Study Guide

Objective

Students interview, research and treat various clinical cases. Students analyse patient´s symptoms through guidance. Students communicate with clients and colleagues professionally, appreciatively and properly. Students participate in the osteopathic diagnostic process and create a treatment plan under supervision. Students plan the treatment and combine different techniques into a treatment package under supervision. Students take into account the condition of tissues and apply treatment techniques accordingly. Students present the objectives, effects and prognosis of the treatment to the client. Students plan and implement marketing, sales and client acquisition. Students participate in planning, implementation and development of quality management of osteopath´s work. Students participate in multi-professional teamwork. Students evaluate their own and others’ competence. Students take responsibility for the learning of the group, and sharing what they have learned.

Pharmacology: 1 cr

Students understand the concepts of pharmacology, pharmacodynamics and pharmacokinetics.
Students are able to take into account the effects of drugs, methods of administration and special requirements of different ages of people as part of the state of health and symptoms.

Content

Interaction skills
Interview, observation and examination routines
Differential diagnostics
Osteopathic diagnosis, treatment and guidance
Reception activities
Marketing, sales and client acquisition
Internationality skills
Multi-professional problem solving

Pharmacology: 1 cr
Pharmacology terminology and research. Pharmacodynamics and pharmacology.
Methods of drug administration and side effects. Cardiovascular drug therapy.
Medication for respiratory symptoms and diseases. Medication for neurological diseases.
Medication for acute and chronic pain and inflammatory diseases. Physical examination and
treatment methods.

Prerequisites

Supervised clinical practice 1, Osteopathic principles in health promoting practice

Assessment criteria, satisfactory (1)

Generic working life skills
Students have adopted a biopsychosocial approach and ethical guidelines as part of the activities. Students have an open and appreciative attitude towards working. Students participate in community activities. They have versatile interaction skills and they are able to discuss with different kind of people as an expert. Students have problem solving skills. Students seek to observe the clinical work of their student colleagues and apply to multidisciplinary teamwork as guided. Students work reliably for the benefit of the group and their field. They implement marketing, sales and client acquisition. They recognise the self-reflection and pursue to utilize it to develop their action.

Anamnesis skills and clinical reasoning
Students find out the patient's anamnestic information, medical history and person's objectives. Students present the clinical case in a concise and clear manner to the supervisor using professional terminology. Students recognise the possible red flags symptoms and contraindications to osteopathic treatment. They analyse the clinical case and set preliminary hypotheses. They select appropriate examinations and differential diagnostics tests. Students make an osteopathic differential diagnosis and end up with an osteopathic working hypothesis. Students make an osteopathic treatment plan and prognosis mainly supported by the supervisor.

Assessment criteria, good (3)

Generic working life skills
Students have adopted a biopsychosocial approach and ethical guidelines as part of the activities. Students have an open and appreciative attitude towards working. Students participate in community activities. They have versatile interaction skills and they are able to discuss with different kind of people as an expert. Students have problem solving skills. Students seek to observe the clinical work of their student colleagues and apply to multidisciplinary teamwork as guided. Students work reliably for the benefit of the group and their field. They implement marketing, sales and client acquisition. They recognise the self-reflection and pursue to utilize it to develop their action.

Anamnesis skills and clinical reasoning
Students find out the patient's anamnestic information, medical history and person's objectives. Students present the clinical case in a concise and clear manner to the supervisor using professional terminology. Students recognise the possible red flags symptoms and contraindications to osteopathic treatment. They analyse the clinical case and set preliminary hypotheses. They select appropriate examinations and differential diagnostics tests. Students make an osteopathic differential diagnosis and end up with an osteopathic working hypothesis. Students make an osteopathic treatment plan and prognosis mainly supported by the supervisor.

Assessment criteria, excellent (5)

Generic working life skills
Students have adopted a biopsychosocial approach and ethical guidelines as part of the activities. Students have an open and appreciative attitude towards working. Students participate in community activities. They have versatile interaction skills and they are able to discuss with different kind of people as an expert. Students have problem solving skills. Students seek to observe the clinical work of their student colleagues and apply to multidisciplinary teamwork as guided. Students work reliably for the benefit of the group and their field. They implement marketing, sales and client acquisition. They recognise the self-reflection and pursue to utilize it to develop their action.

Anamnesis skills and clinical reasoning
Students find out the patient's anamnestic information, medical history and person's objectives. Students present the clinical case in a concise and clear manner to the supervisor using professional terminology. Students recognise the possible red flags symptoms and contraindications to osteopathic treatment. They analyse the clinical case and set preliminary hypotheses. They select appropriate examinations and differential diagnostics tests. Students make an osteopathic differential diagnosis and end up with an osteopathic working hypothesis. Students make an osteopathic treatment plan and prognosis mainly supported by the supervisor.

Assessment criteria, approved/failed

Generic working life skills
Students have adopted a biopsychosocial approach and ethical guidelines as part of the activities. Students have an open and appreciative attitude towards working. Students participate in community activities. They have versatile interaction skills and they are able to discuss with different kind of people as an expert. Students have problem solving skills. Students seek to observe the clinical work of their student colleagues and apply to multidisciplinary teamwork as guided. Students work reliably for the benefit of the group and their field. They implement marketing, sales and client acquisition. They recognise the self-reflection and pursue to utilize it to develop their action.

Anamnesis skills and clinical reasoning
Students find out the patient's anamnestic information, medical history and person's objectives. Students present the clinical case in a concise and clear manner to the supervisor using professional terminology. Students recognise the possible red flags symptoms and contraindications to osteopathic treatment. They analyse the clinical case and set preliminary hypotheses. They select appropriate examinations and differential diagnostics tests. Students make an osteopathic differential diagnosis and end up with an osteopathic working hypothesis. Students make an osteopathic treatment plan and prognosis mainly supported by the supervisor.