Degree | Type | Year | Semester |
---|---|---|---|
2500892 Physiotherapy | OT | 4 | 2 |
None.
The main objective of this subject is to understand the historical, social and cultural foundations of physical, natural and complementary therapies in order to acquire the elements that will allow a critical analysis of the current situation of the profession of physiotherapist in the Spanish State, and to establish a comparison with other European healthcare models.
This general objective can be broken down into four specific objectives:
A. HISTORY, CULTURE AND PHYSIOTHERAPY
1. Disease and sickness. A historical, biological, social and cultural phenomenon
2. The origins of the experience of illness
3. The society against the disease. The medical systems
4. Disease, positivism and technology
5. Social and cultural history of physiotherapy and the rehabilitation process
6. Hydrotherapy and crenotherapy
7. Gymnastics and massage
8. Electrotherapy and radiotherapy
9. The process of medicalization and the right to health
B. PHYSIOTHERAPY, GENDER AND SOCIETY
1.Introduction to gender theory for health professions
2. Ethics, biopower and the right over one's own body
3. Physiotherapy, profession and civil responsibility
C. COMMUNICATION, NARRATIVES, AND REPRESENTATIONS IN PHYSIOTHERAPY
1. The media in health-disease processes
2. The image in the social construction of health professions
3. The account of the contemporary experience of illness and rehabilitation
D. THE EXPERIENCE OF ILLNESS AND CARE: PALLIATIVE CARE
1. Role of physiotherapy in palliative care
2. Care practices in the patient with chronic pain
3. Health care and emotional attention in the biosanitary system
4. Holistic and conscious attention
E. CONCLUSIONS
The theory sessions are organized in lectures of 2-3 hours that include discussions on topics proposed by the teachers, and establish the groundwork to be developed with specific contents in the seminars.
The seminars constitute the main structure of the subject and are developed in four sessions of 2 hours each, except the last sessions of each seminar, which include the evaluation activity and consist of 3 hours. They are based on case study and Problem-Based Learning (PBL) methods, with the aim to encourage active learning and to consolidate the critical analysis initiated in the theory sessions through the formulation of questions and discussions that, in this case, the students will propose, either in a group or well individually, from concrete experiences.
Learning activities
I. Directed activities (37 hours)
• Lectures (10 hours): distributive block A
• Seminars (27 hours): distributive blocks B, C and D
II. Supervised activities (23 hours): in all the distributive blocks
• Preparation and presentation of written works
III. Autonomous activities (75 hours): in all the distributive blocks
• Reading text and preparation (30 hours)
• Self-study (10 hours)
• Written works and oral presentations (20 hours)
• Preparation of group discussions and final debate (15 hours)
IV. Assignments: will be sent through the Moodle application on the dates previously indicated by the teachers.
• Oral presentation: distributive block B
• Individual essay: distributive block C
• Group written work: distributive block D
• Debate script for the final session: distributive block E
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 | |||
SPECIALIZED SEMINARS (SESP) | 27 | 1.08 | 1, 3, 2, 5, 4, 28, 8, 10, 29, 13, 14, 16, 15, 17, 19, 18, 22, 20, 21, 11, 23, 24, 25, 27, 26, 31, 6, 30 |
THEORY (TE) | 10 | 0.4 | 1, 7, 2, 5, 28, 9, 8, 10, 29, 12, 13, 14, 16, 19, 11, 23, 24, 25, 26 |
Type: Supervised | |||
ORAL PRESENTATION / EXPOSITION OF WRITTEN WORKS | 23 | 0.92 | 1, 2, 5, 28, 9, 8, 10, 29, 13, 14, 17, 19, 18, 11, 23, 24, 25, 27, 26, 31 |
Type: Autonomous | |||
PREPARATION OF WRITTEN WORKS / SELF-STUDY / READING ARTICLES / REPORTS OF INTEREST | 75 | 3 | 1, 2, 5, 28, 9, 8, 10, 29, 13, 14, 17, 19, 18, 11, 23, 24, 25, 27, 26, 31 |
The evaluation of the acquired competencies in this subject is continuous, through the active participation of the students in relation to several activities proposed by the teachers.
The final mark will be the sum of the marks of every distributive block. For the evaluation to be effective, it is necessary to pass each activity separately.
The faculty will communicate the marks through the Moodle application once each distributive block has been completed. The final mark of the subject will be published after the final session, also through the Moodle application.
The students who do not take the evaluation tests will be considered as "Not evaluated", losing the enrolment rights of the subject.
The students who have not passed the continuous evaluation, can be re-evaluated with an exam. In order to participate, students must have been previously evaluated in a set of activities with a minimum weight of two thirds of the evaluation. In addition, it is necessary to have obtained at least 3.5 in the total grade of the subject.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Attendance and active participation in class and seminars | 10% | 3 | 0.12 | 1, 2, 5, 28, 9, 8, 10, 29, 13, 14, 17, 19, 18, 11, 23, 24, 25, 27, 26, 31 |
Essay test of extensive questions | 30% | 4 | 0.16 | 1, 7, 3, 2, 5, 10, 29, 12, 14, 16, 17, 19, 18, 22, 20, 21, 11, 23, 24, 25, 27, 26, 30 |
Evaluation through case studies and problem solving | 30% | 4 | 0.16 | 1, 2, 28, 10, 29, 13, 17, 19, 18, 11, 24, 25, 27, 26, 31 |
Oral defense of written works | 30% | 4 | 0.16 | 7, 2, 5, 4, 10, 12, 15, 17, 19, 18, 20, 11, 23, 24, 25, 27, 31, 6, 30 |
Bertaux, Daniel (2005) Los relatos de vida: perspectiva etnosociológica. Barcelona: Bellaterra
Comelles, Josep Maria & Martínez-Hernáez, Ángel (1993) Enfermedad, Cultura y Sociedad. Un ensayo sobre las relaciones entre la Antropología Social y la Medicina. Madrid: Eudema
Cuelenaere, Eduard, Willems, Gertjan & Joye, Stijn (2019) Remaking identities and stereotypes: How film remakes transform and reinforce nationality, disability, and gender. European Journal of Cultural Studies, 22(5-6): 613-629. Available online: <https://journals.sagepub.com/doi/pdf/10.1177/1367549418821850>
Dijk, Teun A. van (2013) Racismo cotidiano y política intercultural. A: Zapata-Barrero, Ricard i Pinyol Jiménez, Gemma (eds.) Manual para el diseño de políticas interculturales. Barcelona: GRITIM, UPF. Available online: <https://repositori.upf.edu/handle/10230/20190>
Esteban, Mari Luz (ed.) (2007) Introducción a la antropología de la salud. Aplicaciones teóricas y prácticas. Bilbao: Asociación por el derecho a la salud (OSALDE). Available online: <https://osalde.org/wp-content/uploads/2017/02/Libro-Introduccion-Antropologia-De-La-Salud-OSALDE-Mariluz-Esteban-ed.pdf>
Fausto-Sterling, Anne (2019) Gender/Sex, Sexual Orientation, and Identity Are in the Body: How Did They Get There? Journal of Sex Research, 56(4-5): 529-555. Available online: <https://login.are.uab.cat/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswss&AN=000467157500007&site=eds-live>
Fernández-Garrido, Sam & Alegre Agis, Elisa (2019) Autoetnografías, cuerpos y emociones (II): Perspectivas feministas en la investigación en salud. Tarragona: Publicacions de la Universitat Rovira i Virgili. Available online: <http://llibres.urv.cat/index.php/purv/catalog/view/408/426/966-1>
Heap, Ruby (1995) Training Women for a New "Women's Profession": Physiotherapy Education at the University of Toronto, 1917-40. History of Education Quarterly, 35(2): 135-158. Available online: <https://www-jstor-org.are.uab.cat/stable/pdf/369630.pdf?refreqid=excelsior%3Ac5a39dd8edae7146afe00e224ce754f2>
Jiménez, Javier (2000) Aparatos gimnásticos y de rehabilitación del siglo XIX: orígenes comunes y su evolución. Madrid: Gymnos
Lendoiro Salvador, José (2016) Fisioterapia en los inicios del siglo XX y Primera Guerra Mundial: avances profesionales y científicos. Fisioterapia al día, 12(3):58-67. Available online: <https://dialnet.unirioja.es/servlet/articulo?codigo=5654074>
Linker, Beth (2005) Strength and Science: Gender, Physiotherapy,and Medicine in the United States, 1918-35. Journal of Women's History 17(3): 106-132. Available online:<https://muse-jhu-edu.are.uab.cat/article/187420/pdf>
López Piñero, José María (2002) La medicina en la historia. Madrid: La Esfera de los Libros
Martínez-Hernáez, Ángel(2008) Antropología Médica. Teorías sobre la cultura, el poder y la enfermedad. Barcelona: Anthropos
MacLean, Vicky M. & Rozier, Carolyn (2009) From sport culture to the social world ofthe "good PT": masculinities and the career development of physical therapists. Men and Masculinities, 11: 286-306. Available online: <https://journals-sagepub-com.are.uab.cat/doi/pdf/10.1177/1097184X06294619>
McRuer, Robert (2006) Crip Theory: Cultural Signs of Queerness and Disability. New York: NYU Press
McRuer, Robert (2018) Crip Times: Disability, Globalization, and Resistance. New York: NYU Press. Available online: <https://www-degruyter-com.are.uab.cat/document/doi/10.18574/9781479807253/html>
Nicholls, David A. (2018) The End of Physiotherapy. Abingdon; New York : Routledge
Nicholls, David A. & Gibson, Barbara E. (2010) The body and physiotherapy. Physiotherapy Theory and Practice, 26 (8): 497-509. Available online: <https://www-tandfonline-com.are.uab.cat/doi/pdf/10.3109/09593981003710316?needAccess=true>
Nicholls, David A. & Cheek, Julianne (2006) Physiotherapy and the shadow of prostitution: The Society of Trained Masseuses and the massage scandals of 1894. Social Science & Medicine, 62(9): 2336-2348. Available online: <https://www-sciencedirect-com.are.uab.cat/science/article/pii/S0277953605005022?via%3Dihub>
Perdiguero, Enrique & Comelles, Josep Maria (eds.) (2000) Medicina y cultura. Estudios entre la antropología y la medicina. Barcelona: Bellaterra. Available online: <https://www.researchgate.net/publication/236170751_Medicina_y_Cultura_Estudios_entre_la_Antropologia_y_la_Medicina>
Pettman, Erland (2007) A History of Manipulative Therapy. Journal of Manual & Manipulative Therapy, 15(3): 165-174. Available online: <https://www-tandfonline-com.are.uab.cat/doi/pdf/10.1179/106698107790819873?needAccess=true>
Prados Megías, ME, Márquez García, MJ & Padua Arcos, D. (2017) Life Stories as a Biographic-narrative Method. How to Listen to Silenced Voices. Procedia - Social and Behavioral Sciences, 237, 962–967. Available online: <https://www-sciencedirect-com.are.uab.cat/science/article/pii/S1877042817301362?via%3Dihub>
Vazir Shrey, et al. (2019) Perspectives of Racialized Physiotherapists in Canada on Their Experiences with Racism in the Physiotherapy Profession. Physiotherapy Canada, 71(4), 335- 345. Available online: <http://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=1&sid=470a43c9-c376-4c31-ae0e-beb54c1d3109%40sdc-v-sessmgr03>
Vicente-Pedraz, Miguel & Torrebadella-Flix, Xavier (2017) El dispositivo gimnástico en el contexto de la medicina social decimonónica española. De las políticas higiénicas a los discursos fundacionales de la “Educación Física”. Asclepio, 69 (1):p.172. Available online: <https://ddd.uab.cat/record/178105>
Complementary bibliography will be offered throughout the semester, in accordance with the distributive blocks.
No specific software is required.