Differential Diagnosis (5 ECTS)

Learning outcomes

Students differentiate the symptoms of somatic dysfunction and findings from pathological and traumatic conditions. They understand the restrictions of pathological and traumatic conditions on osteopathic treatment. After the course, students are able to conduct orthopaedic tests and are familiar with their indications and reliability. 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

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.
Clinical examination of joints in the limbs, orthopaedic tests and differential diagnosis.
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.

Prerequisites

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

Teaching methods

contact teaching
interactive lecture
Guided practical assignments
Small group tutorial
cooperative learning
learning assignment

Location and time

During 1. and 2. period

Learning materials and recommended literature

Magee: Orthopedic Physical Assessment, 5th edition tai 6th edition
John Heick & Catherine C. Goodman & Rolando T. Lazaro: Differential Diagnosis for Physical Therapists 6th edition

Alternative completion methods of implementation

N/A

Internship and working life connections

N/A

Exam dates and retake possibilities

Exam 16.3.2023
1.re-exam 23.5.2023
2.re-exam 5.6.2023

International connections

N/A

Student workload

Course resources of Kaisa´s part: 3 ECTS x 27h = 81h for student to work
Independent studying, when student is learning and practising.

Content scheduling

N/A

Further information for students

In practical teaching, the attendance requirement is at least 80% in order to participate in the practical exam.

MATERIALS and assignments created by the teacher are protected under the Copyright law (404/61), and the teacher holds copyright to these creations. Assignments and materials may not be used other than in your own studies. The public distribution of these is only allowed with the permission of the teacher.

In case the student has received a decision for individual support, which can affect the completion of the study unit, the student should be in touch with the responsible teacher of the study unit directly after the ending of the enrolment period.

Assessment methods and criteria

Practical Exam, 50 % pass, number
Theoretical exam, 50% pass, number
Learning assissnments passed/failed

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.