Differential diagnosis (5 cr)

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.

Location and time

During 1. and 2. period

Materials

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

Teaching methods

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

Employer connections

N/A

Exam schedules

Exam 5.4.2024
1.re-exam 23.4.2024
2.re-exam 7.5.2024

International connections

N/A

Completion alternatives

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

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

The absolute deadline for the submission of all course assignments is May 1, 2024. After this date, any submitted work will not be assessed, and the student will need to re-enroll in the course during the next offering.

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.

The utilization and documentation of productive language models are individually specified in each learning assignment.

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.

Assessment methods and criteria

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

Qualifications

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