Ultrasound

Category: Discipline
  • - Schmidt, G. (2014). Diff erential Diagnosis in Ultrasound Imaging. Thieme - Bates, J. (2010). Abdominal Ultrasound: How, Why and When. 3rd Ed. Chu rchill Livingstone - Szabo, L. T. (2013). Diagnostic Ultrasound Imaging: Inside Out. 2nd Ed. Elsevier Academic P ress - Bradley, M. & O’Donnell, P. (2010). Atlas of Musculoskeletal Ultrasound Anatomy. 2nd Ed. Cambri dge University Press - Block, B. (2012). Color Atlas of Ultrasound Anatomy. 2nd Ed. Thieme - Jacobson, J. (2017). Fundamentals of Musculoskeletal Ultrasound. 3r d Ed. Elsevier - Griffith, J. (2015). Diagnostic Ultrasound Musculoskeletal. Elsevier
  • Medical Imaging and Radiotherapy
  • 4097
  • 19647
  • Ultrasound
  • IPLUSO4097-19647
  • 3
  • 4
  • 0
  • 4
  • Não
  • Português
  • This curricular unit has as teaching methodology an approach focused on the exposition and demonstration of the programmatic contents to be taught. It is intended to implement a strong dynamics on the part of the students in the search of solutions for the resolution of problems. Its conclusion can be achieved through: continuous evaluation or final evaluation. The continuous evaluation: two frequencies for the theoretical component (T). Minimum grade at each frequency is 9.5 valu. The theoretical and practical component (TP): performing a work (W), and an oral presentation (OP), and the permissible minimum score on this component is 9.5. The calculation of the final classification (CF) is given by the following formula: CF = 0.50 T + 0.50 TP; where TP = 0.45 T + 0.55 AO. The final evaluation is expressed in a scale of 0 to 20 values, and the C U will only be considered successfully completed if the weighted value obtained in the calculation of CF is equal to or greater than 9.5 values.
  • Mandatory
  • - Identify the physical principles of ultrasound; - Understand the ultrasound acquisition method ; - Know the ultrasound equipment and its periphe rals; - Identify anatomical structures correctly and recogniz e imaging artefacts.
  • 1. Introducti on 1.1. Ultrasound physical principles 1.2. Sonographic equipment and co mponents 1.3. Ultrasound imaging safety 1.4. Clinical applications 1.5. Image artifacts 1.6. Ultrasonic new imaging techniques 2. Abdominal and Pelvic Ultrasound Ana tomy 2.1. Great Vessels 2.2. Liver 2.3. Pancr eas 2.4. Gallbladd er 2.5. Spleen and kidneys 2.6. Female reproductive organs 2.7. Male reproductive organs 3. Musculoskeletal Ultrasound Anatomy 3.1. Shoulder 3.2. Elbow an d wrist 3.3. Knee 3.4. Tibiot arsal 4. Introduction to Doppler technique

  • Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

    Exemplo:

    Descrição

    Data limite

    Ponderação

    Testes de avaliação T

    a definir

    50%

    Avaliação TP

    a definir

    50%

     
  • Semestral
  • The Ultrasonography curricular unit introduces the student to the fundamental principles of ultrasound, so that they can acquire the necessary skills to apply the technique in a clinical and hospital environment.

Osteopathic Clinical Practice II

Category: Discipline
  • Barral J. P. (2004) Manipulations viscérales 2. Paris: Elsevier. Busquet L. (2006). La osteopatía craneal. Barcelona (España): Paidotribo. Chaitow, L. (1981). Instant pain control Trigger Point Self-treatment. HarperCollins Publishers Ltd Chantepie, A.; Toussirot, P. & Perot, J-F. (2007). Osteopatia Clínica e Pratica. Editora Andrei. Chila, A. (2011). Foundations for osteopathic medicine. Philadelphia: Lippincott Williams & Wilkins. DiGiovanna, E. L.; Schiowitz, S.; Dowling, D. J.; (2005). An osteopathic approach to diagnosis and treatment. Baltimore: Lippincott Williams & Wilkins. Ducle Soares, J.L. (2007). Semiologia Médica - Princípios, Métodos e Interpretação. Lidel. Guccione, A. & Wong, R. (2011). Geriatric Physical Therapy. Elsevier. Buckup & J. Buckup (2016), Clinical tests for the musculoskeletal system. Stuttgart: Thieme. Cook, C. & E. Hegedus (2015), Testes ortopédicos em Fisioterapia (pp. 113-141). São Paulo: Manole
  • Osteopathy
  • 4086
  • 19461
  • Osteopathic Clinical Practice II
  • IPLUSO4086-19461
  • 4
  • 30
  • 0
  • 4
  • Sim
  • Português
  • In this curricular unit, students can take the lead in the teaching-learning process. By granting the student this type of autonomy, the development of a feeling of mastery over the various subjects inherent to the clinical practice of osteopathic is being fostered.
  • Mandatory
  • The evolution of knowledge has shown that the practice of a profession implies a balanced compromise between the theoretical training, theoretical and practical and effective practice, acquired with close supervision in the context of future professional practice and allows: Apply the principles, osteopathic knowledge and methods in an ethical and scientific way. Evaluate objectively and subjectively the patient, aiming to achieve an osteopathic diagnosis. Register the assessment and intervention performed. Plan an intervention based on knowledge taught. Develop interpersonal communication skills, professional and with the patient / family. Be able to relate the knowledge acquired in the preparation of the interview, planning assessment, development of a diagnosis and treatment plan. Have the ability to recognize the limitations of his address to the knowledge gained by the current level of training.
  • Clinical history: Gathering information. Identification. Current history. Personal background. Family history. Symptomatology. Clinical symptomatology and additional diagnostic tests. Osteopathic examination: Soft Tissue Integrity Assessment Structural and functional assessment and respective disorders. Identification of mobility restrictions Determination of the sensitivity of tissue changes Neurological Test. Examination semiotic: Cardiovascular and Respiratory Digestive Urinary and female reproductive  Diferential Diagnosis. Prognosis. Therapeutic plan. Application of osteopathic treatment techniques. Revaluation. Revision of prognosis of therapeutic strategy. Clinical Registry.

  •  

    Descrição

    Data limite

    Ponderação

    Prática Clínica

    dd-mm-yyyy

    80%

    Case report

    dd-mm-yyyy

    20%

     

    O ensino é eminentemente prático. A unidade curricular é efetivada por avaliação contínua e possui duas componentes, a prática clínica (PC) e a elaboração de um relatório de estágio (RE). A componente clínica é avaliada através do Interesse pela aprendizagem 0-2; Assiduidade e pontualidade 0-1; Comunicação com o paciente 0-1; Comunicação com outros profissionais; 0-1; Prática de observação e registo clínico 0-2; exame osteopático 0-3; Testes neurológicos e exame semiológico 0-2; diagnóstico diferencial, prognóstico e plano terapêutico 0- 3; aplicação das técnicas de tratamento osteopático 0-3; reavaliação e revisão do prognóstico e da estratégia terapêutica 0-1; e registo clínico 0-1 valores.
    A classificação final é calculada a partir da seguinte fórmula: CF = 0,80 PC + 0,20 RE. A classificação de todos os instrumentos de avaliação é expressa numa escala de 0 a 20 valores, sendo que o valor ponderado das classificações obtidas tem de ser igual ou superior a 9,5 valores.

     
  • Semestral
  • In this curricular unit, students develop a higher level of autonomy by taking greater responsibility for the clinical process. Under the direct supervision of the clinical supervisor, students perform clinical management, diagnosis and treatment of patients. The clinical supervisor is always present in the treatment room during patient diagnosis and treatment, approving all treatment and providing guidance as needed. Students are expected to demonstrate a higher level of competence when they begin to develop an independent mode of assessment and treatment, showing the same frequency in customer service.

Physiology

Category: Discipline
  • Veterinary Nursing
  • 6170
  • 6326
  • Physiology
  • IPLUSO6170-6326
  • 1
  • 6
  • 0
  • 4
  • Não
  • Português
  • Semestral

Dissertation

Category: Discipline
  • . Bui, Y. N. (2013). How to write a master's thesis. Sage Publications. . Eco, U. (1995). Como se Faz uma Tese em Ciências Humanas. (6ª ed). Editorial Presença. . Garner, S. (2008). Writing on drawing: Essays on drawing practice and research. Intellect. . Graustein, J. S. (2014). How to write an exceptional thesis or dissertation: A step-by-step guide from proposal to successful defense. Atlantic Publishing Company. . Pereira, A., e Poupa, C. (2012). Como Escrever uma Tese, Monografia ou Livro Científico Usando o Word. (5ª ed.) Silabo. . Rose, G. (2022). Visual methodologies: An introduction to researching with visual materials. Visual methodologies, 1-100. . Turabian, K. L. (2018). A manual for writers of research papers, theses, and dissertations: Chicago style for students and researchers. University of Chicago Press. Específica: A definir por cada orientador em função da Dissertação ou Trabalho de Projeto do estudante.  
  • Drawing
  • 6947
  • 3157
  • Dissertation
  • IPLUSO6947-1-3157
  • 2
  • 55
  • 1185
  • 4
  • Não
  • Português
  • The teaching and learning methodologies for this course unit are predominantly centered on tutorial guidance and feedback received in the sessions of the 'Dissertation/Final Project Work Support Seminar'. Under the supervision of one or two expert advisors in the field, the master's student must develop an independent research project on a topic within their area of specialization. This model involves periodic sessions between the advisor and the student. In these sessions, the parameters of the research are outlined, and a work plan tailored to the nature of each project is established. This plan may encompass various aspects, defined by the advisor based on the specificity of each project. The tutorial follow-up work provides support for the phased completion of the final stages of the project or dissertation, and the preparation of the final document.
  • Optional
  • Development of research or a project in the student's area of specialization, leading to the preparation of a Dissertation or Project, with initial continuous support obtained through the 'Dissertation/Final Project Work Support Seminar'. The model is chosen by the student and can be theoretical or theoretical-practical. The work developed in the CU is based on regular dialogue with the supervisor(s), who guide the students through the research and/or artistic creation process. The competencies to be developed are according to the chosen approach: . For the theoretical track: the capacity to conduct autonomous research, apply methodologies specific to art, and communicate the findings in a clear and effective manner. . For the theory-practice track: the aptitude for creating an artistic project that reflects a strong dimension of authorship, in addition to the capacity to conduct research and communicate both the process and the outcomes in a clear and effective manner.
  • The syllabus content is adaptable, aiming to provide the necessary support for the research to be conducted by the student. The general framework includes: . Definition of the theme, objectives, and methodology, subject to approval by the master's scientific committee; . Establishment of a timeline and working methodology; . Literature review, laboratory or field work, as applicable; . Initial implementation of the plan, including data collection and/or artistic creation, as applicable; . Review of progress with the advisor and adjustments to the plan as necessary; . Continuation of the research work or artistic project, with a focus on the development of the written component; . Presentation of the work in its concluding phase for feedback from external or internal reviewers; . Completion of the thesis or project, and submission of the written component for approval by the scientific committee; . Preparation and execution of the final presentation and discussion in public examinations.

  • A avaliação incidirá sobre o objeto final da dissertação ou projeto, e a sua discussão será realizada em ato público perante um júri, conforme estabelecido na lei.

    Parâmetros de avaliação:

    Dissertação teórica:

    . Componente escrita: 55%

    . Apresentação audiovisual: 15%

    . Ato da defesa pública: 30%

    Trabalho de Projeto:

    . Componente escrita: 40%

    . Projeto artístico desenvolvido durante o mestrado e Exposição: 30%

    . Ato da defesa pública: 30%

     

     

     

    The evaluation will focus on the final object of the dissertation or project, and its discussion will take place in a public act before a jury, as established by law.

    Evaluation Parameters:

    Theoretical Dissertation:

    . Written component: 55%

    . Audiovisual presentation: 15%

    . Public defense act: 30%

    Final Project Work:

    . Written component: 40%

    . Artistic project developed during the master's and Exhibition: 30%

    . Public defense act: 30%"

  • Anual
  • The course guides the development of a theoretical or theoretical-practical dissertation or project, promoting autonomous research and regular supervision by the advisor(s).

Information Management

Category: Discipline
  • Abrecht, R. (1994). A Avaliação Formativa. Edições ASA. Bárbara, L. (2009). Métodos e Técnicas Pedagógicas/Andragógicas. Tecto de Nuvens. Cardim, J.(2012). Gestão da Formação nas Organizações. Lidel. Cascão, F. (2014). Gestão de competências, do conhecimento e do talento. Edições Sílabo. Ferrão, L., & Rodrigues, M. (2003). Formação Pedagógica de Formadores. Lidel. Gouveia, J. (2005). Manual de Avaliação da Formação. AEP – Associação Empresarial de Portugal. Simão, A. M., & Freire, I. (2007). A Gestão do Conflito no Processo Formativo. IEFP.  
  • Administrative Management of Human Resources
  • 3562
  • 18845
  • Information Management
  • IPLUSO3562-18845
  • 2
  • 6
  • 0
  • 4
  • Não
  • Português
  • Different pedagogical approaches, including practical dynamics in the classroom.
  • Mandatory
  • Bases associated with training management in the organizational context; Training management stages; Different types of training and different methodologies and pedagogical strategies; Competency development practices and individual development plans.
  • Knowledge management in organizations; Professional training: stages and procedures; Legal issues inherent to training; Trainer competencies; The role of training and the trainee; Pedagogy and andragogy; Learning and different learning styles; Methods of formative intervention; Different methodologies and pedagogical strategies; Communication and communication styles; Preparation of training plans and session plans; Training evaluation.

  • Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

    Exemplo:

    Descrição

    Data limite

    Ponderação

    Teste de avaliação

    13-11-2024

    50%

    Trabalho individual

    08-01-2025

    30%

    Participação

    ...

    20%

     
  • Semestral
  • The curricular unit of Training Management has in its programmatic content the basic, theoretical and practical foundations of the training management in the organizational context. It assumes its relevance in the cycle of studies due to the relevance that training has for the Human Resources Management professionals and in the strategic position of the company.
  1. Databases - Modeling and SQL Concepts
  2. Merchandising and Point of Sales Management
  3. Communication Networks
  4. Innovation and Entrepreneurship

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