information systems approach in Physiotherapy

Duration

10h Th, 10h Pr

Number of credits

Lecturer

Frédéric De Lemos Esteves

Language(s) of instruction

French language

Organisation and examination

Teaching in the second semester

Units courses prerequisite and corequisite

Prerequisite or corequisite units are presented within each program

Learning unit contents

The main challenge for all health professionals is to manage the overabundance of information, in order to keep their knowledge up to date and evolve in their everyday practice. But where can information be found? What should they read, and what should they believe? To a lesser extent, students are faced with the same challenge, as they are gradually required to solve problems and write assignments that meet the standards of scientific publication. In this context, the course's goal is to teach students a rigorous method for using information systems in physiotherapy. The course focuses on the methods used to search for, identify and evaluate the most reliable studies (based on evidence), which may guide clinical practice, or even any decision made in relation to this field. The course is split in two parts. Given that students have only limited experience in biomedical literature, the course will begin by exploring the content of scientific journals, which are the main vectors of information in the field of health. Attention will be given to the types of studies that present the highest level of evidence, i.e. randomised controlled clinical trials (RCT) and secondary literature such as systematic reviews and meta-analyses. Activities will also be offered that enable participants to acquire the habit of targeted and critical reading. This analysis will make students aware of the rules of scientific communication, which they must consistently follow, especially when writing their dissertation. The course will then continue with an introduction to bibliographical databases that inventory and index tens of millions of scientific articles. Such databases have a common logical structure and similar search features. Rather than focusing on the ever-changing specificities of the various work interfaces, the course will instead attempt to provide a single general approach that can be used in all circumstances. The subject matter associated with these two parts of the course will be synthesized into a rigorous and systematic working method, inspired by the principles of evidence-based practice (EBP), which will be studied in more detail in a master's course entitled Evidence-Based Practice and Quality Management (KINE0003-1).

Learning outcomes of the learning unit

Students trained in the methods of evidence-based practice (EBP) should be able to work more independently, demonstrate critical thinking skills, master the use of various documentation resources, and understand and apply the rules of scientific communication. In concrete terms, they should be able to: 1. Recognise a need for information; 2. Formulate it using a specific question; 3. Choose the types of documents and resources to consult; 4. Communicate efficiently with specialised search engines; 5. Adapt their search strategies to the goals pursued; 6. Select studies based on their relevance and their level of evidence; 7. Practise targeted, fast and efficient reading, by making use of the standard structure of scientific articles; 8. Offer a critical perspective on the methodology of randomised controlled clinical trials (RCT) and the secondary literature (systematic reviews, meta-analyses);
9. Structure a scientific document in accordance with the applicable standards.

Prerequisite knowledge and skills

Since medical literature is published in English, it is absolutely necessary for students to be competent in this language, at least in terms of reading. If not, a good dictionary and a little goodwill should suffice. Learning will be much easier if students have access to a computer, know the basics of how to use it, and can access and use online resources. Curiosity and imagination are additional qualities, as they encourage students to learn and experiment.

Planned learning activities and teaching methods

As this course is intended to help students acquire know-how, it offers a high number of activities that follow a predetermined sequence corresponding to the cognitive and practical skills the students must learn. The lectures provide all the explanations and demonstrations enabling the students to complete individual assignments, which are then corrected with the entire class.

Mode of delivery (face-to-face ; distance-learning)

Tutorials are taught throughout the second term. They consist of theoretical presentations, demonstrations, and explanations relating to work instructions and how to use the available tools. In the meantime, students are asked to complete short exercises concerning computer searches and critical reading. The answers are presented orally during the next class.

Recommended or required readings

Course notes and all relevant documents can be found on myULg (https://my.uliege.be) and/or eCampus (https://www.ecampus.ulg.ac.be).

Assessment methods and criteria

There are two parts to the assessment: the practical assignments completed during the year and an exam (MCQ with degree of certainty). The assignments are worth 20% of the total mark, while the exam is worth 80%. The arrangements for the practical exam haven't yet been decided upon, but they will be announced as soon as classes begin. For students who have to retake the exam, only the exam results will be taken into account.

Work placement(s)

Organizational remarks

Contacts

Teacher: Doctor Frédéric de Lemos Esteves
Assistant Lecturer
Email: fdelemosesteves@uliege.be For urgent problems or questions that require a brief answer, students should use ULg's e-mail service. However, for more in-depth questions that require a certain amount of explanation, it is best to make an appointment with the teacher.