Base Knowledge
Anatomy and physiology of respiratory and cardiovascular systems.
Assessment and prescription of specialized interventions in respiratory and cardiovascular cases
Clinical reasoning oriented to maximize functioning.
Teaching Methodologies
Teaching methodologies will include interactive lectures to introduce core concepts and frame key clinical issues, promote inquiry, and guide student engagement with the content. Diverse clinical cases will be integrated to illustrate and contextualize theoretical topics, fostering deeper understanding. Active learning strategies are central, with a particular focus on flipped classroom and case-based learning models.
Small group discussions will be used to analyse clinical cases in-depth, requiring students to engage in research, literature review, and problem-solving. This approach aims to develop critical thinking and enable students to select and justify appropriate physiotherapy assessment and intervention techniques for patients with cardiovascular and respiratory pathologies. Learners will collaboratively construct, evaluate, and present clinical cases, employing clinical reasoning to determine SMART objectives, intervention strategies, and reassessment plans. This cycle of case formulation, discussion, and reflection is designed to enhance both subject mastery and professional decision-making skills. The overall methodology is grounded in student-centred, flip-based learning principles.
Learning Results
Practical-instrumental (psychomotor performance);
Cognitive: reflective mental performance and knowledge;
Affective: growth of emotional/behavioral and attitude areas.
After completing the curricular unit, the student should know, understand and be able to:
Apply the principles of assessment, diagnosis, programming and intervention in conditions and problems associated with the cardiovascular and respiratory system, as well as to elaborate adequate records, based on Functionality/Disability;
Organize the elements associated to Physiotherapy procedures according to the components Structures, Functions, Activities/Participation and Contextual Factors
Develop strategies centered in the education/counselling of patients/patients and relatives and of the knowledge of the contribution of the different members of the health team so that the physiotherapist has a global vision of the patient/user
Critically analyze the models and practical strategies in the different contexts where the physiotherapist works
Evaluate the evidence of practice in the context of cardiovascular and respiratory conditions.
Program
Assessment According to ICF:
Deepen the strategies for assessing components of functioning and disability, including body structures and functions, activities, and participation, as well as contextual factors in patients with cardiovascular and respiratory conditions. Utilize internationally validated instruments and recommended scales. Encourage the use of practical examples and simulations to train multidimensional assessment skills.
Prognosis and Goal Setting:
Explore not only biomedical prognosis but also the psychoemotional and social impact of the conditions in setting SMART goals. Reinforce critical analysis of factors influencing adherence, therapeutic success, and session planning. Develop skills in dynamic management and planning of session frequency and duration, considering the patient’s community context and available resources.
Evidence-Based and Innovative Interventions:
Promote analysis of international guidelines, national standards, and clinical decision algorithms. Include interdisciplinary approaches in collaboration with other health professionals, emphasizing teamwork for managing complex cases. Encourage teaching and practice of advanced techniques (e.g., inspiratory muscle training, functional gait assessment, exercise prescription based on individual response, personalized rehabilitation models). Incorporate modules dedicated to new technologies, including artificial intelligence, machine learning in rehabilitation, wearables, sensors, and telerehabilitation. Develop competencies in implementing health promotion and secondary prevention projects. Stimulate practice and discussion on person-centered rehabilitation in real and simulated environments.
Innovative Teaching and Learning Strategies:
Implement active learning systematically, including case studies, clinical simulations, flipped classrooms, and problem-based learning. Use digital environments for discussion, training, and assessment as complements to face-to-face sessions (e.g., collaborative platforms, digital simulations, e-portfolios). Provide continuous formative evaluation with objective and constructive feedback.
Focus on Evaluation and Continuous Improvement:
Integrate moments of self-reflection and self-assessment for students. Promote continuous professional development, emphasizing the importance of up-to-date scientific knowledge and evidence-based practice throughout the course.
Curricular Unit Teachers
Paula Susana Gonçalves LopesInternship(s)
NAO
Bibliography
Principal Bibliography
Ambrosetti M, Abreu A, Corrà U, Davos CH, Hansen D, Frederix I, Iliou MC, Pedretti RF, Schmid JP, Vigorito C,
Voller H, Wilhelm M, Piepoli MF, Bjarnason-Wehrens B, Berger T, Cohen-Solal A, Cornelissen V, Dendale P,
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Secondary Bibliography:
Ambrosetti M, Abreu A, Corrà U, Davos CH, Hansen D, Frederix I, Iliou MC, Pedretti RF, Schmid JP, Vigorito C,
Voller H, Wilhelm M, Piepoli MF, Bjarnason-Wehrens B, Berger T, Cohen-Solal A, Cornelissen V, Dendale P,
Doehner W, Gaita D, Gevaert AB, Kemps H, Kraenkel N, Laukkanen J, Mendes M, Niebauer J, Simonenko M, Zwisler AO. Secondary prevention through comprehensive cardiovascular rehabilitation: From knowledge to implementation. 2020 update. A position paper from the Secondary Prevention and Rehabilitation Section of the European Association of Preventive Cardiology. Eur J Prev Cardiol. 2020 Mar 30:2047487320913379. doi:10.1177/2047487320913379. Epub ahead of print. PMID: 32223332.
American College of Sports Medicine. ACSM’s Guidelines for Exercise Testing and Prescription. Lippincott Williams & Wilkins, 10th edition, 2018;
APFisio. “Registo, logo existo!”: Registo Clínico de Fisioterapia, 2018. Disponível em: http://www.apfisio.pt/wp-ontent/uploads/2018/10/RLE__2018_008_31__Registo_logo_existo.pdf
Bibliografia Secundária
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