Management and programming in problems of vision

1. Plan and schedule health interventions aimed at preventing and maintaining and the visual health of the population
2. Improve analysis capabilities
3. Learn to make technically based decisions.

1. Planning levels
2. planning cycle:
- 2.1 situation analysis
- 2.2 determination of priorities
- 2.3 formulation of objectives
- 2.4 determination of activities and resources
- 2.5 program execution
- 2.6 evaluation

Pineault R, Daveluy C. La planificación sanitaria. Conceptos, métodos, estrategias, 2ª ed. Barcelona: Masson, 1989.

Sierra Lopez A. et al. Piedrola Gil. Medicina Preventiva y Salud Pública. (12ª ed). Barcelona: Elsevier 2015.

BASIC AND GENERAL:
• CB2 That students learn how to apply the knowledge acquired and acquire ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to their area of study;
• CB3 That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments;

TRANSVERSAL:
• CT1 That students know how to make judgments based on criteria, external norms, or based on personal reflections. These judgments may be based on incomplete or limited information that includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments.
• CT3 Participate in debates and discussions, direct and coordinate them and be able to summarize them and draw from them the most relevant conclusions accepted by the majority.
• CT5 Develop critical and self-critical capacity and decision-making.

SPECIFICS:
• CE9 That students know how to prepare and write properly, with motivated arguments, work projects, scientific articles, and know how to formulate reasonable and testable hypotheses.
• CE11 Apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader (or multidisciplinary) contexts related to optometry.

The module may begin with an initial face-to-face class that would take place on the scheduled date in the academic calendar. The meeting may be held electronically through the Microsoft Teams platform if it is more convenient. To teach the subject, once the initial meeting has been held, different distance teaching techniques will be used through the tools provided by the Moodle platform (lesson, discussion forums, glossary, tasks, etc.). Special use will be made of those that favor discussion and collaborative work. The subject will be taught asynchronously even though face-to-face sessions can be held to clarify doubts if the teacher considers it appropriate.

Tutorials may be face-to-face, by email or through the Microsoft Teams platform.

The evaluation system will combine the different continuous evaluation methods that virtual teaching allows. The follow-up of the tasks, the participation in the forum, in the glossary, in the lessons, will be monitored to assess the acquisition of skills by the students and will serve to achieve the final grade.

The following weighting criteria will be taken into account in the evaluation:
Continuous assessment. - Effort and progress in learning will be valued: 70-80 percent of the grade.
Final evaluation.- Presentation of a work or final practical exam: 20-30 percent of the grade.
Depending on the evolution of the course itself, it will be decided whether or not to go to the final evaluation system as a complementary evaluation criterion.

The students will dedicate a minimum of 51 hours to the study of the topics presented in the module and to the completion of tasks and both individual and group work.

The preparation of the material entails no special difficulties.
Participation in tasks of a collaborative nature will be especially taken into account, so students must make an effort to be present from the first moment in the forums and other group work spaces.
The evaluation of their presence in the tasks will be done taking into account both quantitative aspects (number of interventions) and qualitative aspects (quality of the contributions to the group's work).