Physiotherapy Degree

Physiotherapy - 1st year

Physiotherapy - 2nd year

Physiotherapy - 3rd year

Physiotherapy - 4th year

Basic competences

CB1 - Students should have demonstrated that they possess and understand knowledge in a specific field of study, on the basis of general secondary education and at a level that includes mainly knowledge drawn from advanced textbooks, but also some cutting-edge knowledge in their field of study.

CB2 - Students should know how to apply their knowledge to their work or vocation in a professional way and possess the skills that are usually demonstrated through the construction and defence of arguments and the resolution of problems within their area of study.

CB3 - Students should have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant social, scientific or ethical topics.

CB4 - Students should be able to transmit information, ideas, problems and solutions to both specialised and non-specialised audiences.

CB5 - Students must have developed the necessary learning skills to undertake further studies with a high level of autonomy.

General Competences

G1 – To demonstrate commitment to the profession and its values, to improve medical practice and seek excellence in the care of individuals, families and the community.

G2 – To attend to the public's health needs and the challenges of the professional community of physiotherapists by means of innovative and dynamic attitudes.

G3 – To interact with other people with empathy, demonstrating interpersonal skills in their relationships.

Transversal Competences

T1 – To act with a critical spirit by reflecting on knowledge in all its dimensions, showing intellectual, cultural and scientific concern and commitment to rigour and quality in professional demands.

T2 – To project the values of entrepreneurship and innovation in the exercise of their personal academic and professional pathway through contact with different realities of physiotherapy practice and with a clear motivation towards professional development.

T3 – To interact in global and international contexts to identify needs and new realities that allow knowledge to be transferred to current or emerging areas of professional development, with the capacity to adapt and self-direct in professional and research processes.

T4 – To show ability for professional practice in multidisciplinary and complex environments, in coordination with networking teams, either in face-to-face or virtual meetings, through the use of information and communication technologies.

T5 – To exercise active citizenship and individual responsibility with commitment to values which are democratic, sustainable and of universal design according to practices based on learning, service and social inclusion.

T6 – To use different forms of communication, both oral, written or audio-visual, in their own language and in foreign languages, with a high degree of correctness in the use, form and content.

T7 - To become the main actor of the training process itself in view of personal and professional improvement and the acquisition of comprehensive skills which allow the student to learn and coexist in a context of linguistic diversity, with diverse social, cultural and economic realities.

Specific Competences

E1 – To design, implement and evaluate risk prevention and health promotion programmes that have an impact on factors determining health (lifestyle, social and community networks, work environment, etc.), based on the development, maintenance and improvement of the programmes within a biopsychosocial framework.

E2 – To incorporate research and lifelong learning into professional practice through the use of the best available evidence, formulating questions on the basis of one's own practice and informing and designing research projects.

E3 – To act professionally in accordance with the values inherent to the profession, as stated in the ethical code of physiotherapy, respecting the legal framework and with an analytical approach.

E4 – To collect, analyse 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.

E5 – To make physiotherapy diagnoses based on the analysis and critical interpretation of the relevant information and assessment, using internationally recognised classifications of functionality, disability and health, and clinical reasoning as a basis for decision making.

E6 - To construct 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, as well as safety and efficiency.

E7 – To critically assess and reflect on the physiotherapy intervention plan and make adjustments as necessary based on dialogue with users/patients and their context.

E8 – To communicate with patients/users, with significant others in their context or family, and with other professionals, coordinators and managers. To use a register and communication channel which is suited to their needs and characteristics and the communicative context.

E9 - To understand and act in accordance with the interactive behaviour of the person in terms of gender, group or community, within their social and multicultural context, respecting the individual’s opinions, beliefs and values, their privacy and confidentiality, and professional secrecy, and taking into account their life stage.

E10 – To participate as a physiotherapist in an interdisciplinary context, coordinating with other professionals and routinely participating in work teams in everyday practice.

E11 – To manage, organise and optimise physiotherapy work processes and care services in accordance with current administrative and legal regulations and incorporating inclusive and participatory organisational models.

E12 – To develop the professional role of the therapist in different settings (hospital, social care and community, among others) and in a context of health and social policies for integrated care that promotes continuity and comprehensive care of people.

The aim of the Physiotherapy degree practicum is for the graduate to develop into an analytical person with a high level of personal reflection, both in terms of theoretical knowledge itself, as well as the work they will carry out in their professional practice. It is intended that they will be able to apply their knowledge professionally in their work environment, with the ability to defend their decisions, and to be capable of solving problems that may appear within their field of knowledge.

In clinical practicums, the ability to gather and interpret the most relevant data in relation to their area of knowledge is encouraged, in order to make judgments that include a deep reflection on relevant social, scientific or ethical topics from a biopsychosocial perspective.

Empathy and the ability to communicate with other health professionals and with people involved with a patient will be two basic elements for these graduates. In the same way, the objective is for the graduate to acquire a high commitment to the profession and its values, and the ability to seek continuous improvement in their practice, at both a clinical level and their own training process level, seeking to be the main actor of their own learning path within the profession.

The Practicum is organised into 5 practical periods throughout the degree, and each practicum is worth 6 or 12 ECTS, with a total of 42 credits that take place between the 2nd, 3rd and 4th years:

• Practicum I: 4th semester. Practicum of 6 ECTS. The objective is to give the student a general approach to their professional career. Prior to the clinical practicum itself, pre-clinical practice sessions are held within the faculty in order to introduce the student to the reality of the care process.
• Practicum II: 5th semester. Practicum of 6 ECTS. It is a continuation of the Practicum I and allows concepts of a general nature to be integrated.
• Practicum III: 6th semester. Practicum of 6 ECTS. The objective of this practicum is to integrate contents, especially in specialised areas of Physiotherapy.
• Practicum IV: 7th semester. Practicum of 12 ECTS. The objective of this practicum is to integrate the contents studied up to this point in addition to becoming familiar with the necessary capacities and competences within the professional reality of Physiotherapy.
• Practicum V: 8th semester. Practicum of 12 ECTS. Like the previous one, the student continues to develop their abilities of autonomy within the professional practice.

The evaluation of the practicum is carried out by the centre physiotherapist who has been appointed as the tutor in addition to the creation of an e-portfolio reflecting the practical training activities. This methodology tries to integrate the evaluation in the same process of teaching-learning, in which different assessment modalities can be present (co-evaluation, self-evaluation, process evaluation, etc). It allows the evaluation process to be integrated within the teaching-learning process and helps the students themselves to be more autonomous when it comes to monitoring their learning path.

Internship Centres

The Faculty of Healthcare Sciences of Manresa boasts a wide range of collaborating centres in which students can carry out their practical training. Students who enrol in these subjects can choose the centres where they would like to carry out their internship. These can be public or private, of a more general or more specific nature. Students can have access to more specialised centres when they are studying a more advanced practicum.

Another possibility available to students is the fact of being able to personally choose an internship centre. From the Practicum II onwards, students can propose the internship centre of their choice. Once the Practicum Coordination has determined that the centre adapts to the student’s needs and studies, and to the subject’s training objectives, the relevant agreement is formalised. This option allows students to be close to their hometowns, which improves their satisfaction, reduces their personal expenditure and facilitates their integration into their professional environment when they finish their studies.

Institutional information for external internship centres

Centres with permanent internship agreements with the Physiotherapy department:

The UVic-UCC UManresa campus, in line with its internationalisation programme, fosters and maintains international affiliations with higher education institutions around the world. The Manresa International Relations Office works to disseminate, energise and strengthen relations with these institutions by promoting academic initiatives with a dual focus. One group which is targeted are students so that they can improve their knowledge of the profession in other countries and enhance their employability at the end of their studies. The other group towards whom this programme is directed are teachers and administrative staff at UManresa in order to create the dynamics for intercultural exchanges of information, research, teaching and collaboration in specific thematic areas that impact the quality of university education.

UManresa offers its users a variety of exchange options which are grouped into the following categories:

• Student Mobility

• Teaching and administrative staff mobility

Student Mobility

Through specific agreements for different studies, students from UManresa can benefit from the advantages of an academic exchange through various programmes. All are bilateral and involve receiving foreign students or students from other autonomous communities under the same conditions.

Erasmus+ Study Programme

A European-wide programme which currently mobilises more than 4 million students from European Union institutions through the establishment of bilateral agreements. The main objective of the Erasmus+ programme is to improve the qualifications and employability of participants, while modernising the education, training and work of young Europeans.

More information Programa Erasmus+ estudis

SICUE Programme

An exchange programme among Spanish university students. This allows some of the studies to be done at another state university with the guarantee of academic recognition. It aims to make it easier for students to learn about the reality of their chosen profession in other regions and communities in the country.

More information Programa SICUE

Individual Programme

This programme covers exchanges in European countries not covered by the Erasmus programme or those on other continents. Currently, UManresa has its own agreements.

More information Programa propi

Erasmus+ work placements

Erasmus+ mobility for work placements is a sojourn of training in an institution from another country participating in the Erasmus programme, which is aimed at enabling students to acquire specific skills and improve their understanding of the socio-economic environment of the host country, while gaining work experience and improving their communicative and linguistic skills.

More information Erasmus+ pràctiques

Teaching and administrative staff mobility

This includes teaching exchanges as well as research and coordination stays, encompassed within the Rethinking Education strategy. Thishas a clear mission of internationalisation with the aim of improving the training and educational skills of teachers and workers in higher education institutions.

More information Mobilitat de PDI i PAS

Mobility scholarships and grants

There is a wide range of financial aid and grants for students who meet the requirements set by the chosen program. In most cases these requirements include accreditation of their language level. The various aid is designed to contribute to offsetting some of the expenses involved in conducting studies in other countries.

Exchange coordinators of each of area of studies disseminate the different opportunities available to students for each call for applications and in some cases financial aid is managed directly from the l’Oficina de Relacions Internacionals.

Objectives and profile of the Physiotherapy graduate:

The Physiotherapy graduate must be able to promote, prevent, maintain or recover health, which is a fundamental pillar of well-being. They must rehabilitate or readapt the functional and vital capacity of individuals with movement dysfunctions or somatic disabilities, applying their own movement, therapeutic exercise, manual treatments and other physical agents. They must be competent in the continuous improvement of quality, cooperative work, management and administration of social and health programmes and services, in the education and defence of citizens' rights, and in teaching and research. Graduates must have a comprehensive vision of their profession, within a biopsychosocial approach to health. They must be able to collect, synthesise and interpret the observable data, assess the functional state of the patient/user, determine the physiotherapy diagnosis, create and apply an intervention plan based on clinical reasoning, carry out and evaluate the results. To achieve this, graduates must be able to establish a constant process of learning and continuous training with an attitude of scientific development of their professional practice. They must be able to work in teams and show initiative and entrepreneurship at all times. They must make good use of communication skills, which should allow them to improve interpersonal relationships, always respecting the ethical, moral and cultural principles of individuals and the community. They must also be able to work in international contexts.

The objectives of the Physiotherapy degree are:

• To introduce the student to the theoretical knowledge of the profession with a solid and avant-garde base. Subsequently, to transfer this knowledge to the practical field, where it can grow and develop within the frameworks of health care and prevention.
• To provide the necessary knowledge regarding the prevention, promotion, maintenance and recovery of the human body’s functions, through any of the procedures available to the physiotherapist.
• To provide the necessary knowledge to be able to undertake the free exercise of the profession and/or organise and manage a physiotherapy service.
• To train professionals capable of assessing the degree of people's satisfaction, the optimisation of resources, the effectiveness of the techniques used and the efficiency of physiotherapists.
• To provide tools so that students can search for the information which will allow them to stay at an optimum professional level.
• To introduce students to scientific methodology so they can have research options.

Career Opportunities for the Physiotherapy graduate

Our graduates have a high level of job opportunities in a wide range of fields:

• Hospitals
• Private centers
• Socail and health centres
• Medical insurance companies
• Primary care
• Special education school
• Sports club and centres
• Spas

Document approved by the UVic-UCC Governing Council on 1 December 2015.

The Tutorial Guidance and Action Plan (POAT) was approved by the UVic-UCC Governing Council on 1 December 2015. In the implementation of this plan, the University has established how tutorial orientation and action is understood while also determining the fundamental principles and specific objectives to be achieved by students, teachers and the educational community.

The POAT applies to all UVic-UCC centres, be they individual, federated, associated, or affiliated, and develop annually according to the Centre Operation Plan approved in the respective centre governing councils. This operational plan allows identification of anticipated measures which must be applied to each of the degrees and allows for relevant monitoring and evaluation.

Priorities and objectives of tutorial actions

From the Manresa Campus of the UVic-UCC, we work to ensure that mentoring is present at all stages of the educational process: the pre-university, university and post-university stages. We believe that pre-university actions aimed at making the various professional roles known in the current context are important. It is of particular importance at the university stage to receive first-year students and that the follow-up be carried out using the Tutorial Action Plan. Finally, employment advice provided at the post-university stage is essential to help students make the transition between the academic and working worlds.

1.- PRE-UNIVERSITY

>>  General information about aspects linked to university life

Support and attention for students is obtained and disseminated through coordinated activities from community care services and other information units. This includes information on accommodations, scholarships, cultural and social activities, transport and other more specific issues.

Departaments of reference: Comunication and Marketing / Academic and Degree Secretary /  Information Point

>> Pre-university Orientation Workshops and Day events

Programme of activities organised annually, which may include:

• Visits and workshops to secondary schools or other bodies or institutions. Individual and personalised attention via meeting or telephone with each student who has pre-registered at the UVic-UCC.
• Open door days and participation in fairs 
• Workshops on professions, Information on degrees
• Information leaflets, videos, web 
• Specific day events for degrees, matinees (morning sessions), awards, etc..  
• Information on accommodation, transportation and grants

Departaments of reference: Comunication and Marketing / Director of Studies / Academic and Degree Secretary /  Information point

2.- UNIVERSITY

>> Tutorial Action Plan

All FUB undergraduate students have a tutor who accompanies them throughout their studies, and who is their reference person at the university. They are a teacher whose job is to follow-up with the student and help them in any matter related to the academic field. The tutor facilitates student integration into the university, advises them on their choice of subjects, informs them about work placements, encourages them to develop, and guides them on career, further training or research opportunities when studies are completed.

Pla d’acció tutorial

Departaments of references: Director of Studies / Tutor

>> Students with disabilities or other needs

The objective is to: Identify personalised support and orientation needs at registration and the start of the teaching; produce an individualised plan in accordance with the adaptation procedures approved within the framework of the UVic-UCC; and do a personalised follow up through the Student Advisory Service with Functional Diversity (SAEDF).

Departaments of references: Director of Studies / SAEDF

>> Students from foreign educational systems

These actions take place within the framework of specific degrees which have a significant number of students coming from foreign educational systems and are aimed at promoting rapid adaptation to our university and establishing a multicultural working environment.

Departament of references: Director of Studies / Office of international Relations

>> Welcoming exchange students

The Office of International Relations in collaboration with the different faculties and the department of Modern Languages organises and stimulates these actions.

Departament of reference: Coordinator of Study Exchanges / Office of Relations

>> General welcome to students

A set of actions aimed at facilitating the adaptation, familiarization and dynamics of the University. These are organised according to the students' specific needs, whether they are first year, bachelors or masters degree students.

Departament of reference: Director of Studies

>> Cultural and Sports Activities

Participation in activities of different types is promoted on the (university) website. These activities allow work groups and interest groups on a particular subject to be formed. 

Departament of reference: Comunication and Marketing

>> The Virtual Campus

The Virtual Campus is a space which includes information on the different academic aspects of the degree, mainly in relation to the academic and studies secretary. On this site students can also find access to the online classrooms of subjects.

Departament of reference: Director of Studies / Academic and Studies Secretary

>> Labour market

This service is offered to students and alumni with the will to merge student interests and those of the working world. The labour market has a twofold objective: on the one hand, to offer students the possibility of implementing in the world of work the knowledge they have acquired at university thereby facilitating entry into the labour market; and, on the other, to channel job offers or demand received by the University from professionals, institutions, companies or other types of centres. 

Departament of reference: Labour Market Service and Labour Guidance

>> Orientation for the preparation of final projects

The production of the final project of the degree is an important stage in the student's educational path. This is why orientational actions are intended to facilitate this academic process and ensure maximum use by the student.

Person of reference: TFG Coordinator

>> Orientation for exchange programmes

The Office of International Relations, along with the heads of the degrees, carries out a set of initiatives to make known the various exchange proposals which are able to take on students and the procedures (both administrative and academic) which must be carried out in the event of participating in an exchange.

Departaments of reference: Office of International Relations / Exchange Coordinator

>> Orientation for the Work placement process

Specific actions of both administrative and academic types on what a work placement process involves.

Person of reference: Work placement coordinator / Academic and Studies Secretary

>> Orientation on optional subject selection

A set of actions aimed at helping the student choose optional subjects for their qualification and define their personal educational pathway. This is carried out using the Tutorial Action Plan.

Person of reference: Tutor

>> Entrepreneurship Support Service

This programme is aimed at spreading and promoting entrepreneurial culture and innovation. It has a cross-sectional focus on the University and acts both among students of different studies and among teachers or staff. It also promotes actions aimed at the entire population, beyond the strictly university environment, with the will to make the university a dynamic agent of the local economy.

Departament of reference: Entrepreneurship Service

>> Language Support

Actions are launched by the department of Modern Languages in order to provide individual support and advice for language accreditation as well as to provide information on the courses offered for improving language learning.

Departament of reference: Department of Modern Languages

>> Library and Self-Learning Room support

A set of actions energised by the library and the self-learning room aimed at promoting support for learning in information skills, conducting academic work, learning languages, etc.   

Departament of reference: Library of the University Campus of Manresa (BCUM)

>> Digital and Technological Support

A set of training and consultative actions are performed by the technical units of the IT area or the information systems service for student optimisation of the tools and services offered. 

Departament of reference: Information Systems

>> Company or institution visits

They are linked to the development of the different subjects or developmental actions of the qualification.

Departament of reference: Director of Studies

3.- POSTUNIVERSITÀRIA 

>> Alumni 

Participation in the set of activities promoted by the university aimed at UVic-UCC alumni

Department(s) of reference: Alumni

>> Entrepreneurship Unit Office

This advisory space for graduates advises, guides and supports different processes linked to self-employment, entrepreneurship and business creation.

Department(s) of reference: Entrepreneurship Service

>> Job placement plan

Document approved by the University Governing Council describing objectives, tasks and actions in a given time period, for job promotion of students and graduates of the UVIC-UCC.

Department(s) of reference: Job Market Service and Job Placement

1. Introduction

The Final Project of the Degree is a fourth-year assignment aimed at integrating learning acquired throughout the degree. It consists of the production and defence before a panel of a project incorporating the areas of interest of each of the studies that are taught at the Manresa Campus of the UVic-UCC. During the process, students will be guided by a tutor who will advise them on how to achieve the goals set in each case.

2. Requirements for registration

According to the academic rules of UVic-UCC Degree Studies, "to be able to formalise the TFG registration, the student must have enrolled in all required subjects for the degree or have 210 approved ECTS, including those of first and second subjects." Students can register for the TFG only once, unlike the rest of the degree subjects.

3. Topic Selection

Each area of study selects those topics it considers to be of interest. Students then propose projects included in this subject matter. In addition, and as an exception, work on other subjects is contemplated in the proposal of the students themselves, although it will have to be studied and approved.

4. Coordinators and tutor assignment

To track and ensure the quality of the final project of the degree, there are three key figures. On the one hand, there is the coordinator, who monitors the assignment and validates the chosen topic, coordinates tutors and panels, supervises the assessments, and, if applicable, manages agreements with centres or companies.

Additionally, they can provide some sessions in groups. On the other hand, the tutor is responsible for guiding students assigned throughout the process of producing the final project of the degree and evaluating it, according to the percentage defined by each curriculum. During the process, the tutor will also have to fulfil the task of writing follow-up reports on the state of development of the final project. Lastly, the tutor will be part of the panel which will assess the final project. The tutor is responsible for producing the final report.

Finally, the figure of the reviewer, who accompanies the tutor in the TFG evaluation and monitoring process at specific times determined by each type of study, will be part of the panel, along with the tutor. Their aim is to advise and accompany the evaluation process at its critical times to the tutor, supporting the tutor in monitoring the TFG.

5. Tutorial and Assessment Process

The final project of the degree is a guided project which considers both the work supervised and directed by the tutor and, above all, the student's individual work. Throughout its development there are different moments of tutor/revisor/coordinator/student interaction. There is a number of mandatory face-to-face tutorials set up in which the tutor will return the student's work with relevant comments so that progress in the development of their project can be made. Moreover, this will all be documented through the completion of the follow-up forms. At the same time, the end of degree project will be evaluated throughout the various established moments along with the punctual support of the reviewer. At the end of the process, the tutor fulfils the authorisation form in which the student is authorised or denied submission of the final project of the degree. This authorisation will also be endorsed with the agreement of the reviewer who has accompanied the TFG monitoring and evaluation process. The assessment and the corresponding weights at each moment of the final degree project will be specified in the teaching guide of each study. The final version of the final project of the degree must be submitted in digital format.

6. Panel Composition and Function

The student will have to submit and defend the final project of the degree before a panel of three people: a chair, a secretary and a member. One of them will be the tutor of the project and the other two will be experts in the field and/or methodology, who will have developed their role as reviewers of the same project. Prior to the day of the presentation of the final project, each member of the panel will have to send the final project coordinator a brief report on the work they have assessed. The panel will reach a consensus grade. If a consensus is not reached, the average of each of the individual mark awarded by each member will be applied. Each student will have a maximum time of 15 minutes to present their project, plus 10 additional minutes to address questions, if necessary. Once the student has presented the project, the members of the panel will be able to ask questions, make suggestions or ask for any clarification they consider appropriate. The student will then have to leave the classroom so that the panel can deliberate and assess the presentation according to the criteria set, and then produce the corresponding minutes.

The presentation can be made in Catalan, Spanish or English and can be accompanied by audio-visual media, if considered appropriate.

7. Support Documents

There is a specific document for the final project of each degree (Teaching Guide to the Final project of the degree) where details and the calendar are specified for each case. The rules on the presentation of projects of the Bages University Foundation is a general document which specifies the formal characteristics which the written document must have.

8. Computer applications

The follow-up and assessment of the final project of the degree will be done using the Virtual Classroom of Final Project of the Degree (of each area of studies). This site contains the general documentation for developing the final project and is the site which stipulates the different deliveries and the final delivery of the document. This classroom is accessible to different tutors, reviewers and the TFG coordinator.

In the qualifications management section of the programme, the coordinator will set the weights of the assessment of the TFG. The different tutors will communicate to them the marks of their tutorials and will be responsible for publishing them / making them public at the agreed time.

Premis als millors TFG - Premis Talent

SGIQ (Internal Quality Assurance System)

The internal quality assurance system (SGIQ) is a key element in the validation of official university degrees and in the functioning of UVic-UCC teaching centres. In addition, it is one of the requirements set out in the different rules governing these teachings.

On the one hand, since 2007, for the introduction of new certification of a bachelor's, master's and doctoral degrees, Royal Decrees 1393/2007 and 99/2011 require that they count on an introduced SGIQ. In the case of the Uvic-UCC the design was evaluated at the verification stage of the system in 2008. On the other hand, since 2015, Royal Decree 420/2015 establishes the institutional accreditation in which the introduced SGIQ of certification is the central axis of this recognition.

For this reason, the UVic-UCC teaching centres confirm that their actions ensure the achievement of the objectives associated with teaching of the degrees they offer, fulfilling their quality policy through their own formally established and publicly available SGIQs.

• SGIQ UVic-UCC mark
• Map of processes
• Processes and Procedures

Satisfaction of groups of interest

• Satisfaction of group of interest

Internal indicators

Quality of formative programme (Standard 1)

• Access Enrolment

• Matrícula total

Adequacy of teaching staff in formative programme (Standard 4)

• Hores d’impartició de docència a l’aula – HIDA  (Subestàndard 4.1)
• Enquestes de satisfacció envers la docència rebuda (Subestàndard 4.2)

Satisfaction surveys towards instruction received (Estàndard 5)

• Mobilitat 2019-2020
• Mobilitat 2020-2021

Quality of the results of educational programmes (Standard 6)

• Rendiments acadèmics
• Qualificacions d'assignatures

External Indicators

Indicators of University Studies of Catalonia: EUC

Studies of Job Placement

To obtain further information on the job placement rates of the ADE degree, consult Job Placement Studies that the University of Bages Foundation has carried out.

Internal assessment reports

Follow-up reports and UManresa Improvement Plans

Year 16-17

• ISC Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 17-18

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 18-19

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 19-20

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

Year 20-21

• ISQ Facultat Ciències Socials de Manresa
• PMQ Facultat Ciències Socials de Manresa

ISC Faculty of Social Sciences of Manresa

PMQ Faculty of Social Sciences of Manresa

ISC- Follow-up Report of the Centre

ISQ- Quality Follow-up Report of the Centre

PMQ- Quality Improvement Plan of the Centre

Self-reports of accreditation

Self-report 2021

External evaluation reports

Portal of evaluation reports of the Agency for Catalonian Universities Quality System

National Agency of Quality and Accreditation: ANECA

Dean of the Faculty of Healthcare Sciences of Manresa
Dra. Mireia Torralba Roselló
mtorralba@umanresa.cat

Head of Physiotherapy Studies
Dra. Júlia Jubany Güell
jjubany@umanresa.cat

Teaching Coordination 
Dra. Laia Sallés Oller
lsalles@umanresa.cat

Head of Tutorial Action Plans and Student Services
Dr. Guillem Jabardo
gjabardo@umanresa.cat

Coordination of External Intership
Dra. Olga Borao Soler
oborao@umanresa.cat

Coordination of External Internship Centres
Dra. Ruth Galtés Fuentes
rgaltes@umanresa.cat

Coordination of Seminars
Mireia Campoy Vila 
mcampoy@umanresa.cat 

Coordination of TFG
Dr. Rafel Donat Roca
rdonat@umanresa.cat 

Coordination of Mobility Programs
Dra. Renata Kelly da Palma
rdapalma@umanresa.cat

Coordination of the university Master's in Physiotherapy of the Musculoskeletal System
Rémi Gontié
rgontie@umanresa.cat 

Coordination of the Simulation in the Studies
Marta Not Monegal
mnot@umanresa.cat 

Secretary of studies
Laura González Torras
lgonzalezt@umanresa.cat

Classrooms

26 classrooms with different capacities for theoretical classes

• 10 small classrooms (capacity between 20 and 40 people)
• 8 medium-sized classrooms (capacity between 40 and 60 people)
• 8 large classrooms (capacity between 60 and 80 people)

1 computer room with a capacity for 40 people
1 assembly hall with a capacity for 200 people

All classrooms are equipped with a computer, a video projector, a screen, speakers and connection to the computer network and internet.

Study rooms

The Centre has 2 study rooms with 15 and 6 computers, respectively, with internet access. The rooms are equipped with tables and chairs that allow individual and group work.

Library

The Campus Library has a specific bone loan service for Physiotherapy students.

Web de la Biblioteca del Campus Universitari de Manresa [>]

University Clinic

The theoretical and practical classes are held at the University Clinic, with facilities specifically designed for the different studies of the degree. For Physiotherapy, the facilities are as follows:

Offices for physiotherapy external consultations equipped with scales, cutter, hydraulic treatment beds, a Therapy Master apparatus, a treadmill, a cycloergometer and electron and thermotherapy devices.

Physiotherapy-specific appliances and material:

• Thermotherapy and electrotherapy devices,
• Natural therapy material, elastic tapes, balance boards, re-education balls,
• Proprietary re-education material,
• Material for rachidial deformities, cushions of different shapes and sizes,
• Consumable material for bandages and massages,
• Measuring material
  • Goniometers of different types
  • Weights
  • Metric tapes
  • Plicometers
  • Impedance measuring devices
• Material for respiratory physiotherapy and for pelvic floor re-education.

6 practical physiotherapy classrooms equipped with treatment beds, a computer, a video projector, a screen, speakers and connection to the computer network and internet.

A theoretical classroom equipped with a computer, a video projector, a screen, speakers and connection to the computer network and internet.

Student changing rooms

Car park

Online resources

The degree students can log on to the following:

• An intranet where all the documentation of interest of the degree can be accessed.
• A Moodle platform for all subjects of the degree, which can be accessed from the intranet.
• A communication forum which is used basically in the tutorial action plans and the practicum subjects. It is accessed from the intranet.
• E-portfolio for the practicum subjects.

Physiotherapy - 1st year

• First year timetable - Group 1 (morning)
• First year timetable - Group 2 (afternoon)
• First year timetable - Group 3 (morning)
• First year timetable - Group 7 (midday)

Physiotherapy - 2nd year

• Second year timetable - Group 1 (morning)
• Second year timetable - Group 2 (afternoon)
• Second year timetable - Group 3 (morning)

Physiotherapy - 3rd year

• Third year timetable - Group 1 (morning)
• Third year timetable - Group 2 (afternoon)
• Third year timetable - Group 3 (morning)

Physiotherapy - 4th year

• Timetable for compulsory subjects Group 1, 2 and 3)
• Timetable of fourth elective  subjects  (Group 1, 2 and 3)