MUSIC-BASED INTERVENTION IN PATIENTS WITH ALZHEIMER’S DISEASE
|Name of the participant and other supporting staff if relevant||Marco Calabria|
|Name of the module and discipline, level and year of study and any useful background info||Aging and Dementia, Master in Neuropsychology, Faculty of Health Sciences, Universitat Oberta de Catalunya. It is a course of 5 credits of the second year of this two-year master’s program (https://bit.ly/3GkpkK7).|
|Name of community partner and/or any other supporting partners (public or private sector)||‘Singular Música y Alzheimer’ (http://www.musicayalzheimer.com/). The mission of this organization is to employ music-based interventions to treat cognitive and behavioural disorders in patients with Alzheimer’s disease (AD).|
|CERL project title(s)||Music as a therapeutic tool for cognitive and mood disorders in patients with Alzheimer’s disease|
|What they changed about their programme/course in relation to CERL||
1) CERL competencies are included in the course template along with discipline competencies.
Can you provide any tangible info – e.g. module descriptor, learning outcomes, assignments, assessment criteria – please copy paste below if yes – NB Get module code
Anything you want to probe for here based on your knowledge of this participant?
General description of the module with CERL project.
The course is organized in three challenge activities which are introduced by a specific scenario that aims to give some clinical context for reflection before reading and viewing resources. Each scenario includes a brief introduction that helps guide learning competencies and outcomes, which are detailed in each section. There are two types of learning competencies: a) those that are associated with the discipline itself and b) those that aim at acquiring skills and knowledge about community engaged research and learning (CERL). Discipline competencies are mostly related with the diagnostic processes of neurodegenerative diseases which include cognitive, emotional and behavioural data. Competencies associated with CERL are contextualized into a project with a community partner (local institution that works with ageing and dementia) and are mainly associated with the intervention of age-related disorders.
Example for the first activity of the semester: competencies and learning outcomes (in bold those that are associated with the CERL project)
B3 – Ability to integrate knowledge for understanding complex issues and to formulate solutions, including reflections on social and ethical responsibilities.
G1- Ability to analyse and synthesize the information generated in the different fields of action and formulate solutions through the set of data processed according to the principles of social and ethical responsibility.
S1 – Ability to integrate the most relevant knowledge related to professional practice in the field of neuropsychology.
For competency B3
1) To critically analyse the clinical case data and relate them to theoretical knowledge
2) To identify the cognitive deficits of mild cognitive impairment and Alzheimer’s disease
3) To use information from CERL resources for defining the relationship (roles, responsibilities, trust, and motivation) with the community partners
For competency G1
1) To use information from different fields to plan an evaluation of cognitive deficits in dementia.
2) To know how to apply the deontological code of Psychology when applying a neuropsychological evaluation.
3) To use information from CERL sources for reflection on learning
For competency S1
1) To how to apply an assessment for the evaluation of the cognitive disorders
2) To integrate CERL project goals in the assessment of cognitive disorders
How was it taught:
Number of students: about 20
Student group work or individual
How they worked with the partner: on site with the community partner and during meeting on Blackboard Collaborate
Evaluation or formal assessment of their learning:
Could or should we follow up with students? Yes, two months after the project we will organize an event with the community partner
|What did your students learn or how will they benefit?||
Acquiring new learning competencies for their curriculum based on ‘Ethical and global commitment’ along with the general principles of the University.
Technology skills for collaborative projects.
– the quality of their professional skills as health workers (broader view with societal challenges).
– The quality of their training, making them more competitive in the job market.
– Reflection and personal growth
|What do you think the benefit was to the partner? Do they have any feedback from the partner?||
– The visibility of their needs beyond the community level.
– The opportunities for new projects with academics and students.
– The quality of the service they offer as they will acquire new tools/knowledge.