75301 - Physiotherapy in Specialist Area (IM)

Learning outcomes

At the end of the module the student has the ability to apply knowledge and understanding regarding the clinical-functional balance of subjects with pathology affecting the cardio-respiratory system. Knows the objectives and knows how to plan, plan and implement a physiotherapy intervention, in subjects with respiratory-cardiological pathology and / or subjected to surgery / transplantation. The student knows and understands the epidemiology, the preventive aspects and the main operating techniques of burns. Knows and understands the role, the purpose of rehabilitation and knows how to plan, plan and implement an adequate rehabilitation intervention in the burn patient. The student knows and understands the theoretical principles and knows how to plan, program and apply a physiotherapy intervention in patients with pelvic floor dysfunctions or with urinary and fecal incontinence.

Course contents

1)  CARDIO-RESPIRATORY PHYSIOTHERAPY.

• Clinical - functional evaluation of the patient with respiratory problems: evaluation of the main symptoms, evaluation of thoracic abdominal mechanics, cough efficacy, dyspnea, effort tolerance and exercise capacity.

• Principles of physiology that are the basis of respiratory and cardiovascular physiotherapy techniques.
• The techniques of bronchial dysstruction
• Elements of aerosol therapy and oxygen therapy
• The retraining of the effort
• Peculiarities in the treatment of the patient with cardiorespiratory pathology, of the patient undergoing surgery or transplant, of the neuromuscular patient, of the patient with cystic fibrosis, of the pediatric patient.

2) BURNED PHYSIOTHERAPY

• Notes of etiopathogenesis and clinical burns causes: thermal, electrical, chemical evaluation of "burn disease" · Evaluation of gravity depth (1st, 2nd and 3rd degree) extension The "burn disease": systemic involvement and complications
• Notes on surgical treatment purposes
• Main surgical techniques
• Scarring
• phlogistic-exudative phase
• reparative phase (collagenopoiesis or fibroblastic)
• remodeling phase
• The role and goals of rehabilitation in "burn illness" Rehabilitation aspects in the various phases of "burn illness" Rehabilitation aspects in relation to the different anatomical areas Analysis of psychological and psychodynamic reactions in severe burned

3) PERINEAL PHYSIOTHERAPY

• Anatomy and physiology of the bladder-sphincter apparatus and of the pelvic floor

• Neurophysiology of urination Urinary incontinence
• Rehabilitation of non-neurogenic urinary incontinence and of primary pelvic floor dysfunctions

Readings/Bibliography

WEB SITES:

http://www.salute.toscana.it/sst/consiglio-sanitario-regionale.shtml

http://www.goldcopd.com/ Sito internazionale delle line guida GOLD.
http://www.goldcopd.it/ Adattamento italiano delle line guida GOLD.
• http://guidance.nice.org.uk/CG12. Linee guida redatte dal National Institute for Health and
Clinical Excellence.
• http://www.progettolibra.it. Sito per la divulgazione delle linee guidaitaliane riguardanti la
BPCO, la rinite e l’asma bronchiale .
• http://www.thoracic.org/clinical/copd-guidelines/index.php. Linee guida redatte dalla American
Thoracic Society.
• http://www.brit-thoracic.org.uk/clinical-information/copd.aspx. Linee guida redatte dalla
British Thoracic Society.
• http://www.copdguidelines.ca. Linee guida redatte dalla Canadian Thoracic Society.
• Han MK et al. Chronic obstructive pulmonary disease phenotypes: the future of COPD. Am
J Respir Crit Care Med 2010; 182: 598-604.
• Hurst JR et al. Evaluation of COPD Longitudinally to Identify Predictive Surrogate Endpoints
(ECLIPSE) Investigators. Susceptibility to exacerbation in chronic obstructive pulmonary
disease. N Engl J Med 2010; 363: 1128-38.
• Niewoehner DE. Clinical practice. Outpatient management of severe COPD. N Engl J Med
2010; 362: 1407-16.
• Rutten FH et al. Beta-blockers may reduce mortality and risk of exacerbations in patients with
chronic obstructive pulmonary disease. Arch Intern Med 2010; 170: 880-7.
• Sciurba FC et al. VENT Study Research Group. A randomized study of endobronchial valves
for advanced emphysema. N Engl J Med 2010; 363: 1233-44.
• Stoller JK et al. Long-term Oxygen Treatment Trial Research Group. Oxygen therapy for
patients with COPD: current evidence and the long-term oxygen treatment trial. Chest 2010;
138: 179-87.

Teaching methods

Frontal lessons and practical exercises

Assessment methods

The final exam aims to assess the achievement of the main educational objectives: - Ability to evaluate a patient with a respiratory problem and the ability to set up a rehabilitation treatment after careful evaluation - Basic knowledge of the techniques of bronchial dissection, pulmonary re-expansion and rehabilitation treatment in patients with respiratory difficulties - ability to assess the main clinical signs and symptoms of the respiratory patient - knowledge about the physiological process of the burn - ability to set a treatment in a burn patient - ability to assess issues related to urinary incontinence and setting a therapeutic plan with goal setting The student's assessment of the teaching consists of a written test. The objective of this test is to verify the adequate learning of the rehabilitation techniques applicable to the different pathologies treated during the frontal lessons and the demonstration of knowing how to draw up an adequate rehabilitation program based on the evaluation of clinical signs and symptoms. In the event that the student does not obtain a score sufficient to pass the test or, if he wishes to improve the judgment obtained, an oral examination will be carried out. The oral exam aims at verifying the acquisition of the knowledge foreseen according to what is detailed in the objectives of the course and will be considered overcome by the correct answer to two main questions related to topics covered during the course. score will be inclusive of the ascertained suitability to the practical test The evaluation of the preparation of the candidate will be able to make use of further questions aimed at specifying aspects related to the two main questions.

Teaching tools

pc and video projector

Office hours

See the website of Cristina Conti