Tabagismo Prevenção e Cessação


Learning outcomes of the curricular unit

Understand the evolution of health paradigms and its context in the prevention and cessation of tobacco use;

Characterize strategies that can lead to the development of smoking prevention (e.g. settings) critically evaluating and identifying good practices in the main areas of prevention and cessation (of an individual or group of people);

Reinforce the capacity building process for new competences and technical skills to implement, analyze, evaluate and use methodologies to promote smoking cessation;

Discuss from the contributions of different experts action-research, validation, dissemination of best practices, developing the know-how to do competencies;

Develop skills of contextualization and cultural sensitivity to the needs of different groups of people in the prevention of tobacco use and smoking cessation;

Develop a critical understanding of web communication mechanisms and strategies to help empower citizens to carry out healthy choices while engaged in smoking cessation (;

Apply innovative methods to promote smoking cessation 

General characterization





Responsible teacher

Luis Ângelo Saboga Nunes


Weekly - Available soon

Total - 57

Teaching language



Available soon



Saboga-Nunes L, Levin-Zamir D, Rabius V. Tobacco still a major killer- will we achieve the end game? European Journal of Public Health. 2017;274:22–5. 

Doi: org/10.1093/eurpub/ ckx161

Fiore MC, Bailey WC, Cohen SJ et al. Treating tobacco use and dependence.

Clinical Practice Guideline. Rockville MD : U.S. Department of Health and Human Services, 2000

WHO (2003). Framework Convention on Tobacco Control. Geneva: WHO. in Data de acesso: Junho 2010 

Chambers, M. - NHS Stop Smoking Services: Service and Monitoring Guidance 2010/11, Best Practice Guidance, U.K. Department of Health, 2009 

Saboga Nunes, L. - Salutogenic Paradigm and Web Assisted Tobacco Intervention: the Case of (2006). in Eysenbach G.(ed.) Improving Public Health Through the Internet. Abstracts Book, 11th World

Congress on Internet in Medicine, Toronto, 2006. Toronto, ON: JMIR Publications 

Teaching method

Teaching methodologies (including evaluation) 

The blended-learning teaching methodology is varied and seeks to promote an active and participatory learning environment. Reading of fundamental texts is required and discussion of topics or exercises occurs regularly.

About half of the sessions will begin with a presentation by a teacher, followed by a discussion of topics related to the subject under examination where students are encouraged to intervene.

The other sessions will be more practical with problem solving tasks, presentation of results and discussion of implications for health systems management. The seminars consist of group work with the presence of a teacher, which develops in-depth discussion of the topics in the syllabus.

Assessment of commitment, work and participation (20%), made through observation of student participation and the presentation and discussion of topics and exercises in sessions and 40% in group activities.

Individual exam (40%) with multiple choice questions, short and development questions, dealing with the topics taught. 

Evaluation method

Available soon

Subject matter


(I) Introduction: prevention; epidemiology; social representations; health policy and legislation; tobacco components and neurobiology; pathologies and detoxification processes (renasceres® method); smoking cessation as a public health strategy and structured intervention; paradigms for action (pathogenic and salutogenic paradigms) and theories of human behavior.

(II) Smoking habits, cultural change, best practices, education, learning ad capacity building for health, evidence base and clinical standards as a criterion of quality assurance (pharmacotherapy other therapies); Lifestyle and fundamental rights of citizens.

(III) Social network support; behaviors, personal and organizational planning, programs and intervention strategies; community of practice for skills development of i) understanding, ii) management and iii) investment to relapse prevention.