Curricular Unit:			Code:
Discussion of Evidence-Based Cases II			1188DCB2
Year:	Level:	Course:	Credits:
3	Undergraduate	Speech Therapy	4 ects
Learning Period:		Language of Instruction:	Total Hours:
Spring Semester		Portuguese/English	52
Learning Outcomes of the Curricular Unit:
a. Have knowledge and ability to understand the role of the Speech Therapist (SLP) in the fields related to the disturbance of human communication and swallowing; b. To be able to describe the nature of fluency disorders (etiology, theories, and development) and apply its forms of assessment and intervention in different age groups. c. Be able to analyze and reflect on therapeutic activities that are part of the TF activity profile; d. Collect, select, and interpret relevant information, including social, scientific, and ethical aspects, according to the presented case studies; e. Present generic professional skills of clinical reasoning, professional communication, continuous learning, and professional behavior.
Syllabus:
I - Analysis and discussion of clinical cases related to different areas of activity of the speech therapist, based on evidence-based practice; II - Analysis and discussion of different approaches, programs and intervention techniques in the field of Speech Therapy; III – Research and Analysis of Reference Articles on Evidence-Based Practices in Speech Therapy IV – Fluency and its disturbances -Nature of stuttering (introduction, etiology, theories, development) -Assessment and treatment of stuttering and related disorders -Stuttering Research
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The contents to be considered by the teacher are defined according to the characteristics and needs of each student, according to the cases that arise in the course of CU in the same semester of Clinical Teaching I. They consist of technical and scientific guidance necessary for the clinical performance, design of the internship plan, and preparation of progress reports and final stage. The discussions and analyses referred to in PC I, II, and III guide the student in understanding and adopting best practices regarding the management of cases that are their responsibility. The learning outcomes are related to the syllabus as follows: a, c, d, e - I, II, III; b- IV.
Teaching Methodologies (Including Evaluation):
Theoretical-practical and practical classes, focusing on the presentation and discussion of clinical cases, with an emphasis on driving adequate clinical reasoning to the uniqueness of each one. It is given importance to the formulation of clinical problems and analysis of different answers, based on scientific articles, starting from real cases (video, case studies in scientific articles, or cases of clinical teaching). It is encouraged the dialogue process. The students are asked to fill in assessment tools, using case studies on video; Role-play (assessment and intervention). Assessment: Practical (50%) Active method Participation in the case discussions of the problem-questions 15% Selection, analysis, and presentation of one scientific paper of evidence-based practice 15% Presentation of a study case 20% TP (50%) The expositive method, interrogative method, demonstrative method 2 Written tests 30% -25%+25%
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The pedagogical implementation of classes arises in a manner consistent with the fundamental objectives of the CU. Thus, in this CU students will learn to observe, evaluate and decide, knowing reasons for its decisions. the course consists of theoretical and theoretical-practical lessons, thus educational methodologies used to fall within the best procedures used in this area. So, exposure of the best practices of SLP found in the published research is done by promoting participation and critical analysis by students, accompanied by consolidation exercises. These classes are intended to develop students' knowledge and increase their awareness of the importance of the issues addressed in the clinical real context, and the visualization of real situations contributes to a better environment and greater ease in the perception of the goals to be achieved. Students will learn by observing, analyzing, reflecting, and making decisions about the issues and proposed alternatives, improving their skills in the subjects concerned. Given the ecological and holistic dimension of SLP activities, CU search will be essential to promote capabilities to apply in different contexts knowledge acquired under the influence of different factors and variables, including SLP performance contexts. Verification of the perception of the understanding of the same concepts occurs with the use of the interrogative and participatory methods. The development of knowledge and skills of this course will be made by performing small practical work (eg case studies, role-play), exercises in the classroom (eg evaluation reports based on observation of videos) and work independent research and application of acquired skills in a real context. In addition, work will be proposed with the use of specific cases (video and teaching clinic TF ESS-FP) related to the course area. Finally, the evaluation of students will serve to measure the effectiveness of teaching methods developed at UC and, if necessary, in the future it may well make some corrections in teaching methodologies.
Reading:
Pesquisa na base de dados b-On, de acordo com as temáticas tratadas. Livros / Books • Guitar, B. (2019). Stuttering - An Integrated Approach to its Nature and Treatment. Philadelphia: Wolters Kluwer. ISBN 9781496346124. • Froma, R., Worthington, C. (2021). Intervention for fluency. In: Treatment resource manual for speech-language pathology. San Diego, CA: Plural. ISBN 9781635501186. Teses / Thesis • Velente, R. (2009). Avaliac¸a~o de Crianc¸as com Disflue^ncia. Tese de Mestrado. Aveiro: Universidade de Aveiro. • Germano, H. (2002). Gaguez: contributo da psicossomática para a sua compreensão e tratamento. Tese de Mestrado. Lisboa: Instituto Superior de Psicologia Aplicada.