MEAC16_5 - ECTS "The curricular unit "Health Services Administration" seeks to foster the development of knowledge about some of the main health policies and systems in the national and international contexts. Thus, at the end of this unit, students should be able to

- Describe key concepts in the areas of health policies and systems, health management, particularly with regard to the multiplicity inherent in the concept of health;

- Identify essential tools for the rational use of resources allocated to the health sector

- Recognize the importance of the efficient management of resources while maintaining equity in access to the health system."

MEAC16_1 - ECTS

The CU "Context of academic and clinical education" aims to contribute with knowledge, skills and behavioral attitudes able to develop the strategic skills to deal with the challenges faced by academic and clinical institutions in globalization and technological change conditions. 

MEAC16_4 - ECTS Emerging methods of education and simulation and its impacts will be learned by praticing the use of these methods in the classroom environment and preparing appropriate teaching materials. Publications will also be used to assess the impact of these new methods.

MEAC16_6 - ECTS

MEAC16_3 - ECTS The diversity of teaching methodologies developed along this Curricular Unit aims to contribute to a training practice theoretically grounded, giving privilege to different times of individual and collective reflection around issues involving the work of the professionalas related to their work contexts. To this end, the lectures are a theoretical introduction to help define conceptual issues and discuss some of the main approaches of teaching and learning methodologies. Such a theoretical framework becomes subject of questioning to be by students, according to their experiences and expectations in training work. Additionally, the use of different activities is aiming to diversify the modes of apprehension of knowledge. This means that the teaching methodologies are not only focused on transmission of theoretical contents, integrating also a praxiological dimension of work, which is considered crucial as a condition to develop training program.

MEAC16_7 - ECTS This unit aims to respond to the stated objectives of designing a study and understanding and being able to build more complex statistical models through building and discussion of diverse models, in particular by understanding the potentials and limitations of each statistical approach.

MEAC16_2 - ECTS The unit "Adult development and critical thinking" aims to contribute with knowledge, skills and behavioral attitudes that deliberately promote critical thinking in academic and clinical education.

MEAC16_8 - ECTS

MEAC16_9 - ECTS

This CU aims to train professionals, with the appropriate scientific, technical and human level, to exercise their activity in hospitals, investigation, and teaching sets. The activity developed in this module is targeted specifically to the formation of competent professionals within the human relationship (and human communication) in clinical settings, achieving the goals of the clinical encounter. Moreover, communication skills, which are the basis of all clinical acts, are mainly modulated alongside the work with a model teacher; that is why the academic training is essential.

MEAC16_14 - ECTS

In 2010 the World Health Organisation (WHO) placed definitely the interprofessional education in the Health education centre, clarifying the importance of “learning together to work together for a better Health” (WHO, 2010, p.12).

The Health care safety and quality imply an integral approach that includes the multiple dimensions of population health needs, whereby the communication and collaboration between the different professionals is essential in every processes (Zwarebstein, Goldman, Reeves, 2009).

Nowadays, the interprofessional education is understood as a strategy that seeks to educate more critical and reflective professionals, able to work in teams and learn together. It is recognized that it is essential that health professionals can work collaboratively sharing actions and knowledge.. The acquisition of knowledge, abilities and attitudes of each of the professionalsto solve the problems and population needs, should lead to the safety and quality of care, provided in compliance with the ethical and deontological principles, optimizing resources (WHO, 2010).

Believing that health knowledge only makes sense within the world of work, and that professionals do not work alone, it is important to strengthen that it is the coexistence and sharing of knowledge that transforms the process of working on a close relationship between theory and practice.The literature about team work and collaborative practice reveals that the collaboration of professionals from different areas implies the maintenance of specificities of each area (Zenzano et al, 2011), clarifying that interdisciplinarily requires disciplinarily (Iribarry, 2013). The interdisciplinarily, while intense collaboration mean is associated to a common space, that starts from the integration of the knowledge and specificities of each professional to find solutions to the complex problems.

The curricular unit of interprofessional education demands on reinforce the importance of teamwork and the integration of work strength, observing the specificities of each profession.

In this sense, will be promoted the discussion of professional roles and the specificities of each profession, the identification of commitments to solve problems and the negotiation to decision-making, upheld in collaborative planning.

The relevance of the content defined for the curricular unit of interprofessional education was discussed in the context of the final profile for the Master's Course in Academic and Clinical Education. Guiding principles have been defined for the pedagogical dimension of the course that encourage the active participation of students in their learning. So it was organized a strategy based on the active pedagogy with strong intervention of reflective and creative processes of the students.

Appropriate methodologies will be used to engage students with interprofissionalism in which teamwork, discussion of professional roles, the commitment to problem solving and negotiation in decision-making are striking characteristics.

This curricular unit will seek reflection on the development of common skills, specific and collaborative for health professionals, which have been defined as essential for the quality of professional education and health care.

MEAC16_13 - ECTS Competency-based health sciences education has emerged as an important concept in recent years. This curricular unit is intended to approach the competency models and the way they are defined.

MEAC16_12 - ECTS

MEAC16_11 - ECTS The CU "Professionalism" aims to endow students with non-cognitive skills that allow them to have an ethical, honest and fair attitude, centered on the patient well-being and safety.

MEAC16_10 - ECTS

The UC Supervision on academic and clinical education  is aimed at an adult audience, with experience in their specific professional skills, but also in the work of teaching and learning of top-level complex formations. Therefore, an enhancement of prior scientific as experiential knowledge this public possesses is recognized, and thought as aimed at the light of routinized practices and its connection to knowledge of other scientific fields - as education and pegdagogical practices - in order to enrich this reflection. 

The strong weight of analysis of concrete situations of professional practices in the programming of this UC aims at inscribing it in a dynamics of adult education, apart from an elementary education approach and more according to a paradigm of continuous education. On the other hand, the training plan cannot dissociate its contents as their practices from an implicit replication dimension (as it concerns training of trainees), and so this one will be contemplated in the planning training itself.

 

MEAC16_16 - ECTS

MEAC16_15 - ECTS In this CU, students will have the opportunity to obtain additional information about academic and clinical education, namely methodologies available and national and intenational study groups for potential collaborations.