Introducion to Pediatrics and Health in Adolescence
To obtain knowledge and opportunities for acquiring performance and attitudes concerning:
1) The healthy child (infant, toddler, preschool, school, and pre-adolescent), and preventive aspects of disease;
2) The healthy and sick neonate;
3) The healthy adolescent and the adolescent with pathology.
Application of acquired knowledge (know-how) to clinical practice, establishing proper interaction with the child, parents and accompanying persons.
- To take the clinical history in different age groups, including anamnesis, physical examination and summary clinical report.
- In each outpatient visit: to assess growth and psychomotor development, to measure the blood pressure, to recommend the feeding plan, and to check the compliance with the National Program of Vaccination (NPV).
- To schedule the regular outpatient visits in convenience with adequate ages to assess psychomotor milestones, to plan feeding and to provide vaccines of the NPV.
- To recognize early neurodevelopment and growth deviations.
- To recognize the main neonatal conditions.
- To record data in appropriate support, including in clinical files and in the Infant and Juvenile Health Bulletin.
Assiduity and punctuality (ethical behavior of a future clinician). Intellectual integrity, scientific rigor, and permanent study and update. Adequate interaction with the child and family. Respect for the hierarchical superiors and colleagues. To recognize and respect the ethical, moral and religious principles. Compassion for the disadvantaged. To recognize the fallibility and be humble in face of the error. To recognize the need to ask for help in critical situations. Team working with health professionals.
Prof. Doutor Luís Pereira da Silva
Weekly - Available soon
Total - Available soon
- Videira Amaral JM, ed. Tratado de Clínica Pediátrica. 2ª ed. Lisboa, 2013, capítulos: Criança em Portugal e no mundo; demografia e saúde; Os superiores interesses da criança; Aspetos metodológicos da abordagem de casos clínicos; Crescimento; Desenvolvimento; Desenvolvimento e Intervenção; Adolescência, crescimento e desenvolvimento; Adolescência e comportamento: abordagem clínica; Nutrientes; Alimentação com leite materno; Leites e fórmulas infantis; Probióticos, prebióticos e simbióticos; Alimentação diversificada no primeiro ano de vida; Alimentação após o primeiro ano de vida incluindo as idades pré-escolar, escolar e adolescência; Aspetos da medicina perinatal; Introdução à Neonatologia; Adaptação fetal à vida extrauterina; Exame clínico do recém-nascido; Cuidados ao recém-nascido aparentemente saudável; Icterícia neonatal. Em breve será disponibilizada a 3ª edição 2020, que está em fase de conclusão.
- Kliegman RM et al, eds. Nelson Textbook of Pediatrics, 21st ed., 2019, Part II: Growth development, and behavior, capítulos: Overview and assessment of variability; The newborn; The first year; The second year; The preschool years; Middle childhood; Adolescence; Assessment of growth; Part VI Nutrition, capítulos: Nutritional requirements; e Feeding healthy infants, children, and adolescents; Part XII The fetus and the neonatal infant, capítulo The newborn infant; Part XIII Adolescent Medicine, capítulos: Adolescent development; The
- epidemiology of adolescent health problems; Delivery of health care to adolescents; e Substance abuse.
- Programa Nacional de Saúde Infantil e Juvenil, Direcção Geral de Saúde, 2013.
- Programa Nacional de Vacinação 2020, Direção Geral de Saúde, https://www.dgs.pt/em-destaque/pnv-2020-temos-um-novo-programa-nacional-de-vacinacao.aspx
- Fontoura M, Fonseca M, Simões de Moura L, eds. Crescimento Normal e Patológico. Manual Prático de Avaliação, 2014
- Pereira-da-Silva L. Neonatal anthropometry: a tool to evaluate the nutritional status, and to predict early and late risks. In: Preedy VR, ed. The Handbook of Anthropometry: Physical Measures of Human Form in Health and Disease. Springer, New York, 2012, Chapt. 65;1079-104.
- Lissauer T, Clayden G, eds. Illustrated Textbook of Paediatrics. 4th ed. Mosby Elsevier, 2012
- Artigos em formato PDF fornecido pelos docentes.
Classes - presentations
For ease of study, the slides of the theoretical classes taught at distance using the zoom platform will be available on the Intranet (Moodle). The link and password will be made available to students.
Slides may contain copyrighted images (source: books, articles, Internet ) which may be presented for educational purposes in the classroom but are prohibited from being reproduced. Thus, such slides can only be consulted on the Intranet (Moodle), otherwise anyone who reproduces them (including print) may be legally liable and incur a criminal offense.
A. Teaching methods
Methods used: Face-to-face lectures with presentations recorded with sound and/or image of the lecturer, seminar, role-playing, bedside teaching, and discussion of clinical cases.
The theoretical teaching is predominantly classroom lectures for all students attending the semester, not exceeding 50 minutes for both presentation and discussion.
The practical and theoretical-practical classes have a great interactive component. Those with clinical component (bedside teaching and discussion of clinical cases) are engaged in the clinical routine always supervised by a teacher. Those without clinical component (seminars and role-playing) are centered in the training of exercises and performances of small groups, under supervision of a teacher
In practical and theoretical-practical classes in primary care settings, hospitals with maternity, and adolescent medicine training in the Hospital Dona Estefania, bedside teaching and discussion of clinical cases predominate. The bedside teaching is the preferred method in which the teacher represents the model for performances and attitudes, with either in inpatients or in outpatients.
Practical classes in some hospitals and in adolescence health training also include seminars prepared by a small group of students that presents the theme to the remaining student class and responds to their questions; the teacher moderates and evaluates the presentations and the participation in discussion.
In adolescent medicine training, specifically in the Aparece Unit of the Sete Rios Health Center and in the W Mais Unit of Santa Casa da Misericórdia de Lisboa, the role-playing is used with participation of two or three persons acting as actors; in the last case, the student plays the role of adolescent, the teacher plays the role of the adolescents relative or accompanying person, and another student plays the role of the heath professional.
B. Learning evaluation
The learning assessment encompasses the theoretical knowledge (theoretical exam and continuous assessment in practical classes), the performance and attitudes (continuous assessment in practical classes).
The score range is from 0 to 20 points. Students are approved achieving a final classification of at least 10 (= 9.5) points.
The final classification is the mean of the classification obtained in the written exam (50%) and the continuous assessment (50%).
The student fails if he / she has a score lower than 9.5, either in the theoretical exam or in the practical assessment.
The theoretical assessment is performed using a computer and consists of a multiple-choice test with 50 questions about the knowledge in the syllabus of the curricular unit, including those transmitted in theoretical classes. Each question contains a statement and four options, one of which is the truest and is the right answer. Each right answer is worth 0.4 values, each unanswered is worth zero and each wrong deducts the value of 1 option (approximately 0.1333 values). 75 seconds are given for each question. According to Order No. 3/2018, there are two criteria for correcting the classifications in case of error in the elaboration of the exam: if there is a question with more than 1 correct answer, all the answers that are correct are considered; If there are repeated questions, these questions are eliminated, and the ratings redistributed
The continuous assessment is calculated from the classifications attributed in the three areas of training - primary care, hospital, and health in adolescence - with different weights.
Introduction to Pediatrics
Infantile and juvenile health: organization of care and health indicators.
Notions about relationships between structures that provide care and support to children and adolescents, inside and outside the health settings: maternity, family health unit, home visits, health center/ family health unit, school health, hospital, National System for Early Intervention in Infancy, social security, kindergarten and school.
Particularities of perinatal medicine: prenatal and perinatal care, adaptation to extra uterine life, physical examination of newborn infant, health care for apparently normal neonate.
Neonatal conditions: deviations of intrauterine growth, hyperbilirubinemia, infection, respiratory conditions.
Nutrition: feeding specific to different ages and individual requirements and appropriate feeding behaviors; breastfeeding and infant formulas, type of formulas, complementary feeding, feeding after the first year of age, including at pre-school age, school age and adolescence.
Obesity prevention: early programming and nutritional risk.
Growth and nutritional assessment: anthropometry and body composition. Reference values according to age groups, particularly the World Health Organization standards.
Psychomotor development: general considerations, milestones from the neonatal period to adolescence, including emotional development and socialization.
National Program of Vaccination and recommended extra vaccines not included in this Program.
Preventive and social pediatrics: epigenetics in prevention of diseases, approaches to prevent accidents and intoxications, rationalizing watching television and computer games habits, inappropriate sun exposure, detection of child abuse, oral health, timely referencing of early detected congenital abnormalities (e.g., hip dysplasia, congenital heart diseases, non-descent testis, and impaired vision, hearing and language).
Health in adolescence
Particularities of adolescent medicine: medical interview with the adolescent and family; puberty and sexual maturation; nutrition; sports and physical activity; neurobiological basis of behavior; psychosocial and emotional development, self-image, sleep, addiction and risky behaviors.
Programs where the course is taught: