2024
Introduction to Geriatric Syndromes and Multimorbility
Name: Introduction to Geriatric Syndromes and Multimorbility
Code: CMS14662O
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
Biomedical Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese, English
Regime de Frequência: E-learning
Presentation
This UC aims to promote knowledge about: Autonomy, dependence and disability; frailty and sarcopenia; multimorbility and comorbidity; Iatrogenics; quality of life and well-being; complexity of care and person-centered care.
Sustainable Development Goals
Learning Goals
Each participant should know concepts such as:
1. Autonomy and dependence and disability
2. Frailty and sarcopenia
3. Multimorbidity and comorbidity
4. Iatrogenic
5. Quality of life and well-being
6. Complexity of care
7. Person-centered care
Each participant must be able to:
1. Adjust the person's global assessment to their context
2. Identify clinical and functional priorities from the perspective of the elderly person and/or their caregiver and that of the professional
3. Anticipate the intervention associated risk
4. Stimulate the multidisciplinary cases discussion
5. Plan shared care with the elderly person and/or their caregiver
6. Develop collaborative work
Facilitate and promote convergence and integration of scientific, technical and professional contributions, essential for the care and elderly well-being.
1. Autonomy and dependence and disability
2. Frailty and sarcopenia
3. Multimorbidity and comorbidity
4. Iatrogenic
5. Quality of life and well-being
6. Complexity of care
7. Person-centered care
Each participant must be able to:
1. Adjust the person's global assessment to their context
2. Identify clinical and functional priorities from the perspective of the elderly person and/or their caregiver and that of the professional
3. Anticipate the intervention associated risk
4. Stimulate the multidisciplinary cases discussion
5. Plan shared care with the elderly person and/or their caregiver
6. Develop collaborative work
Facilitate and promote convergence and integration of scientific, technical and professional contributions, essential for the care and elderly well-being.
Contents
- Geriatric syndromes from concept to person
- Breadth and diversity of the way you age
- Multidimensional assessment: physical, psychosocial and functional health
- Advantages and disadvantages of the multidisciplinary approach in the elderly care
- Ethics issues associated with multiprofessional intervention and with persons dignity respect
- Multiprofessional team working by collaborative and complementary care-models
- Key requirements (structure and process) for the person-centered care quality
- Assessment of care effectiveness - outcome indicators such as quality of life and well-being
- Individual care plan co-elaboration, in the multidisciplinary team context, with the elderly and caregivers participation
- Breadth and diversity of the way you age
- Multidimensional assessment: physical, psychosocial and functional health
- Advantages and disadvantages of the multidisciplinary approach in the elderly care
- Ethics issues associated with multiprofessional intervention and with persons dignity respect
- Multiprofessional team working by collaborative and complementary care-models
- Key requirements (structure and process) for the person-centered care quality
- Assessment of care effectiveness - outcome indicators such as quality of life and well-being
- Individual care plan co-elaboration, in the multidisciplinary team context, with the elderly and caregivers participation
Teaching Methods
Student active participation (individual and by groups), through: case studies, problem based learning, guiding questions (interrogative method); scenarios; debates; brief trials.
The teachers will be responsible for: providing theoretical frameworks; to raise doubts and guide in the answers search; support participatory activities and guide group dynamics; challenge students to develop critical thinking; provide (personalized and group) teaching and assessing feedback.
Learning assessment: group work with oral presentation throughout the UC (50%)and individual written essay focused on one of the defined learning objectives(50%).
The teachers will be responsible for: providing theoretical frameworks; to raise doubts and guide in the answers search; support participatory activities and guide group dynamics; challenge students to develop critical thinking; provide (personalized and group) teaching and assessing feedback.
Learning assessment: group work with oral presentation throughout the UC (50%)and individual written essay focused on one of the defined learning objectives(50%).
Teaching Staff
Certificações
