Differential diagnosis

Objective

Students understand the meaning of differential diagnosis as part of the osteopathic clinical reasoning process. Students are able to conduct differential diagnostic orthopaedic tests and are familiar with their indications and reliability. Students understand the restrictions of pathological and traumatic conditions on osteopathic treatment and learns to recognise them during the interviewing and examination routine. They recognise pain originating from neural tissue, and understand the restrictions it imposes on osteopathic treatment. Students are able to perform neural tissue tests and are aware of their indications and reliability.

Orthopaedics: 1 cr:
After the course, students identify and are able to define the basics of the most common disorders/injuries treated in the fields of orthopaedics and traumatology. They are able to describe the pathophysiology, symptoms, examination methods and operative procedures of orthopeadic dysfunctions, as well as the orthopaedic rehabilitation.

Traumatology: 1 cr:
Students identify and describe traumas not treated within osteopathy. They are able to explain the procedures that are either necessary or imperative before starting an osteopathic treatment. Students identify injuries requiring immediate or emergency treatment, and are able to make a referral for a person in need of traumatological treatment. They are able to explain the treatment methods used in traumatology.

Content

Phases of the clinical reasoning process
Red and yellow flags
Clinical examination of joints in the limbs, orthopaedic tests and differential diagnosis.
Most common pathologies and injuries of the spine: injuries of the disc and vertebra, and degenerative changes.
Symptoms and findings of hypermobility, instability and articular capsule in the body.
Most common causes, symptoms and findings of pain in the limbs.
Viscerogenic pain mechanism and symptoms
Tests of neural tissue.

Ortopaedics: 1 cr:
Fractures and their treatment.
Pathophysiology, examination and treatment of joint, tendon and ligament injuries.

Traumatology: 1 cr:
Radiological examinations, ultrasound examinations, consulting specialists, most common medicines, psychotherapeutic techniques, immobilization techniques.

Qualifications

Functional anatomy of the spine and thorax, Osteopathic examination and treatment, Anamnesis and basic examination skills

Assessment criteria, satisfactory (1)

Students encounter the person professionally, appreciatively and empathically with health-promoting approach. Students work in a person-oriented manner, and in dialogical interaction with the person. Students work anatomically accurately, and develop their palpation skills. Students use appropriate professional core concepts, and make their choices using their professional knowledge base. Students identify the prerequisites and consequences of their actions, and work as a team member. Students work in accordance with good hygiene practice and principles of professional ethics. Students implement the examination and manual treatment appropriately and safely.

Assessment criteria, good (3)

Students encounter the person professionally, appreciatively and empathically with health-promoting approach. Students work in a person-oriented manner, and in dialogical interaction with the person. Students have sensitive and anatomically accurate palpation skills. Students analyse the relationships between appropriate professional core concepts, and justify their choices using their professional knowledge base. Students analyse the prerequisites and consequences of their actions, and work as a flexibly team member. Students work in accordance with good hygiene practice and principles of professional ethics. Students implement the examination and manual treatment appropriately, efficiently and safely.

Assessment criteria, excellent (5)

Students encounter the person professionally, appreciatively and empathically with health-promoting approach. Students work in a person-oriented manner, and in dialogical interaction with the person. Students have sensitive, transformative and anatomically accurate palpation skills. Students analyse and apply the relationships between appropriate professional core concepts, and justify their choices using their professional knowledge base. Students analyse and apply the prerequisites and consequences of their actions, and work as a responsible and proactive team member. Students work in accordance with good hygiene practice and principles of professional ethics. Students implement the examination and manual treatment appropriately, efficiently, proactively and safely.

Assessment criteria, approved/failed

Students encounter the person professionally, appreciatively and empathically with health-promoting approach. Students work in a person-oriented manner, and in dialogical interaction with the person. Students work anatomically accurately, and develop their palpation skills. Students use appropriate professional core concepts, and make their choices using their professional knowledge base. Students identify the prerequisites and consequences of their actions, and work as a team member. Students work in accordance with good hygiene practice and principles of professional ethics. Students implement the examination and manual treatment appropriately and safely.