Base Knowledge
The acquisition of theoretical and practical knowledge in the subjects taught requires knowledge of neuroanatomy, neurophysiology and pathophysiology of neurological diseases.
Teaching Methodologies
The teaching of the curricular unit is divided into two components: one theoretical-practical and one practical.
The theoretical-practical teaching aims at the detailed presentation of the programme content through an active, explanatory methodology using auxiliary tools.
The practical component involves the application of study protocols to models, practical application of the programme content developed in the theoretical-practical component, the use of evoked potential equipment and the preparation of study reports.
Learning Results
The student should acquire knowledge about:
– Anatomy and physiology of the central and peripheral nervous systems with special reference to the auditory, visual and somatosensory pathways.
– Neurophysiological techniques related to evoked potentials.
– Operation of evoked potential devices
The student should acquire skills and competences in:
– Identifying and describing study protocols.
– Applying the different techniques and methods while respecting all safety conditions and professional ethics.
– Identification of normal and pathological findings.
– Solving underlying technical problems.
– Contribute to the development of new methods/techniques while maintaining a proactive and critical spirit.
Program
THEORETICAL AND PRACTICAL CONTENTS
Acquisition equipment and recording sensors:
– Analysis of the biological signal and generation of sources;
– Concept of the functioning of an evoked potential device;
– Basic recording parameters and properties;
– Safety conditions.
Auditory Evoked Potentials:
– Study protocol (type of stimulus, recorded waves and their significance), determination of auditory threshold and clinical utility;
– Conduction, sensorineural and mixed hypoacusis;
– Newborn screening.
Visual evoked potentials:
– Study protocol (type of stimulus, recorded waves and their significance), types of visual potentials and their clinical relevance;
– Optic nerve pathway lesions, chiasm and retrochiasm.
Somatosensory evoked potentials:
– Study protocol for the upper limbs, lower limbs and pudendal nerve (concept of stimulus type, recorded waves and their significance) and clinical utility;
– Demyelinating diseases, myelopathies and spinal cord tumours.
Intraoperative monitoring:
– Multimodal techniques, clinical applications and alarm criteria.
PRACTICAL CONTENT
– Application of study protocols.
– Identifying common technical problems and resolving artifacts.
– Preparation of reports on evoked potentials.
Curricular Unit Teachers
Heloísa Mendes Pereira da Silva
Grading Methods
This curricular unit is assessed in two (2) distinct moments, one for each matrix to be assessed: theoretical-practical (TP) and practical (P), with a weighting of 60% and 40% respectively. These same weightings apply to both continuous assessment and the final exam.
In the case of the TP component, this is assessed by an individual written test, while the P component is assessed by the practical performance of an evoked potential protocol in the laboratory with the dedicated equipment.
A minimum grade of 9,5/20 is required in each of the two components (TP and P). However, the weighted average of these grades must be equal to or greater than 10 for the student to be eligible for the curricular unit.
In the event of failure or non-attendance at the continuous assessment or regular examination dates, students have the opportunity to apply for admission to the appeal period and finally to the special period (if applicable) within the deadlines of the applicable academic calendar, as recommended in the applicable academic regulations.
Internship(s)
Bibliography
– PRIMARY BIBLIOGRAPHY:
– SECUNDARY BIBLIOGRAPHY:
- Husain, AM. Illustrated Manual of Clinical Evoked Potentials. New York: Demos Medical. 2018. Springer Publishing Company.
