Final Year Project

Coordination

• Judit Bort Roig

Objectives

As established by the current regulations, the Final Degree Project (TFG) is part of all undergraduate studies at all universities. The aspects related to the TFG are regulated in the UVic Academic Regulations for degree studies.

The Final Degree Project it is the result of the training and experience acquired during the degree courses and must allow the student to demonstrate the level of acquisition of the skills of the degree and of the principles that will underpin their future professional work. The TFG only has one call per enrollment.

Targets

• Develop and present an evidence-based project focused on a problem in the discipline of physiotherapy.

Learning outcomes

• RA1. Follows in an orderly manner and develops the stages of the scientific method and shows critical thinking skills in the processes linked to the profession.
• LO2. It conducts a comprehensive bibliographic search in which it uses internationally recognized sources of biomedical information and scientific documents that are characterized by a high level of evidence.
• LO3. Prepare a report that includes all the elements that are considered fundamental in the scientific evidence in physiotherapy, with a high methodological rigor and an innovative and entrepreneurial approach.
• LO4. Presents and defends, in front of a specialized audience, the report elaborated throughout the course and demonstrates their ability to develop their work/project in their own technological environments taking into account biopsychosocial aspects of the field of physiotherapy.
• LO5. Uses gender-friendly language in both oral and written productions. (T8)

Skills

general

• Demonstrate commitment to the profession and its values​​, seeking sustained improvements in practice and excellence in the care of individuals, families and the community.

Specific

• Build and implement a physiotherapy intervention plan based on diagnosis, input from other professionals, available scientific evidence, and with the participation of the user/patient and their context, taking into account personal, relational and methodological aspects, and safety and efficiency.
• Collect, analyze and critically interpret relevant information on the user/patient and their context, within a biopsychosocial approach, to evaluate and make a clinical assessment of functional impairment, activity or participation.
• Communicate with patients/users, with significant others in their context or family, and with other professionals and managers. Use a register and channel of communication that is suited to their needs and characteristics, and the communicative context.
• Critically assess and reflect on the physiotherapy intervention plan and make adjustments as necessary based on dialogue with users/patients and on their context.
• Incorporate research and lifelong learning into professional practice through use of the best available evidence, formulating questions on the basis of one's own practice and informing and designing research projects.
• Make physiotherapy diagnoses based on analysis and critical interpretation of the relevant information and assessment, using internationally recognized classifications of functionality, disability and health, and clinical reasoning as a basis for decision making.
• Manage, organize and optimize physiotherapy work processes and care services in accordance with administrative and legal regulations and incorporating inclusive and participatory organizational models.
• Participate as a physiotherapist in an interdisciplinary context, coordinating with other professionals and routinely participating in work teams in practice.

Basic

• Students can apply their knowledge to their work or vocation in a professional manner and have competencies typically demonstrated through drafting and defending arguments and solving problems in their field of study.
• Students have developed the learning skills necessary to undertake further studies with a high degree of independent learning.
• Students have the ability to gather and interpret relevant data (usually within their field of study) in order to make judgments that include reflection on relevant social, scientific and ethical issues.

Core

• Develop strategies for promoting gender equality and equity for all.
• Make use of professional skills in multidisciplinary, complex, networked environments, whether on-site or online.
• Reflect critically on knowledge of all kinds, with a commitment to professional rigor and quality.

Content

In the End of Degree Project, the main activity is based on integrating the knowledge that the student has acquired during the degree studies.

Evaluation

According to the UVic-UCC Academic Degree Regulations there is only one official call that includes one single evaluation period. This period consists of the continuous evaluation of the activities carried out by the student through:

An individual assessment based on 3 concepts: the preparation or follow-up process, the report and the presentation and oral defense.

• Preparation process or follow-up report (25%): in this process the student receives the support of a tutor who guides and supports him/her. The tutor and the student must establish a work plan and a tutoring plan in which the periodicity is specified, so that the tutor can follow the process of preparing the work, guide in the writing of the report written and in the preparation of the oral presentation and the public defense.
• Written report (55%): in this written document the student records the entire project and is the final result of the entire process. It must be prepared following the guidelines that the student finds indicated in the virtual classroom. These instructions have been drawn up to be able to assess a project as it is done in the real context and to be able to balance the level of demand of this work in the academic context and, therefore, of the skills that must be assessed .
• Oral presentation and defense (20 %): the public defense of the TFGs takes place in person at UVic. The student must present his work in front of a panel made up of three professors who have read the written report. It is a public academic event. The duration is a maximum of 30 minutes and they are divided as follows: 7 minutes for the oral presentation and a maximum of 10 minutes for the panel's questions and the student's answers.

The court establishes the overall and final qualification of TFG bearing in mind these three concepts. In order to pass the subject, all parts must be passed (follow-up, written report and oral defense).

important

Plagiarism or copying someone else's work is penalized at all universities and, according to the Regulations on the rights and duties of students of the University of Vic, constitute serious offences. This is why, during the course of this subject, any indication of plagiarism or misappropriation of texts or ideas from other people (be they authors, the Internet or classmates) will automatically result in a failure.

To facilitate the appropriate citation of texts and materials, it is necessary to consult the academic citation guidelines and guidelines available on the website of the UVic Library.

Methodology

The TFG must be written individually. The student will present the proposal of their topic of interest at the end of the 3rd year so that it is approved by the End of Degree Work Committee and a tutor can be assigned. During the process of completing the TFG, the student will receive support and guidance from a professor/tutor from the Faculty who will be assigned to him/her. The tutoring process will begin with a seminar that will serve to explain in a general way the strategies useful in the process of selecting the topic, preparation, tutoring, monitoring and evaluation of the work. In the tutorials, the small group format and individual tutorials will be combined according to the tutor's criteria. The process consists of developing a research project design and developing it according to the proposed report. Finally, the presentation and oral defense of the TFG will be carried out, which will be evaluated by a court.

In the virtual classroom, the student will find the Teaching Plan and the documents with the guidelines, rules and evaluation criteria related to the TFG.

Bibliography

Bibliography

• Argimon Pallás, J. M., i Jiménez Villa, J. (2012). Métodos de investigación: Clínica y epidemiológica (4 ed.). Elsevier.
• Benito, R. (2020). Guia per elaborar citacions bibliogràfiques en format APA 7a edició: Basada en el Publication manual of the American Psycological Association. Retrieved from http://hdl.handle.net/10854/6275
• Lumbreras, B., Ronda, E., Ruiz-Cantero, M. T. (2018). Cómo elaborar un proyecto en ciencias de la salud. Retrieved from https://www.esteve.org/ca/libros/como-elaborar-un-proyecto-en-ciencias-de-la-salud/
• Verd, J. M., i Lozares, C. (2016). Introducción a la investigación cualitativa: Fases, métodos y técnicas. Síntesis.

Reading

Teachers will provide complementary bibliography and compulsory reading throughout the course via the Virtual Campus.