Physiotherapy and Ergonomy

Code:

MD2403

Acronym:

FE

Keywords
Classification	Keyword
OFICIAL	Medicine

Instance: 2019/2020 - 2S

Active?	Yes
Responsible unit:	Mestrado Integrado
Course/CS Responsible:	Integrated Master in Dental Medicine

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIMD	54	PLANO OFICIAL 2007/2008 BOLONHA	2	-	2	27	54

Teaching language

Portuguese

Objectives

“Physiatry and Ergonomics” Curricular Unit in MIMD of Dental Medicine Faculty of Oporto (MIMD FMDUP) Learning Objectives

After successfully complete this Curricular Unit, the student of MIMD FMDUP should be able to learn, understand, know how to do, to demonstrate and/or to apply the Programmatic Contentstaught, which will enable the development and acquisition of Physiatry and Ergonomic skills, according to the:

Programmatic Content I : Physiatry and Ergonomics in clinical practice in Dental Medicine

a) define Physiatry and Ergonomics and their areas of expertise

b) differentiate Functional Deficits, Disability and Disadvantage consequent to injury and/or to sequel(s)

c) apply the concepts of Functional Deficits, Disability and Disadvantage to clinical practice in the context of professional injury

d) establish conceptual links and interpretations between Physiatry and Ergonomics in the activity and occupational injuries

e) summarize the target problems in occupational pathologies

f) demonstrate the functional gains arising from the physiatry and ergonomics learning in Dental Medicine clinical practice

g) to develop knowledge and skills to use for subsequent Curricular Unit MIMD UP and for future clinical practice in Dental Medicine

 

Programmatic Content II : Concepts and Functional Applications in Clinical Medicine

a) define muscle contraction, proprioception, exteroception, effort, posture and movement

b) recognise and explain the physiological bases of concepts defined in (a)

c) describe

-the functioning of the neuromuscular spindle

-alpha and gamma motor activity

-the functional relationship between the agonist and antagonist muscle muscle

-stretch (and the different types of stretching)

-muscle contraction (and the different types of muscle contraction)

-kinetic chains

d) establish the relationship between muscle contraction, posture, movement and exertion

e) justify the importance of proprioception and exteroceptionfor posture and movement

f) analyse and evaluate the dialectic relationship between posture, movement, static and dynamic muscle contraction and effort

g) demonstrate the contribution of Physiatry and Ergonomics for a dialectic relationship between posture, movement, muscle contraction, proprioception and effort on professional activity in dentistry

h) exemplify some of its functional applications (in the practice of dental medical clinic)

 

Programmatic Content III: Ergonomics

a) describe Ergonomics (and its scope of action)

b) illustrate anthropometric parameters in ergonomics

c) discriminate biomechanical parameters and handling of loads in ergonomics

d) establish a relationship between the principles of Ergonomics and the effort

e) interpret the inappropriate relationship between the operator and the tasks and/or the equipment and your posture, with the consequent occupational injuries

f) relate Ergonomics with the social and health impact of occupational illnesses

g) demonstrate the importance of Ergonomics for occupational health

h) meet and discuss some of the European ergonomic standards and general dental medical activity in particular [in relation to the Dentist (and Dental Assistants), the Patient and the working environment]

 

Programmatic Content IV: Pain

a) define Pain

b) describe the neurophysiological mechanisms of pain genesis

c) categorize Pain (and the types of pain)

d) compare the dimensional aspects of Pain

e) discriminate between Acute Pain and Chronic Pain

f) infer the dialectics of Pain and functional impairment

g) build causal relationships between Posture, Movement, Technical Gesture

and Pain

h) report clinical examples of Pain in Dental Medicine Doctors during clinical practice

I) demonstrate the importance of Physiatry and Ergonomics approach in Pain

the Dentists during clinical practice

 

Programmatic Content V: Posture, Movement, Technical Gesture and Micro Musculoskeletal Injury (MME)

a) identify a MME

b) describe lesional mechanisms

c) point out examples of primary, secondary and tertiary MME lesions

d) discuss the importance of Proprioception, Exteroception, Musculoskeletal and Neurological Systems and Working Environment in Technical Gesture implementationand MME

e) show examples of dysfunctions resulting from technical gesture

f) differentiate and discuss the different mechanisms of the Technical Gesture that entail MME injury

g) test different technical gestures for the same task, identifying those ergonomically more correct

 

Programmatic Content VI: Ergonomics and Prevention MME injuries

a) list some most important ergonomic standards in Dental Medicine

b) identify ergonomic principles of standard

c) explain these contents and its applicability to MME injuries prevention

d) establish links between the MME Injury and the inapplicability of the ergonomic standard

e) test some of the ergonomic standards most important in Dental Medicine

 

Programmatic Content VII: Most common diseases in Dental Medicine Clinical Practice in relation to the Technical Gesture and Posture

a) name the axial and peripheral pain syndromes more common in Dental Medicine clinical practice

b) define and list examples of Postural Syndromes, Myofascial Syndromes and Rachis static disorders

c) enumerate the most common tendon pathologies consequent to Dentist’s professional activity

d) recognize the various types of occupational neurological lesions of the upper and lower members in Dentists

e) relate the functional anatomy and clinical semiology in the most common pathologies in clinical practice in Dental Medicine

f) explain the pathophysiological mechanism of a professional (occupational) pathology

g) illustrate the relationship between posture, movement, and professional pathology task

h) detect some dysfunctions that lead to professional pathology

I) discuss their clinical prognosis

j) recommend some preventative measures and therapies

l) summarize and resolve basic problems target to each of the occupational diseases in Dental Medicine

 

Programmatic Content VIII: Physiatry and Ergonomics applied to occupational diseases in Dental Medicine: Prevention and Treatment

a) designatePostural Hygiene principles

b) compare the principles of Ergonomics and Postural Hygiene

c) criticize ergonomic standards in relation to clinical practice in Dental Medicine, within the framework of Postural Hygiene

d) evaluate ergonomic standards in relation to clinical practice in Dental Medicine under Dentist’s MME upper and lower limb lesions

e) plan a prophylactic and therapeutic exercise program for Postural Hygiene and prevention of muscle fatigue in Dentists

f) summarize a prophylactic and therapeutic exercise program for upper and lower limb Dentist’s MME lesions, in early stages

g) discuss the prophylactic and therapeutic exercise programs before

 

Programmatic Content IX: Physical Therapeutic Agents applied to occupational diseases in Dental Medicine

a) name several types of Physical Therapeutic Agents

b) discriminate their therapeutic effects

c) recognize the importance of Physical Therapeutic Agents on conservative therapy

d) compare the different physical therapeutic agents and discuss the applicability of these to occupational diseases, in early stages

Learning outcomes and competences

Learning Outcomes and Competencies in “Physiatry and Ergonomics” Curricular Unit

 

After completing successfully the Curricular Unit of "Physiatry and Ergonomics" the Dental Medicine Student should be able to develop and obtain the following competencies of:

a) understanding the theoretical foundations of Physiatry and Ergonomics needed to establish conceptual links between them and interpret within Dentist’s professional activity and occupational injuries

b) having the capacity for analysis and evaluation of relative differences between posture, movement, muscle contraction (static and dynamic), proprioception and effort on professional activity in Dental Medicine

c) structuring the correct relationship between posture, technical gesture, equipment and tasks that the student will play in clinical practice in Dental Medicine, aiming at the best ambiencial Doctor-Patient and Equipment.

d) discussion and application of ergonomic standards for dental medical activity related to the occupational injuries most common in professionals, when occurs non-applicability of these ergonomic standards

e) evaluation testing of different technical gestures in accordance with ergonomics principles

f) interpretation clinical examples of Pain at the Dentist during clinical practice

g) recognition the most common professional diseases in Dentists, based on harvest of clinical history and examination purpose, with appropriate techniques

h) application of knowledge and clinical reasoning in identifying and solving the basic practical problems of the most common dental medicine occupational diseases (in early stages), in the context of clinical medicine and ergonomics

i) creation a preventive and therapeutic program for the most common dental medicine professional diseases, in early stages

j) development of skills and competences in communication

l) understanding the functional gains in Dental Medicine clinical practice, associated with the performance of Physiatry and Ergonomics learning outcomes

m) development the spirit of initiative, motivation and self-reflection in relation to the learning process and skills, concerning the collection of scientific information in appropriate sources and its management, using the technological means and resources available

 

 

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Curricular Unit "Physiatry and Ergonomics"

 

Pre-requisites (previous knowledge)

 

Knowledge and understanding of:

 

1. anatomo-physiology of the musculoskeletal system and the nervous system

 

2. cardiorespiratory physiology (and its clinical application to effort)

 

3.functional anatomy of shoulder, elbow, wrist, hand and rachis

 

4.physiology of posture and movement

 

5.physiological mechanisms of proprioception and exteroception

 

6. role of ambienciais conditions (including work) in the emergence of occupational diseases

 

Co-requirements (concurrent connections)

 

Knowledge and understanding of:

 

1. functional anatomy of skull-face-temporomandibular joint complex

2. pain

 

Program

 

Curricular Plan of "Physiatry and Ergonomics"

 

I) Scientific, clinical and ergonomic context of "Physiatry and Ergonomics" CU oin FMDUP

Scientific, Medical, Clinical and other science context

"Physiatry and Ergonomics" Curricular Unitis inserted in the scientific area of Medicine; also, as scientific basis it has Ergonomics, Anthropometry, Biomechanics, Psychology, Computer science, Mechanical Engineering, Electronic Engineering, Industrial design.

Clinical Occupational context

It includes, among others:

-Postural Syndromes

- Myofascial Syndromes

- Rachis Static disorders

- Channel Syndrome as the Carpal tunnel, Guyon tunnel, Cubital tunnel, Radial tunnel (Neuropathies of the upper limb-Median, Cubital and Radial Nerves)

-Tendon Pathologies of the upper limb (shoulder, elbow; hand).

The ergonomic context of "Physiatry and Ergonomics" Curricular Unit includes Guidelines and Ergonomic Standards (European Ergonomic Standards) in Dental Medicine (ISO standards) within the framework of posture, movement, technical gesture, equipment and medical equipment and the ambiencial relationship Doctor-Patient.

 

 

II) Curricular Plan of “Physiatry and Ergonomics” in Dental Medicine : Programmatic Contents

 

“Physiatry and Ergonomics” in Dental Medicine clinical practice

- thematic areas:

I. Physiatry and Ergonomics

a) Physiatry and Ergonomics definitions (and scopes of practice)

b) scientific Relationship between Physiatry and Ergonomics (occupational and sheds) c) definition of Functional Deficits, Disability and Disadvantage consequent to injury and/or sequel(s)

d) relationship between professional activity occupational injuries,

e) Physiatry and Ergonomics and clinical examples of occupational diseases in Dental Medicine

f) Importance of Physiatry and Ergonomics in clinical practice in Dental Medicine

 

II. Concepts and Functional Applications to clinical medicine

- thematic areas:

a) Muscle contraction definition and physiologic bases; functional applications to medical clinic

b) Proprioception definition - physiological bases; functional applications to medical clinic

c) Exteroceptividade definition - physiological bases; functional applications to clinical medicine

d) Effort definition - physiological bases; functional applications to medical and clinical pratice

e) Definition of Posture -anatomical and neurophysiological bases; functional applications to clinical medicine

f) Movement definition - anatomical and neurophysiological bases; functional applications in clinical medicine

g) Dialectic Relationship between posture, movement, static and dynamic muscle contraction and Effort

h) Posture, movement, proprioception and exteroception

i) Relative differences between posture/movement and Physiatry / Ergonomics, under the exteroception, proprioception, muscle contraction and effort on professional activity in Dental Medicine

 

III. Ergonomics

- thematic areas:

a) Definition and scope of operation

b) Relationship between Ergonomics, Biomechanics and Physiology

c) Anthropometric parameters in Ergonomics

d) Biomechanical Parameters in Ergonomics and handling of loads

e) Ergonomics, posture, movement and effort

g) Ergonomics, work environment, equipment, tasks and operator

h) Ergonomic Standards (general and in dental medical activity, in particular)

i) Ergonomics and the social and health impact of occupational illnesses

j) Importance of Ergonomics for occupational health

 

IV. Pain

- thematic areas:

a) Anatomic and physiological bases and neurophysiological mechanisms in Pain genesis

b) Categorization of pain (and the types of pain)

c) Dimensional Aspects of pain

d) discrimination between Acute pain and Chronic Pain

e) Pain and functional limitation dialectic

f) relationship between posture, movement and technical gesture and pain

g) Clinical examples of Pain at the Dentist during clinical practice in Dental Medicine

h) Importance of Physiatry and Ergonomics in the approach of Pain

 

V. Posture, movement, technical gesture and micro-musculoskeletal injury (MMI)

- thematic areas:

a) definition of MMI

b) Injury Mechanisms in lesional MMI

c) Importance of Proprioception, Exteroception, muscleskeletal and neurological systems and the working environment in the implementation of the Technical Gesture

d) Technical Gesture and MMI Interface

e) Clinical examples of musculoskeletal dysfunctions consequent to a Technical Gesture

f) Primary, secondary and tertiary prevention in MMI lesions

 

VI. Ergonomics and prevention of MMI

thematic areas:

a) Most important ergonomic standards in dental medicine

b) Ergonomic Principles contained in ergonomic standards

c) Applicability of ergonomic standard content to prevention of MMI

d) Relationship between MMI and the inapplicability of the ergonomic standard

e) Demonstration of some of the most important ergonomic standards in Dental Medicine

 

VII. Most common pathologies in clinical practice in Dental Medicine in relation to the Posture and the Technical Gesture

thematic areas:

a) Postural Syndromes

- definition

-functional anatomy

-clinical semiology

-etiology

-dialectic relationship between Posture, Movement and Postural Syndrome

- primary, secondary and tertiary prevention

- therapeutics

- clinical prognosis

1. Clinical examples

2. Postural syndromes and Rachis

Neurogenic and non neurogenic Neck Pain

Neurogenic and non neurogenic Low Back Pain

3. Static disorders of the Rachis

4. Postural Syndromes and Complex Skull-Cervical-Temporomandibular

5. Importance of Musculoskeletal and Neurological Systems, Proprioception, Exteroception and working environment in the implementation of the Technical Gesture and Postural Syndrome

 

b) Vestibular Syndromes

-definition

-functional anatomy

-clinical semiology

-etiology

-related Posture, Movement and Vestibular Syndrome

-prevention-

- therapeutics

- clinical Prognosis

 

c) Vertebro-Basilar Syndrome

-definition

-functional anatomy

-clinical semiology

-etiology

-relationship between Posture, Movement and Vertebro-basilar Syndrome

-Primary, secondary and tertiary prevention

-Therapeutics

-Clinical Prognosis

 

d) Myofascial Syndromes (neck, dorsal and buttocks)

-definition

-functional anatomy

-clinical semiology

-etiology

-related posture, movement and Myofascial Syndromes

-Primary, secondary and tertiary prevention

Therapeutics

-Clinical Prognosis

d. 1. Myofascial Cervical Syndrome

d. 2. Myofascial Toracic Syndromne

d. 3. Gluteus Maximus Myofascial Syndrom

 

e) Micro and Macro Musculoskeletal Injuries

e. 1. Tendinitis / other tendon pathologies

-definition

-functional anatomy

-clinical semiology

-etiology

-related posture, movement and tendinitis

-Primary, secondary and tertiary prevention

-Therapeutics

-Clinics

-Prognosis.

e.2. Shoulder; Bicipidis tendinitis

-definition

-functional anatomy

-clinical semiology

-etiology

-related Posture, movement and tendinitis of shoulder and Bicipidis

-primary secondary and tertiary prevention

-Therapeutics

-Clinical Prognosis

 

e. 3. Elbow

e. 3.1. Epicondylitis and 3.2. Epitrocleites

-definition

-functional anatomy

-clinical semiology

-etiology

-related posture, movement and tendinitis of the elbow

-Primary, secondary and tertiary prevention

- Therapeutics

-Clinical Prognosis

 

4. Wrist and hand and 4.1. Quervain Tendon pathology

-definition

-functional anatomy

-clinical semiology

-etiology

-related Posture, movement, technical gesture and Quervain Tendon Pathology

-Primary, secondary and Tertiary Prevention

-Therapeutics

-Clinical Prognosis

 

e.4. Tendinitis and other tendon pathologies of the 1st and 2nd dorsal compartment of wrist

-definition

-functional anatomy

-clinical semiology

-etiology

-related Posture, Movement, Gesture and Intersection Syndrome

- Primary,secondary and tertiary prevention

-Clinics

-Therapeutics

- Clinical Prognosis

 

e.4.3. Tendon pathology of 6^th dorsal compartment in hand

-definition

-functional anatomy

-clinical semiology

-Etiology

-related Posture, movement, and technical gesture

- Clinics

- Therapeutics

- Clinical Prognosis

e.4.4. Flexor Digitorum Tendon pathology

-definition

-functional anatomy

-clinical semiology

-etiology

-related posture, movement, technical gesture

-Primary, secondary and terciary prevention

-Therapeutics

-Clinical Prognosis

 

f) “gate spring”

-definition

-functional anatomy

-clinical semiology

-etiology

-Primary, secondary and terciary prevention

-Therapeutics

-Clinical Prognosis

 

g) Neurological Lesions of the upper limb

-definition

-functional anatomy

-clinical semiology

-etiology

-Prevention

-Therapeutics

-Clinical Prognosis in the following situations:

g. 1. Brachial plexus injury by Thoracic Outlet Syndrome (and Scalene Syndrome)

g. 2. Median Neuropathy-Carpal Tunnel Syndrome

g. 3. Radial Neuropathy-Radial Canal Syndrome

g. 4. Neuropathy (s) of Cubital - Ulnar Canal Syndrome; Cubital Syndrome (Guyon Syndrome)

 

VIII. Physiatry and Ergonomics applied to occupational diseases in Dental Medicine (prevention and treatment)

-thematic areas:

a) Postural Hygiene

a. 1. definition

a.2. Standards in relation to clinical practice in Dental Medicine

a. 3. Prophylactic and therapeutic exercises

a. 4. Prevention of muscular fatigue

b) MMI Lesions of the upper limb

b. 1. Medical occupational ergonomic standards, and in relation to clinical practice in dentistry

b. 2. Prophylactic and therapeutic exercises

c) MMI of the lower limb

c. 1. Medical occupational ergonomic standards in relation to clinical practice in Dental Medicine

c. 2. Prophylactic and therapeutic exercises

d) Neurological Lesions of the upper and lower limb

d. 1. Medical occupational ergonomic standards, and in relation to clinical practice in Dental Medicine

d.2. Prophylactic and therapeutic exercises

 

IX. Physical therapeutic agents applied to occupational diseases in Dental Medicine

-thematic areas:

a) definition of physical therapeutic agents

b) physiological effects of physical therapeutic agents

c) therapeutic indications and contraindications

d) importance of physical therapeutic agents on conservative therapy and its applicability to Dentist in early stages of occupational diseases occurrence

 

Mandatory literature

Moore, Keith L, ; Clinically Oriented Anatomy. . ISBN: ISBN: 0-7817-3639-0
- AW Diamond & S.W. Conian.; Controle da Dor (“Practical Pain Management”);. ISBN: ISNB 972-97250-6-3

Teaching methods and learning activities

Methods of teaching and learning activities of CU are developed through:

-Lectures (60 min/week)

-Theoretical-practical Lessons (30 min/week) [includes Small Class groups (30 min/sem)]

-other special learning activities: * group work (variable duration) that may be included lessons in small groups (variable) * project work * Support face-to-face teaching sessions students

The methods of teaching and learning in "Physiatry and Ergonomics" CU were chosen according to:

-the learning goals of the UC

-the learning outcomes expected at the end of the CU

-content (and organization) of the curricular program

-educational strategies adopted during the progression of the curriculum

-the needs and the difficulties in teaching students the objectified during the progression of classes and evaluation methods

 

Theoretical Lessions General Structure:

a) summary of the topics discussed in previous class

b) - statement of the General objectives of the lesson (in accordance with learning objectives)

       -presentation of the main topics (themes) to address

c) -explanation and illustration of the contents of the class

   -comparison with other content taught in previous lessons

d) summary of the lecture

   -presentation of main topics and learning objectives and expecte

e) ratio of class topics with the previous classes (especially when in the same thematic area)

f) elaboration of conclusions about the matter taught

g) summary of the themes to be addressed in the next class

 

General objectives

* Convey and explain the concepts and main topics regarding the programmatic content of the class and their learning objectives, concerning on what the student should focus

* Clarify the concepts and more complex topics and their interconnection in conceptual and organizational network of the topics and content of CU

* Motivate for and guide the previous study and later of the students, aiming at learning, identification of key points of the lesson and the formative and summative evaluations later

* Reconcile and adapting cognitive diversity and personality of students, maintaining discipline and structural logistics school, alongside a minimal interaction with students (in order to increase the educational focus on students)

* Keep the contextualization of the lesson, during his period of teaching and when justified, compared to previous lessons

* Show students the teacher's interest in relation to subjects taught and its importance in practice selected.

 

Theoretical-practical Lessons General Structure

a) beginning with a rapid-response question in relation to a theoretical-practical theme or a case-problem solving the scope of previous theoretical-practical class

b) presentation of the specific goals of this class (in accordance with learning objectives)

c) description of skills to be demonstrated and exercised in this class according to the themes and objectives

d) exercise of cognitive, affective, and psychomotor abilities as part of Ergonomics and/or preventive or therapeutic practice approaches of occupational diseases in Dental Medicine; brief discussion between the teacher and students in relationships at major thematic and exercised skills in class

e) elaboration of conclusions

f) summary of theoretical-practical issues to be addressed in the next class

 

General objectives:

* Increase the interactivity between the teacher and students, about the transmission of information, the degree of understanding in relation to information provided and specific concentration of students

* Encourage the feedback between the teacher and the students to question the student about the key points of the lecture, practical application of the knowledge and skills learned and possible improvements in teaching

* Promote scientific-technical discussion planned among the students, among the teacher and the students, to a higher level and participatory knowledge, comprehension, application, analysis, synthesis and evaluation of thematic areas

* Encouraging the realization of exercises involving all students

* Stimulate the student to study

* Inform the student about the topics to be covered

 

Software

computer

keywords

Health sciences > Medical sciences > Medicine > Physical medicine
Health sciences
Technological sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Designation	Weight (%)
Exame	50,00
Participação presencial	25,00
Teste	25,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Elaboração de projeto	1,50
Estudo autónomo	1,50
Frequência das aulas	1,50
Total:	4,50

Eligibility for exams

Obtaining frequency by the student in UC "Physiatry and Ergonomics" is performed on the basis of attendance at lectures and theoretical-practical exceeding 25%

Calculation formula of final grade

The formula for calculating the final ranking of the student for the Cu at the time of normal evaluation is determines through the following points:

1. evaluation of the theoretical and practical knowledge. Consists in assessing the demonstration of knowledge and understanding of preventive or therapeutic techniques on occupational diseases and the practical applicability of Physiatry and the principles of Ergonomics in Dental Medicine. Written Assessment Evaluation (and oral, if necessary) corresponds to 75% of the overall rating (50% final exam and 25% testing)

2. Classroom participation evaluation: Attendance/Punctuality to class of CU; discipline assessment/attitudes/interpersonal relationships in class of CU/assessment of interest and participation in the educational process (includes special works, made during the class, and project work (to submit at the end of the study cycle) corresponds to 25% of the total assessment

Examinations or Special Assignments

Special Works

-Group Work centred on the students

-Project Work-presentation of clinical cases for discussion -presentation and discussion of scientific articles or of a bibliographical revision

 

General Objectives

* increase interaction (and discussion) between the teacher and the students, with a more direct communication between them, allowing a better assessment of the learning process and a better student assessment in relation to the study and learning process.

* Create groups "balanced" and "effective", promoting the participation of all its elements in group work, for example, by conducting activities that focus on clinical cases and problems with practical applicability real involving all students, being only one the speaker of the group.

* Develop the ability (in the Faculty and students) to the "uniform" distribution of activities

* Promote and motivate all students to active and meaningful participation in class, stimulating student self-reflection in relation to materials and the preparation of direct questions to the lecturer.

* Encourage the scientific-technical discussion planned with a higher cognitive level, among students and also among the Faculty and those through the creation of "effective" groups

* Contribute to the acquisition of cognitive skills at a higher level; the strengthening and/or improving affective capacities; the obtaining and development of psychomotor skills and competences (in these areas), through a deeper learning

* Use additional learning material in greater quantity, as recommended, the optional and other selected by the student promoting the responsibility of the student in his learning process active, stimulating your directed study (individual and group)

* Enhance and target directly the “problem”

Internship work/project

Project work (co-colaboration between the CU "Physiatry and Ergonomics" and other UC of MIMD) presented by the student, in the form of oral communication at the end of the study cycle.

These works are competing for the final ranking of CU "Physiatry and Ergonomics", (concerning assessment of the interest and participation in the educational process by the student), when started at the second year of MIMD, and for the classification at the end of the study cycle.

Classification improvement

Time of resource assessment

- evaluation of the theoretical and practical knowledge – summative (exam) corresponds to 75% of the total evaluation

- evaluation of participation corresponds to 25% of the total assessment