The teaching program contemplates for each semester 10 sessions of 2 hours of face-to-face teaching. All sessions (20 sessions throughout the course) will be held in the morning in ABP groups of approximately 16 students.

Face-to-face sessions in the classroom will alternate with independent work sessions outside the classroom. In the classroom sessions, the teacher will tutor the work carried out by the work group, providing the necessary guidelines for the different activities on resolving cases and developing the intervention project, and he/she will help with other work and offer advice on the learning process. The out-of-class sessions are for the work groups to work independently.

The teaching methodology will consist of PBL (Problem Based Learning), which involves working in groups of 4 to 5 people. The students will develop and present most of the learning evidences for the first and second semester in their group.

In the first semestre, based on the study of cases that pose real situations (simulated case studies based on texts that recreate real-life situations and first-person testimonies), students will implement a work plan that will lead them to study towards and expand on the different objectives set in the program. The objective of problem-based learning is the generalization of the acquired knowledge, so that, at the end of the course, the student is able to respond to a wide variety of situations different from the cases worked on. Emphasis is placed more on aspects related to the integration of knowledge and team work than on specific interventions. In the second semester, students will have to design an intervention project in relation to a demand from an entity in the social, educational or clinical field.

Students are recommended to consult experts in relation to the topics, which can help solve the cases and complete the project. In any case, it must be understood that the role of the tutor is at all times non-executive, so the group must direct the learning process itself and the tutor only performs specific follow-ups. It should be taken into account thatthe interaction within the group should not take the form of an exchange of opinions, but of expressions of knowledge acquired through reflection, based on the references consulted

A typicalscheme in ABP methodology could be the following.

1. Read and analyze, as a group, the scenario in which the problem is presented.
2. Elaborate a description of the problem that the group is trying to give an answer to.
3. Identify those objectives that are intended to be covered with the problem that the person who tutors has posed to them.
4. Elaborate in a group form a list of what is required to face the problem. Prepare a list of questions about what is needed to be known to be able to give an answer to the problem, as well as concepts that must be mastered. Identify the information available to the different members of the group.
5. Prepare a plan with possible actions in order to cover the identified knowledge needs and where recommendations or hypotheses can be pointed out.
6. The team searches for information in all relevant sources to cover the learning objectives and give an answer to the problem.
7. Working in a group, the compiled information is analyzed, options and possibilities are searched for, and the need to have more information to give an answer to the problem is reconsidered.
8. It is important that a report is prepared where recommendations, estimations about results, inferences, or other appropriate answers to the problem are made. All the previous must be based on the obtained data and on the background. All the group must participate in this process in such a way that each member has the capacity to answer any doubt about the results.

The PBL methodology will be combined with Challenge‑Based Learning (CBL). In the second semester, the course will include a CBL‑oriented project built around a real‑world challenge posed by an external organization or institution which there will be collaboration. Students will work in teams to investigate the issue, design, and propose a possible solution.

This is a year-long course. Attendance atface-to-face sessions and group work are essential to success in the subject. Students should keep this in mind if they are considering a mobility program (Erasmus, Sicue-Seneca, etc.) that entails a stay outside the university during the academic year.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

The learning objectives of this subject will be achieved through the resolution of two practical cases, in the first semester, and the development of an intervention project, in the second semester. We will carry this out using the methodology of problem-based learning (ABP). The entire learning process must be conducted in a work group consisting of between four or five people.

The link to the assessment guidelines of the faculty [https://www.uab.cat/doc/DOC_PautesAvaluacio_2026]

Feedback:

Feedback type	Evidence and type	Week
Digital tool/ In the classroom	Ev1c, on-line	3, 4, 5 (1st semester)
In the classroom	Ev1b, face-to-face	7 (1st semester)
Digital tool/ In the classroom	Ev1a, on-line	10 (1st semester)
Digital tool/ In the classroom	Ev2c, on-line	11, 13 (1st semester)
In the classroom	Ev2b, face-to-face	15 (1st semester)
Digital tool/ Tutorial	Ev2a, on-line	19 (1st semester)
Digital tool/ In the classroom	Ev3c, on-line	6, 10, 14 (2nd semester)
Digital tool/ Tutorial	Ev3a, on-line	17 (2nd semester)
In the classroom	Ev3b, face-to-face	17 (2nd semester)

Penalties in the note for lack of assistance (each semester):

The accumulation of 3 unexcused absences within the same semester will imply that the maximum final grade for that semester cannot exceed 5.0 points, provided that all assessment tasks have been submitted. Otherwise, if all tasks are not submitted, these 3 absences will be penalized with a 0 in both the monitoring and the report grades.

Non-attendance at the presentation session will result in a grade of 0 for this activity.

Absences can only be excused for health reasons (duly certified) or due to a scheduling conflict between class hours and other official exams/calls. Under no circumstances will absences for work-related reasons be accepted as excused.

Rules of the evaluation system

A student who has given evidence of learning with a weight equaltoor greater than 4points (40%), will be considered as \"evaluable.\"

The subject will be counted as passed when the following two conditions are met:

1. A mark equal to or greater than 4,5 has been obtained in each of the two semesters.

2. The final grade, which is the average of the grades obtained in eachof the two semesters, must be equal to or greater than 5.

In the case of not having obtained a minimum mark of 4.5 in one or both semesters, the final mark of the subject will be a 4.

In accordance with the Faculty's assessment guidelines, it is mandatory to achieve a grade equal to or greater than 4.0 points in each of the in-person exams that contribute 20% or more to the final grade (a condition that applies to assessment task Ev3b). If these requirements are not met, the maximum grade for the course to be recorded in the academic transcript will be 4.5 points.

The final grades of the subject are expressed to one decimal place and rounded to the next whole number if this allows a qualitative change in the grade: pass (4.85=5) / good (6.85=7) / excellent ( 8.85=9).

Reassessment system

Students who meet the following two conditions may opt for the reassessment process:

Minimum grade of 3.5 in each of the two semesters (cases and projects)

The weight of the evidence presented is at least 2/3

Overall grade of less than 5.

Therefore, the re-assessment cannot be chosen when the grade of one semester is less than 3.5 (regardless of the grade of the other semester), nor when the overall mark of the subject is 5 or more.

The reassessment will be focused on the learning evidences in which the student has not shown satisfactory performance. It will consist of the rectification of the parts not passed, in accordance with the exercises and criteria established by the teaching team of the subject.

In the event of passing the reassessment, the grade for the affected semester will always be 5.0 and can be averaged with the grade of the semester initially passed, in case the reassessment only affects one semester.

No unique final synthesis test for students who enroll for the second time or more is anticipated.

This subject does not provide for the single assessment system.

In this subject, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of developing assessment tasks, provided that the final result reflects a significant contribution from the students in terms of analysis and personal reflection. To do so, students must clearly identify which parts have been generated or revised using this technology, specify the tools employed, and include a critical reflection on how these have influenced both the process and the final outcome of the work. The lack of transparency in AI use, the failure to verify the accuracy of the statements provided by it, the citation of non-existent bibliographic references, or the use of false data generated by AI will be considered breaches of academic integrity, and will result in a penalty on the grade of the assessment task, or more severe sanctions in the most serious cases."