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Consulta de les dades generals Descripció Informació prèvia a la matrícula Objectius i competències Continguts Consulta dels recursos d'aprenentatge de la UOC per a l'assignatura Informació addicional sobre els recursos d'aprenentatge i eines de suport Informacions sobre l'avaluació a la UOC Consulta del model d'avaluació | ||||||||||
Aquest és el pla docent de l'assignatura per al segon semestre del curs 2023-2024. Podeu consultar si l'assignatura s'ofereix aquest semestre a l'espai del campus Més UOC / La universitat / Plans d'estudis). Un cop comenci la docència, heu de consultar-lo a l'aula. El pla docent pot estar subjecte a canvis. | ||||||||||
Evidence-Based Practice is a compulsory course taken in the fifth semester of the Joint Bachelor's Degree in Speech and Language Therapy (UVic-UCC, UOC). The goal is to introduce students to the basics of evidence-based practice, following a mixed approach combining theory and hands-on experience. The course is organized into five blocks. The first block is introductory, covering what evidence-based practice is, its development over time (both in the broader field of health sciences and in speech and language therapy specifically) and its basic principles. It also goes into the strengths and limitations of this approach and the steps involved in its implementation. The remaining four blocks focus on the different stages of a systematic review: formulating a clinical question, finding the best available evidence to answer it, assessing the quality and validity of the evidence found, putting this evidence into practice and evaluating the results. Overall, the course is aimed at encouraging students to think critically about the use, interpretation, and dissemination of research results, as well as how to bring these results into clinical speech and language therapy practice. Language of instruction: English |
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Students should note that some of the reference works and other materials required to complete the course's assessable activities (continuous assessment activities and a synthesis test) are in English. |
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Competencies
GC3 - Be empathetic in your interactions with other people, showing interpersonal skills. BC2 - Apply knowledge to your job or occupation professionally and have the skills usually demonstrated by making and defending arguments and solving problems within your field of study. BC4 - Convey information, ideas, problems and solutions to both specialist and non-specialist audiences. Interdisciplinary competencies (IC) IC2 - Project the values of entrepreneurship and innovation in the course of your personal academic and professional career through contact with different professional realities and with motivation for professional development. IC6 - Use different forms of verbal, written or audiovisual communication, in your mother tongue or in foreign languages, with a high level of correctness in use, form and content. IC7 - Become the main player in your own formative process, focusing on personal and professional improvement and the acquisition of a complete education that enables you to learn and live in a context of language diversity, with diverse social, cultural and economic realities. Specific competencies (SC) SC1 - Design, implement and assess actions to prevent communication and language disorders. SC2 - Explore, evaluate, diagnose and give prognoses concerning the evolution of communication and language disorders from a multidisciplinary perspective based on the ability to interpret medical records, applying principles based on the best information available and in conditions of clinical safety. SC3 - Use speech therapy examination techniques and instruments, and record, synthesize and interpret the data supplied, integrating them in the general body of information. SC4 - Master the terminology used in order to ensure effective interaction with other professionals. SC5 - Design and carry out individual and group speech therapy treatments, establishing objectives and stages, with the most effective and adequate methods, techniques and resources, in line with the different stages of human development. SC7 - Advise users' families and social milieu, encouraging their participation and collaboration in the speech therapy process. SC9 - Understand the scientific foundations that underpin speech therapy and its evolution, critically assessing the terminology, clinical trials and methodology of the research associated with speech therapy. SC11 - Explain and provide the rationale for the treatment selected. SC12 - Know, design and apply preventive programmes associated with speech therapy and foster communication skills among the general population. SC13 - Be able to develop skills such as regulating one's own learning, problem-solving, critical reasoning and adapting to new situations. SC14 - Know and be able to integrate biological (anatomy and physiology), psychological (processes and evolutionary development), linguistic and learning bases for speech therapy intervention in communication, language, speech, hearing, voice and non-verbal oral functions. SC15 - Be familiar with the disorders affecting communication, language, speech, hearing, voice and non-verbal oral functions. SC16 - Know and critically assess the techniques and instruments for assessment and diagnosis in speech therapy, as well as the procedures for speech therapy intervention. SC17 - Be able to establish clear and efficient communication with the patient, their family and the other professionals involved in their care, adapting to their sociolinguistic and cultural characteristics. SC18 - Prepare and write examination and diagnosis, follow-up, treatment completion and referral reports. SC20 - Be able to use information and communication technologies. SC20 - Learn how to use ICTs. SC23 - Work as a speech therapist, respecting your patients' autonomy and their genetic, demographic, cultural and economic determinants, applying the principles of social justice and understanding the ethical implications of health in a changing world. Objectives The course is designed for students to:
Learning outcomes After completing the course, students should be able to:
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1. Introduction to Evidence-Based Practice (EBP) 2. Defining the clinical question. 3. Search for evidence. 4. Assessment of the quality of the evidence. 5. Decision and implementation of the evidence, and evaluation of the intervention. |
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Module 1. Introduction to evidence-based practice Module 2. The clinical question Module 3. Systematic literature search Module 4. Quality assessment of studies included in systematic reviews Module 5. Implementation of scientific evidence
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El procés d'avaluació es fonamenta en el treball personal de l'estudiant i pressuposa l'autenticitat de l'autoria i l'originalitat dels exercicis realitzats. La manca d'autenticitat en l'autoria o d'originalitat de les proves d'avaluació; la còpia o el plagi; l'intent fraudulent d'obtenir un resultat acadèmic millor; la col·laboració, l'encobriment o l'afavoriment de la còpia, o la utilització de material, programari o dispositius no autoritzats durant l'avaluació, entre altres, són conductes irregulars en l'avaluació que poden tenir conseqüències acadèmiques i disciplinàries greus. Aquestes conductes irregulars poden comportar el suspens (D/0) en les activitats avaluables que es defineixin en el pla docent -incloses les proves finals- o en la qualificació final de l'assignatura, sigui perquè s'han utilitzat materials, programari o dispositius no autoritzats durant les proves, com ara xarxes socials o cercadors d'informació a internet, perquè s'han copiat fragments de text d'una font externa (internet, apunts, llibres, articles, treballs o proves d'altres estudiants, etc.) sense la citació corresponent, o perquè s'ha dut a terme qualsevol altra conducta irregular. Així mateix, i d'acord amb la normativa acadèmica, les conductes irregulars en l'avaluació també poden donar lloc a la incoació d'un procediment disciplinari i a l'aplicació, si escau, de la sanció que correspongui, de conformitat amb l'establert a la normativa de convivència de la UOC. En el marc del procés d'avaluació, la UOC es reserva la potestat de:
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