FYB1110 Anatomi og fysiologi I Emneplan

Emnet handler om hvordan muskel- og skjelettsystemet, nervesystemet og sanseorganene er oppbygd og fungerer, samt samspillet mellom disse i det friske mennesket. Grunnleggende kunnskap i anatomi og fysiologi er nødvendig i fysioterapi for å forstå kroppens normale funksjoner og for å kunne gjennomføre undersøkelser og behandling. Emnet utgjør første del av to, og dekker grunnleggende anatomi for overkroppen (trunkus), beina, hode og halsen.

Studenten må være tatt opp på studiet.

Etter gjennomført emne har studenten følgende læringsutbytte definert i kunnskap og ferdigheter:

Kunnskap

Studenten kan

• forklare oppbygningen av kroppens muskel- og skjelettsystem og nervesystem, og sammenheng mellom disse
• redegjøre for sammenhengen mellom muskel- og skjelettsystemets struktur og funksjonelle egenskaper
• redegjøre for sammenhengen mellom nervesystemets struktur og funksjonelle egenskaper
• redegjøre for sanseorganenes oppbygning og funksjon
• identifisere og beskrive overflate strukturer av kroppen, samt beskrive fremgangsmåte for palpasjon
• redegjøre for anatomisk normalvariasjon i muskel- og skjelettsystemet
• redegjøre for smertefysiologi, herunder nociseptiv signaloverføring, moduleringsmekanismer og smerteprosessering i hjernen

Ferdigheter

Studenten kan

• identifisere og beskrive anatomiske strukturer i muskel- og skjelettsystemet og nervesystemet med presis fagterminologi.
• beskrive bevegelsesretninger, akser og plan med presis fagterminologi

One of the important tasks in physiotherapy is to map and assess individuals’ possibilities and challenges where they live in cooperation with their environment in order to facilitate measures that form part of habilitation, rehabilitation and health-promoting work. This requires knowledge about different life arenas and about how the individual’s prerequisites change throughout their life span or through the course of an illness. This course addresses aging and the arenas where elderly people live their lives, as well as the role of physiotherapists in health promotion and illness prevention. The course also introduces rehabilitation as concepts and a field of knowledge at the individual and societal level. Physiotherapists must also facilitate and implement measures for groups, and the practical training in this course will therefore give students experience of supervising and leading activity and movement groups.

Passed first year of the programme or equivalent.

After completing the course, the student should have the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student can

• describe rehabilitation as a field of knowledge and reflect on the possibilities and challenges relating to interprofessional processes, both in the municipal and the specialist health service
• describe decision-making processes in health and social policy at the municipal, regional and national level
• reflect on how priorities in the health sector and other sectors of society can affect the public health

Skills

The student can

• discuss the application of standardised measurement methods and examinations that measure elderly persons’ physical condition, level of activity, participation and quality of life, as well as results linked to the clinical examination of patients
• propose and give grounds for health-promoting primary and secondary preventive measures in a diverse society that promote mental and physical health and social inclusion
• supervise and instruct participants in groups for the purpose of primary and secondary prevention, and adapt exercises and movements at individual and group level
• discuss and give grounds for the application of learning- and empowerment theories when supervising activity and movement groups

General competence

The student can

• reflect on knowledge regarding the effect of health-promoting measures
• reflect on how physiotherapists can facilitate user participation in cooperation with patients and relatives in a national and international perspective
• reflect on how cultural backgrounds and life span factors at individual and societal level can impact activity, participation and health in the aging process
• reflect on ethical considerations linked to facilitation of different measures

The work and teaching methods include self-study, group work, seminars skills training, lectures and experience-based practical training.

Students will have a period of experiences-based practical training of a total of 30 hours, including practical training/follow up of practical training. The experience-based practical training contains observation and instruction related to movement and activity groups, and carrying out a standardised test of an elderly person.

The following must have been approved in order for the student to take the exam:

• a minimum attendance of 80 % in teaching specified as ‘compulsory attendance’ in the schedule
• a minimum attendance of 90 % in experience-based practical training
• subject note, 1,400 words (+/- 10 %), based on experience-based practical training 4-5 students per group. The coursework will be subject to assessment.

Individual written home exam over 4 days, 1,400 words (+/- 10%).

All aids are permitted, as long as the rules for source referencing are complied with.