Curricular Unit:			Code:
Evidence Based Physiotherapy			1186FBEV
Year:	Level:	Course:	Credits:
1	Master	Physiotherapy (Physiotherapy Maternal-Infantile)	6 ects
Learning Period:		Language of Instruction:	Total Hours:
Winter Semester		Portuguese/English	78
Learning Outcomes of the Curricular Unit:
Understand the concept of evidence-based physiotherapy, of best available evidence and distinguish between forms of evidence. Provide students with scientific evidence research skills. Promote comprehension and critical analysis of literature skills. Foster capacity for: selection of useful and applicable results in specific contexts; adoption, implementation, evaluation of the implementation of evidence strategies; and stimulate self - directed and reflective learning ability, aiming for lifelong learning. After completion of the course the student must demonstrate research skills targeted for clinical practice and understand the role of evidence-based practice in continuous improvement of care.
Syllabus:
Teaching Unit I: Introduction to evidence-based practice 1.1. Evidence-based physiotherapy 1.2. Forms of evidence 1.3. Hierarchies of evidence 1.4. Searching the evidence Teaching Unit II: Elements of evidence 2.1. Questions, theories and hypotheses 2.2. Study design 2.3. Sample 2.4. Variables and quantification of variables 2.5. Validity of research 2.6. Statistical significance and clinical relevance Teaching Unit III: Systematic Evaluation of Evidence 3.1. Evidence for diagnostic tests 3.2. Evidence about prognosis 3.3. Evidence on interventions 3.4. Evidence of results 3.5. Systematic reviews and guidelines Teaching Unit IV: Implementation of evidence 4.1. Barriers to implementation 4.2. Strategies to overcome Teaching Unit V: Evaluation of effectiveness
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
A theoretical and practical approach relating to evidence-based practice will allow the understanding of the concept of evidence-based physiotherapy, of best available evidence, of the distinction between forms of evidence and gain scientific evidence research skills. The approach of content relating to the elements of evidence and systematic review of the evidence will give students the skills for understanding and critical analysis of literature and for selection of useful and relevant results in specific contexts. The approach to content related to the implementation and evaluation of the effectiveness of evidence will provide students with skills for implementing and evaluating the implementation of evidence. The whole process will provide students with the skills needed for clinical research and for understanding the role of evidence-based practice in continuous improvement of care, stimulating and enhancing reflective learning throughout life.
Teaching Methodologies (Including Evaluation):
Selected content for this component will be addressed in expository form in theoretical and practical classes, encouraging the active participation of students whenever possible and using practical examples to facilitate their understanding. Practical oriented classes, where students apply their knowledge of research, identifying forms of evidence and critically analysing them regarding the various constituent elements, will be provided. Assessment: The evaluation will be continuous in informal assessment moments and through a written paper, based on the principles covered during the lessons.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
Expository and practical approach of contents allows the acquisition of knowledge on the fundamentals of the processes involved in evidence-based practice. The teaching methodology adopted foster the acquisition of practical skills and reasoning regarding the concept of evidence-based physiotherapy, of best available evidence, of distinction between forms of evidence, of research the scientific evidence from clearly defined clinical questions, their implementation and evaluation of effectiveness. The active participation of students in practical oriented activities will allow the integration of knowledge, allowing the formulation of informed reasoning regarding the process of evidence-based practice.
Reading:
Jewel, D.L. & Jewel, D.V.(2008). Guide to Evidence-Based Physical Therapy Practice (2nd ed.). Jones & Bartlett Publishers, Incorporated Dijkers, M. P., Murphy, S. L. e Krellman, J.(2012). Evidence-Based Practice for Rehabilitation Professionals: Concepts and Controversies. Archives of Physical Medicine and Rehabilitation,93(8, Supplement),S164-S176. Maher, C. G., Sherrington, C., Elkins, M., Herbert, R. D. e Moseley, A. M.(2004). Challenges for evidence-based physical therapy: accessing and interpreting high-quality evidence on therapy. Physical Therapy,84(7),644-654. Menon, A., Korner-Bitensky, N., Kastner, M., McKibbon, K. e Straus, S.(2009). Strategies for rehabilitation professionals to move evidence-based knowledge into practice: a systematic review. Journal of Rehabilitation Medicine,41(13),1024-1032. Scurlock-Evans, L., Upton, P. e Upton, D.(2014). Evidence-Based Practice in physiotherapy: a systematic review of barriers, enablers and interventions. Physiotherapy,100(3),208-219
Lecturer (* Responsible):
Adérito Seixas (aderito@ufp.edu.pt)