Supervised Clinical Practice 3 (10 cr)

Objective

Students deepen their skills in patient interview, examination, differential diagnosis, and treatment. Students use a various osteopathic manual techniques, and are able to
safe and effective treatment according to osteopathic principles. Students prioritize different treatment techniques. Students observe the clinical work of their student colleagues in small groups, and appreciate knowledge sharing. Students participate in the patient's osteopathic diagnostics in a guided manner. Students demonstrate an increased integration of deeper knowledge and skill in their work. Students prepares written feedback of the clinical case and request for consultation. Students plan and implement marketing, sales and client acquisition. Students participate in the planning of the quality management of an osteopath's work, implementation and development. Students participate in multi-professional teamwork. Student evaluate their own and others’ competence. Students take responsibility for the learning of the group, and sharing what they have learned.

Content

Interaction skills
Interview, observation and examination routines
Differential diagnostics
Osteopathic diagnosis, treatment and guidance
Written feedback of treatment period and request for consultation
Reception activities
Marketing, sales and client acquisition
Multi-professional problem solving

Location and time

Supervised clinical practice in HyMy-kylä learning environment from September to December.

Materials

Student is using all previous courses material; anatomy, physiology, functional anatomy, pathophysiology, and so on.

Student reads Clinical Handbook.

Teaching methods

Supervised clinical practise
Clientwork
Customerservice working
Small group working
Moodle workspace is in use.
Seasons goals and assignments teacher go through the orientation.

Employer connections

Course is done in HyMy-village multidisciplinary learning environment.

Other working life co - operation and events during the period.

Exam schedules

Development conversation with student and tutor is held in end of season.

International connections

International exchange students possibly visiting HyMy village.

Completion alternatives

Student can cover absent hours from clinic by observing other groups in HyMy or observing osteopath at work.

Student workload

10 ects x 27h= 270h students work

For sickness absences of more than three days, there must be a sickness absence certificate from a doctor or health nurse. This is verified if needed to Mirka Peththahandi, the responsible teacher of the course.

If the absence is caused by something other than illness, it must be compensated in full. Absences can be compensated for by observing other osteopathy student groups in HyMy village or at an external osteopath.

Learning tasks must be completed and returned on time.
If necessary, the assignments can be returned to the student once for completion.

Content scheduling

1.-2. perioid

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)

Slightly supported by the supervisor

Generic working life skills
Students have adopted a biopsychosocial approach and ethical guidelines as part of the activities. Students have an open and appreciative attitude towards working. Students participate in community activities. They have versatile interaction skills and they are able to discuss with different kind of people as an expert. Students have problem solving skills.

Students seek to observe the clinical work of their student colleagues and apply to multidisciplinary teamwork as guided. Students work reliably for the benefit of the group and their field. They implement marketing, sales and client acquisition. They recognise the self-reflection and pursue to utilize it to develop their activities.

Anamnesis skills and clinical reasoning
Students find out the patient's prerequisites, medical history and person's objectives. Students present the clinical case in a concise and clear manner to the supervisor using professional terminology. They recognise the possible red flags and contraindications to osteopathic treatment. Students analyse the clinical case and set preliminary hypotheses. They select appropriate examinations and differential diagnostics tests. They make an osteopathic differential diagnosis, and end up with an osteopathic working hypothesis. They make osteopathic treatment plan and prognosis supported mainly by the supervisor.

Practical skills
Students perform a basic examination of the patient and the necessary examination routines related to the clinical case as guided considering the person. They perform the necessary differential diagnostic tests and evaluate the importance of the results in making osteopathic working diagnosis as guided. They implement an individual osteopathic treatment plan. Students use various osteopathic manual techniques and approaches appropriately and safely in the treatment.

Osteopathic thinking and action
Students use the knowledge of anatomy and physiology in their clinical work and apply osteopathic principles and models in clinical reasoning, treatment planning and implementation supported partly by supervisor. Students examine issues related to clinical cases briefly.

Professionalism
Students demonstrate good work ergonomics and person encounter skills in their work. They are accurate about time management. They are thorough, neat and hygienic at their actions. They document and report patient information clearly in professional language. They acquire information related to the clinical case independently upon request.

Assessment criteria, good (3)

Agreeing on the case and independently
Generic working life skills
Students have adopted a biopsychosocial approach and ethical guidelines as a significant part of their activities. Students have an open, appreciative and self-initiated attitude towards working. Students have a communal, participatory attitude and they have active role in the community. They have versatile interaction skills and they are able to discuss with different kind of people as an expert. Students have extensive, versatile problem solving skills.

Students seek to observe the clinical work of their student colleagues and seek to and multidisciplinary teamwork, participating to knowledge sharing. They work for the benefit of the group and their field reliably and independently. They plan and implement versatile marketing, sales and client acquisition independently. They are capable of self-reflection and are able to modify their activities for the future situations.

Anamnesis skills and clinical reasoning
Students find out the patient's prerequisites, medical history and person's objectives. Students present the clinical case in a concise and clear manner to the supervisor using professional terminology. They recognise the possible red flags and contraindications to osteopathic treatment. They analyse the clinical case and set preliminary hypotheses. Students select appropriate examinations and differential diagnostics tests. They make an osteopathic differential diagnosis and end up with an osteopathic working hypothesis. They make an osteopathic treatment plan and prognosis as guided.

Practical skills
Students perform the basic examination of the patient, and the necessary examination routines related to the clinical case considering the person. They perform the necessary differential diagnostic tests and evaluate the importance of the results in making osteopathic diagnosis. They implement an individual osteopathic treatment plan. Students use various osteopathic manual techniques and approaches properly, safely and effectively in the treatment.

Osteopathic thinking and action
Students integrate their extensive knowledge of anatomy and physiology in their clinical work, and apply profoundly osteopathic principles and models in clinical reasoning, treatment planning and in implementation. Students examine issues related to clinical cases independently from different perspectives.

Professionalism
Students demonstrate good work ergonomics and person encounter skills in their work. They are accurate about time management. They are thorough, neat and hygienic at their actions. Students document and report patient information clearly in professional language. They acquire information related to the clinical case independently and on their own initiative.

Assessment criteria, excellent (5)

Expertly and with an excellent work ethic

Generic working life skills
Students have adopted a biopsychosocial approach and ethical guidelines as a natural part of their activities. Students have an open, appreciative, unprejudiced and self-initiated attitude towards working. Students have a communal, participatory and developmental attitude and they have active role in the community. They have versatile interaction skills and they are able to discuss empathetically with different kind of people as an expert. Students have extensive, versatile and developing problem solving skills.

Students actively seek to observe the clinical work of their student colleagues and seek to multidisciplinary teamwork, valuing and participating actively to knowledge sharing. They work for the benefit of the group and their field reliably, with high quality, independently and on their own initiative. They plan, implement and develop high-quality and versatile marketing, sales and client acquisition independently. They are capable of high-quality self-reflection and are able to modify their activities according to situations.

Anamnesis skills and clinical reasoning
Students find out the patient's anamnestic information, medical history and person's objectives. Students present the clinical case in a concise and clear manner to the in supervisor using professional terminology. They recognise the possible red flags and contraindications to osteopathic treatment. They analyse the clinical case and set preliminary hypotheses. Students select appropriate examinations and differential diagnostics tests. They make an osteopathic differential diagnosis and end up with an osteopathic working hypothesis. They prepare osteopathic treatment plan and prognosis smoothly and reliable.

Practical skills
Students perform a basic examination of the patient proficiently, and perform the necessary examination routines related to the clinical case independently considering the person. Students perform the necessary differential diagnostic tests and evaluate the importance of the results in making osteopathic diagnosis. They implement a high-quality individual osteopathic treatment plan. They use and apply various osteopathic manual techniques and approaches properly, safely and effectively in the treatment.

Osteopathic thinking and action
Students integrate their extensive knowledge of anatomy and physiology in their clinical work, and apply profoundly osteopathic principles and models in clinical reasoning, treatment planning
and in implementation. Students examine issues related to clinical cases widely from different perspectives.

Professionalism
Demonstrate excellent work ergonomics and high-quality treatment skills in their work. They are very accurate about time management. They are thorough, neat and hygienic at their actions. They document and report patient information clearly in professional language. Students acquire comprehensive information related to the clinical case independently and on their own initiative.

Assessment criteria, approved/failed

Slightly supported by the supervisor

Generic working life skills
Students have adopted a biopsychosocial approach and ethical guidelines as part of the activities. Students have an open and appreciative attitude towards working. Students participate in community activities. They have versatile interaction skills and they are able to discuss with different kind of people as an expert. Students have problem solving skills.

Students seek to observe the clinical work of their student colleagues and apply to multidisciplinary teamwork as guided. Students work reliably for the benefit of the group and their field. They implement marketing, sales and client acquisition. They recognise the self-reflection and pursue to utilize it to develop their activities.

Anamnesis skills and clinical reasoning
Students find out the patient's prerequisites, medical history and person's objectives. Students present the clinical case in a concise and clear manner to the supervisor using professional terminology. They recognise the possible red flags and contraindications to osteopathic treatment. Students analyse the clinical case and set preliminary hypotheses. They select appropriate examinations and differential diagnostics tests. They make an osteopathic differential diagnosis, and end up with an osteopathic working hypothesis. They make osteopathic treatment plan and prognosis supported mainly by the supervisor.

Practical skills
Students perform a basic examination of the patient and the necessary examination routines related to the clinical case as guided considering the person. They perform the necessary differential diagnostic tests and evaluate the importance of the results in making osteopathic working diagnosis as guided. They implement an individual osteopathic treatment plan. Students use various osteopathic manual techniques and approaches appropriately and safely in the treatment.

Osteopathic thinking and action
Students use the knowledge of anatomy and physiology in their clinical work and apply osteopathic principles and models in clinical reasoning, treatment planning and implementation supported partly by supervisor. Students examine issues related to clinical cases briefly.

Professionalism
Students demonstrate good work ergonomics and person encounter skills in their work. They are accurate about time management. They are thorough, neat and hygienic at their actions. They document and report patient information clearly in professional language. They acquire information related to the clinical case independently upon request.

Assessment methods and criteria

Continuous assessment
Self evaluation
Peer evaluation
Learning assignment

As evaluation criteria for the course:
Generic working life skills
History taking skills and clinical reasoning
Practical skills
Osteopathic thinking and action
Professionalism

Qualifications

Supervised clinical practice 2, Human development skills