Study Guide

Objective

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 observe and regulate their own state of body and mind to support palpation, and recognize this meaning in their own working. Students evaluate subtle changes in elasticity and quality of tissue, and communicates their findings professionally. Students’ palpation is anatomically accurate and sensitive when examining and treating the person with osteopathic techniques. Students recognise and evaluate the indications and contraindications of osteopathic approach to cranial and visceral area. Students explain the functioning between the structures of the head, upper neck and spinal regions at joint, bone, membrane and fluid level. Students are able to examine the functioning between the structures of the head and spinal regions at levels of bone, membrane, and fluid. Students explain the importance of thoracic and pelvic regions functionality to the state of human health. Student analyse the osteopathic approach, as well as the principles of cranial and visceral areas, and explain the hypothesized effect mechanisms of techniques by applying research knowledge. Students are able to use osteopathic manual techniques when treating the structures of head and spine at bone, membrane and fluid level. Students utilize and combine various osteopathic approaches in treatment planning and practice.

Content

History, principles and concepts of the cranial and visceral approach
Connections between the structures and functions of the head, upper neck, spine, thorax and abdomen at different tissue levels.
Autonomic and enteric nervous system
Indications and contraindications
Differential diagnostic tests
Functional symptoms in the osteopath profession

The course includes 4 cr of clinical practice.

Location and time

Teaching days - cranial approach
28.8. afternoon
4.9. morning
11.9. morning
4.10. morning
16.10. morning
30.10. morning
11.12. afternoon


Teaching days - visceral approach
15.9.
18.9.
25.9.
11.10.
1.11.
8.11.
22.11.
4.12. sonopalpation
7.12.

Materials

Material privided in the moodle learning space

Teaching methods

Flipped classroom learning, moodle platform
Guided practice
Indepentent practice
Group work
Seminar
OSPE exam

Employer connections

The courses learning outcomes are closely linked to clinical practice

Exam schedules

OSPE exam 13.12.
Re-take 19.12.

International connections

Exchange-students from our Erasmus-partner schools will take part in this course

Completion alternatives

-

Student workload

Time required to pass this course

Contact hours 60 h
Independent course work 38 h
Independent practice 35
exam 2 h
a total of 135 h student workload

Further information

The teacher may give additional assignments as a pedagogical solution e.g. to cover for absence.

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.

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 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, good (3)

Students encounter the client professionally, appreciatively and empathetically with a health-promoting approach. Students work in a customer-oriented and dialogical interaction with the person. Students have sensitive and anatomically accurate palpation skills. Students analyse the relationships between appropriate core concepts as well as justify their choices using the knowledge base of own professional field. Students analyse the prerequisites and consequences of their own actions and act flexibly as group members. Students work in accordance with good hygiene practice and principles of professional ethics. Students conduct examination and manual treatment appropriately, efficiently and safely.

Assessment criteria, excellent (5)

Students encounter the person professionally, appreciatively and empathetically with a health-promoting approach. Students work in a customer-oriented and dialogical interaction with the person. Students have sensitive and anatomically accurate palpation skills. Students analyse the relationships between appropriate core concepts as well as justify their choices using the knowledge base of own professional field. Students analyse the prerequisites and consequences of their own actions and acts flexibly as group members. Students work in accordance with good hygiene practice and principles of professional ethics. Students conduct examination and manual treatment appropriately, efficiently 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 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 methods and criteria

Evaluation criteria include active classroom participation (80% presence needed in order to take part in the practical exam), learning assignments handed in on time, OSPE-exam (60% required for a pass).

Prerequisites

Osteopathic examination and treatment 3