Study Guide

Objective

Students explain the concept of somatic dysfunction, and discuss its neurophysiological explanation models. Students proportion the concept of somatic dysfunction to the development of the profession of osteopathy with reflective approach. Students apply the concept of somatic dysfunction to spinal and pelvis dysfunction. Students classify the acute and chronic
identifiers and changes related to dysfunction. Students combine the findings obtained through anamnesis, observation, active and passive examination and palpation. Students encounter the person professionally, appreciatively and empathically with health-promoting approach.
Students examine and treat the function and movement of pelvic area using osteopathic techniques. Students recognise the indications, contraindications of osteopathic techniques applied to areas concerned.

Pain 1 cr
Students understand pain as a physical, psychological and social phenomenon. They recognise the most common injuries and diseases causing pain as well as understand the possibilities of osteopathy in managing and treating various pains. Students have the basic knowledge of the epidemiology of pain, special features of pain in various age groups and the classification of pain. They are able to recognise various pain conditions and develop their theoretical competence to treat pain independently.

Physiatrics 1 cr
Students are familiar with the most common musculoskeletal diseases, pain conditions and traumas of patients of various ages from the perspective of physiatrics. Students are familiar with research and treatment of the field of physiatrics as well as physiatrics educational and research activities in our country.

Content

Concept of somatic dysfunction, its neurophysiological explanation models and its meaning in the current profession of osteopathy
Somatovisceral and viscerosomatic reflex
Examination and treatment of somatic dysfunctions of the pelvic region
Dysfunctions of the pelvic region and general dysfunctions

The course includes 2 cr of clinical practice.

Pain: 1 cr
Classification principles of pain. Acute and chronic pain. Nociceptic and neurogenic pain.
Examination of pain conditions in practice, and differential diagnostics.

Physiatrics:
Most common musculoskeletal diseases, pain conditions and traumas of patients of various ages from the perspective of physiatrics. Main features of examining the most common musculoskeletal problems and diseases, and the potential of osteopathy as part of the treatment.

Evaluation scale

0-5

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

Prerequisites

Human anatomy 2 and palpation skills, Functional anatomy of the spine and thorax in osteopathy