidós, 1997
CRUZ, M., BOSCH, J. Atlas de síndromes pediátricos. Barcelona: Espax, 1998
DE PABLOS, J., GONZÁLEZ HERRANZ, P. Apuntes de fracturas infantiles. Madrid: Hergon, 2001
GONZÁLEZ VIEJO, COHO RIAMBAU, SALINAS CASTRO. Escoliosis. Realidad tridimensional. Barcelona: Masson 2001
LEVITT, S. Tratamiento de la P.C. y del retraso motor. Madrid: Panamericana, 2001
LEONHART, M. El niño ciego. ONCE
PONCES J. Paràlisi cerebral infantil. Barcelona: Generalitat de Catalunya. Departament de Benestar Social, 1991
SOYEZ-PAPIERNIK, E. Comprendre la rééducationdes anomalies du développement. Paris: Masson; 2005
Internet resources:
Ortopedia en niños http://www.patient.co.uk/doctor/Orthopaedic-Problems-in-Childhood.htm
Tortícolis congénita
http://www.pediatriceducation.org/2008/12/15/file:///C:/pubmed/12101935
http://www.pediatriceducation.org/2008/12/15/
Parálisis cerebral http://sinu.unisinu.edu.co/investigacion/revistas_en_pdf/medicina/puntaje_de_apgar.pdf
Programary isn't necessary.