Project Design and Implementation

Code:	TeSPS-018		Acronym:	TeSPS-IP
Scientific Area:	Health

Occurrence: 2023/24 - 1S

Teaching Area:

1st Cycle

Courses

Acronym	Nº de Estudantes	Plano de Estudos	Academic Year	Credits	Horas Contacto	Total Hours
TeSPSS	10	TeSP em Secretariado em Saúde	2º	7

Hours Actually Taught

1ºTESPSS

Ensino Teórico:

70,33

Teaching - Weekly Hours Ensino Teórico: 5,60 Type Teacher Classes Hours Ensino Teórico Totals 1 5,60 Maria Celeste Gomes de Aguiar Eloy Godinho Nogueira   0,00 Virgínia Maria Lopes de Figueiredo   0,00

Teaching - Responsabilities Teacher Responsabilidade Maria Celeste Gomes de Aguiar Eloy Godinho Nogueira Responsável Marta Maria Gonçalves Rosa Coordenação Científica Maria Clara Martins Cunha André - ESSAUDE Coordenação Científica

Learning outcomes of the curricular unit (knowledge, skills and competences to be developed by the students)

Recognize the importance of project work methodology.
Identify the phases of project work.
Reflect situations/problems that may be used in project work.
Apply the project work methodology to an identified problem.

Syllabus

The problem heuristic.
Meaningful learning.
Problem solving method.
Project work methodology. Bases for problem definition. Project design. Project planning, execution and evaluation. Field report.

Demonstration of the syllabus coherence with the curricular unit's learning objectives

The contents to be covered related to the project methodology, focused on problems and/or properly contextualized ideas, presuppose responding to the objectives of the UC, as it is recommended to develop a project within its area of competence.

Considering that graduates of the Higher Professional Course (TESP) have training linked to the work context and the aim is to develop skills in the specific area of training, the approach of participatory methodologies such as Problem-Based Learning or Project (Project or Problem- Based Learning - PBL) are considered relevant.

Teaching methodologies (including evaluation)

The expository and interactive method will be used at an initial stage. Using videos and webinars
it will enable close contact with the contexts of practice, essential for the design of the project. The projects will be developed using the group work strategy, which presupposes a thoughtful assessment: seminar presentation (40%) and written work (60%)
The autonomous component of the curricular unit will be implemented through bibliographical research and additional readings recommended by teachers

Demonstration of the coherence between the teaching methodologies and the learning outcomes

Students will have to research, discuss, elaborate and, especially, discern between what is and is not relevant to build knowledge during the process, transforming it into a project undertaken by the group.
To achieve the defined phases, research in existing databases will contribute. The Moodle Platform will be used for coordination between students and teachers using forums.
The process evaluation carried out along the way will promote equity in the final evaluation, culminating in the preparation of the project and its dissemination.

Bibliography (Mandatory resources)

Ausubel, D. (2003) - Aquisição e Retenção de Conhecimentos: uma perspetiva cognitiva. Lisboa: Plátano Edições Técnicas.
Behrens, M., Age, J. & Eliane, M. (2001). Aprendizagem por projetos e os contratos didáticos. Revista Diálogo Educacional, (2)3, 1-19.
Leite, E., Malpique, M. & Santos, M. (1991) Trabalho de projeto. Aprender por projetos centrados em problemas. Porto: Edições Afrontamento.
Novak, J. & Gowin, D. (1996). Aprender a Aprender. Lisboa: Plátano Edições Técnicas.
Rodrigues, M., Pereira, A. & Ferreira, C. (2006) Da aprendizagem construída ao desenvolvimento pessoal e profissional. Coimbra: Formassau.