course guide psychophysiology - Universidad Católica de Valencia

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Course guide Physiological Psychology
Course Guide Physiological Psychology
PCA-27-F-01 Ed. 00
COURSE GUIDE
Universidad Católica de Valencia
PSYCHOPHYSIOLOGY
Year 2014-15
Universidad Católica de Valencia “San Vicente Mártir”
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COURSE GUIDE TO PSYCHOPHYSIOLOGY
ECTS
MODULE: Biological bases of behavior
18
FIELD: physiology
12
Subject: Psychophysiology
6
YEAR: 2º
Semester: 1º
Type of learning: Basic
Department: Neuropsychobiology,
Methodology and Social Psychology
Teacher: Gracia Arolas Romero
E-mail:[email protected]
SUBJECT ORGANIZATION
PSYCHOPHYSIOLOGY
Nº ECTS: 6
Duration and temporal location within the curriculum:
Subjects and Courses
Subject
Physiology
ECTS
12
Courses
Psychophysiology
ECTS
6
Course/
semester
2/1
COURSE GUIDE TO THE SUBJECT:
Psychophysiology
Prerequisites:
GENERAL GOALS
a. Knowing and understanding the basic Physiology of the nervous system applied to
the study of specific human behaviors.
b. Interpreting psycho-physiological signs from a psychological approach.
c. Relating physiological alterations to psychological states.
d. Knowing the basic resources of this field of study.
e. Studying -from a holistic approach- mental processes, brain processes and
existential processes.
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CROSS-SECTIONAL COMPETENCES
Competence
measuring scale
Instrumental
1
2
3
4
x
1. Being able to analyze and synthesize
x
2. Being able to organize and plan
x
3. Being able to relate concepts
Interpersonal
x
4. Being able to work in a team
Systemic
1
2
3
4
X
5. Being able to think creatively and develop new ideas and concepts
Other competences
x
6. Knowing how to interpret audiovisual presentations
7. Knowing how to synthesize and incorporate information taken from
documents, videas and books.
x
SPECIFIC COMPETENCES
Conceptuals
1
2
3
4
x
8. Acquiring scientific language related to the specific field of study
9. Knowing the basics of the physiological electro registration
Abilities
10. Knowing how to relate physiological and psychological processes
11. Knowing physiological signs and interpreting them from a
psychological approach
1
2
3
4
x
x
4
4
Professionals
12. Being able to interpret and understand psycho-physiological reports
and registratios
1
2
3
x
4
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LEARNING OUTCOMES
COMPETENCES
R-1. The student will know the basic relationship between
physiology and human behavior
1,2,3,4,7,8
R-2. The student will use specific vocabulary and will know
how to express himself correctly about specific issues
4,5,9,10
R-3 The student will be able to understand neuronal
communication processes that support information processing
in the Nervous System.
1,2,7,8,9,10,11
R-4. The student will be able to deduce, interpret and assess
critically experimental outcomes taken from scientific or
informative literature
1,2,6,7,8,9,11
R-5 The student will use sources of information available to
build scientific knowledge, and will show a scientific attitude
when looking for specific answers to questions that may arise.
2,6,7
R-6. The student will know and relate micro-anatom y and
molecular biology of the NS to its functionality and some
physiological characteristics.
1,8,9,10
ON-CAMPUS EDUCATIONAL ACTIVITIES
ACTIVITY
ON-CAMPUS CLASS
PRACTICAL CLASSES
Teaching-Learning
Methodology
Teacher presentation of
contents, analysis of
competences, explanation
and in-class display of skills,
abilities and knowledge.
Group work sessions
supervised by the professor.
Case studies, diagnostic
tests, problems, field work,
computer room, visits, data
search, libraries, on-line,
Internet, etc.
Meaningful construction of
knowledge through
interaction and student
activity.
Relationship With
Learning Outcomes
for the subject
ECTS
R1,R2,R3,R6,
1
R3,R4,R5, R6
0,4
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Activities carried out in
spaces with specialized
equipment.
R7, R2, R6
Supervised monographic
sessions with shared
participation
R1,R2,R6
0,2
GROUP
PRESENTATION OF
PAPERS
Application of
multidisciplinary knowledge
R2,R4,R5
0,2
OFFICE ASSISTANCE
Personalized and small
group attention. Period of
instruction and/or orientation
carried out by a tutor to
review and discuss materials
and topics presented in
classes, seminars, readings,
papers, etc.
R3,R4,
0,2
LABORATORY
SEMINAR
ASSESSMENT
0,3
Set of oral and/or written
tests used in initial, formative R1,R2,R3,R4,R5,R6
or additive assessment of the
student
Total
0,1
2,4
INDEPENDENT WORK ACTIVITIES
ACTIVITY
GROUP W ORK
Teaching-Learning
Methodology
Group preparation of readings,
essays, problem solving,
seminars, papers, reports, etc.
to be presented or submitted
in theoretical lectures,
practical and/or small-group
tutoring sessions.
W ork done on the university
e-learning platform
( www.plataforma.ucv.es )
Relationship of
Course with
Learning Outcomes
ECTS
R2,R4,R5,
0,6
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Student study: Group
Individual preparation of
readings, essays, problem
solving, seminars, papers,
reports, etc. to be presented
or submitted in theoretical
lectures, practical and/or
small-group tutoring sessions.
R1,R2,R3,R4,R5,
R6,
W ork done on the university
e-learning platform
(
)
SYSTEM FOR ASSESSING THE ACQUISITION OF THE COMPETENCES
AND ASSESSMENT SYSTEM
Assessment Tool
Vocabulary Notebook
Case studies Final
written exam (2ª
convocatorias)
Written synthesis of
recommended
readings
Individual work on
braing maps
LEARNING OUTCOMES ASSESSED
R1 R2 R3 R4 R5 R6
R1 R2 R3 R4 R5 R6
Allocated
Percentage
75%
15%
Active Participation in
class
Attendance to
laboratory practice
sessions with a human
and animal brain
Attendance to a
practice session
related to specific
instruments
R1 R2 R3 R4 R5 R6
Attendance to the
presentation of videos
10%
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Note: In order to obtain a Mention of Distinction the student must have the highest mark in the
final exam (4 written questions and two illustrations), plus presentation of evaluation
justifications. There’s the possibility to get a higher mark by attending private sessions in the
office hours)
MENTION OF DISTINCTION:
The mention of Distinction will be awarded to students who have achieved a score equal to or
greater than 9.0. The number of Distinctions granted will not exceed 5% of students enrolled in a
subject in the corresponding academic year unless enrollment is under 20, in which case only
one Distinction may be granted. (Royal Decree 1125/2003).
DEVELOPMENT OF THE SUBJECT IN SECOND AND SUBSEQUENT ENROLLMENTS:
There will be a special group for students who are not enrolling for the first time if they exceed
the occupancy limit of the classroom and a teacher is assigned to that group.
The professor in charge of this group will conduct 4 follow-up sessions and tutoring for 2 hours
each. Assessment of skills and abilities will be done through the scheduled practice sessions In
each session the subject will be developed so as to reinforce the work on the skills that each
student needs to pass the course.
Assessment of content and skills will be made during the examination set in the official calendar
for this course.
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DESCRIPTION OF CONTENTS
Didactic Unit 1:
-Nervous System Functioning
-Registration of the brain activity
Practice: the human brain
Didactic Unit 2:
-Neurotransmission
-Nutrition: neurotransmission-Behaviour
-Practice: Chart of human brain
Didactic Unit 3:
-Anatomy and Physiology of the Autonomous Nervous System
-Psycho-physiology of the Stress
-Practice: registration process of autonomous signs
(Biofeedback)
Didactic Unit 4:
-Emotional Brain
-The amygdala
-Practice: Face mimic
Didactic Unit 5:
COMPETENCES
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-Hypothalamic nucleus and behaviours
-Anatomic-Functional relations with other structures
-Practice: Physiological Relaxation Method
Didactic Unit 6:
Physiology of the Sleeping Behaviour
Physiology of the Behaviour (Hunger and Thirst)
-Physiology of the Parental and Filial Behaviour
Didactic Unit 7:
-Sexual Behaviour
-Anatomy and Physiology of the Reproductive SystemFormation of the psychological sex
-Ethical and Social Factors
REFERENCES
Bibliografía bàsica
CARLSON, NR. (1999) Fisiología de la conducta. Barcelona: Ariel
CARLSON, NR. (1999). Fundations of Physiological Psychology. Massachussets. Allyn
& Bacon.
KANDEL, E.R., SCHAWARTZ, J.H.y JESSELL, T.M. (2001) Principios de
neurociencia. Madrid: Mcgraw Hill-Interamericana.
BEAR, M.F., CONNORS, BW. y PARADISO, M.A. (1998) Neurociencia,
explorando el cerebro. Barcelona: Masson. Williams & Wilkins España, SA.
GUYTON, A.C. (1994) Anatomia y fisiologia del sistema nervioso. Buenos Aires:
Médica Panamericana.
Bibliografía complementaria
WOOLSEY, T.A; HANAWAY, J AND GADO M.H. (2003).The Brain Atlas: a visual guide
to the human central nervous system. New Jersey. Jhon W iley &soins, INC.,
Publication.
DIAMOND, M.C., SCHEIBEL, A.B. y ELSON, L.M.,(2000) El cerebro humano
libro de trabajo. Barcelona: Ariel Neurociencia.
CROSSMAN, A.R. y NEARY, D.(2002) Neuroanatomia (texto y atlas en color)
Barcelona: Masson S.A.
ORTIZ,E; PRATS, J.I.; AROLAS,G. (2008). La persona Completa. Edicep.
Smith Agreda,v; Smith Ferrés,V; Ferrés ,E; Arolas,G. Neuroembriologia y Organos de
los sentidos (2009) Edicep.
VILA CASTELLAR,J. Una introducción a la psicofisiología clínica (1996). Piramide
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DIRECCIONES WEB RELACIONADAS
Páginas Web relacionadas
http://www.ncbi.nlm.nih.gov/pubmed/
Página de la biblioteca nacional de ciencias médicas de estados unidos donde se
encuentran los principales artículos científicos y revistas de prestigio.
http://www.ncbi.nlm.nih.gov/sites/entrez?db=Books&itool=toolbar
página de acceso a libros científicos con formato electrónico.
http://www.leica-microsystems.com/llt_index.html
Página de la casa Leica, sobre fundamentos de este microscopio y modelos
http://www.denniskunkel.com/
Curiosas microfotografías con microscopía de barrido y posibilidad de manejar
virtualmente uno de estos microscopios
http://www.nottingham.ac.uk/pathology/default.html
Completa colección de técnicas de tinción, con sus correspondientes protocolos
http://bris.ac.uk/pathandmicro/cpl/lablinks.html
Manual de técnicas de preparación de muestras y tinción
http://wwwcivm.mc.duke.edu/civmGallery/L1Gallery.html
Fundamentos de la microscopía de resonancia magnética y completa galería de
imágenes animadas.
http://www.mos.org/sln/sem/ Descripción y funcionamiento del microscopio electrónico
de barrido y galería de imágenes
http://www.btrip.mednet.ucla.edu/bri/homepage.htm
Fundamentos teóricos de microscopía óptica, fluorescencia y confocal
http://www.library.cornell.edu/preservation/tutorial-spanish/contents.html
Completo tutorial de digitalización de imágenes, donde se explican los términos
básicos
http://www.scioncorp.com/frames/fr_scion_products.htm/ http://rsb.info.nih.gov/ij/
Direcciones desde donde pueden descargarse dos programas de análisis de imagen
(Scion Image e ImageJ) respectivamente.
http://www.reme.uji.es/remesp.html (revista electrónica de motivación y emociónhttp://www.psicoactiva.com/emocion.htm
http://www.centraldellibro.com/web/es/tus/t946_4.htm (Listado de títulos relacionados
con la motivación y emoción.
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TEMPORAL ORGANIZATION OF LEARNING:
CONTENT/TEACHING UNIT
# OF MEETINGS
1
Nervous System functioning
5
2
Neurotransmission
5
3
Autonomous Nervous System
4
4
Emotional Brain
4
5
Hypothalamus and Behaviours
3
6
Behaviours: Sleep, parental, hunger and thirst
3
7
Sexual behaviour
3
8
Practice
3
* NOTES:
ASSESSMENT METHODS:
This is a special model of training based on outcomes, i.e. student performance. Since Otter (1995)'s
work, learning outcomes are used as the center to plan the curriculum, using a system that allows
assessing learning outcomes.
METHODS FOR ASSESSMENT of teaching and learning will be:
Open-ended questions: written exam which primarily assesses theoretical knowledge and the student's
ability to relate, integrate, and express knowledge coherently in written language.
Multiple-choice tests: multiple-choice tests with one of five possible correct answers. They provide a
deeper understanding of the contents learned by the student and prepares him or her to deal with this
assessment model for the entrance examination for the specialty (MIR).
Oral test: oral examination in which the student answers questions the teacher asks him or her,
explaining verbally the knowledge he or she has acquired and allowing interaction with the teacher.
Presentation: The student presents orally, with or without support of audiovisual media, on a topic or
task assigned by the teacher. This is the assessment method for the End-of-degree Project. At the end of
the presentation, the teacher or the audience can ask questions.
Practice: Written test in which the student has to solve practical exercises, clinical cases or problems
about knowledge of different subjects.
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Papers: Individually or in groups, students craft a document reviewing or conducting research on a topic
and submit it in writing to be assessed by the teacher.
Class participation: The teacher assesses participation, involvement and progress in student acquisition
of knowledge and skills during lectures and practice sessions. It will never exceed 5% of the final mark.
Simulations, OSCEs: Through simulations, students will role-play situations similar to those in real life
under standard conditions, which will allow the teacher to analyze the student's clinical skills in specific
situations. Computer simulations or standardized fake patients or robots are used. The test known as
OSCE (Objective Structured Clinical Examination) or Objective Structured Clinical Evaluation can be used.
(OSCE). The OSCE entails student rotation around a circuit of sequential stations where they are asked
to apply a variety of different skills and techniques.
Practical examination: The student faces a test where they must demonstrate the acquisition of specific
knowledge by means of its practical application. For example, histological or anatomopathological
diagnoses, interpretation of images or diagnostic tests...
All these methods of assessment of teaching and learning allow us to evaluate all the specific
competences specific to the degree in Medicine, Dentistry, Physiotherapy and Podiatry with no major
differences between and among modalities.

course guide psychophysiology - Universidad Católica de Valencia

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