Osteopathic specializations (5 ECTS)

Learning outcomes

Students are able to
• integrate various osteopathic approaches with regard to osteopathic principles
• apply different osteopathic manual techniques individually according to patient’s needs
• integrate versatile osteopathic principles into the treatment situation
• integrate precise functional anatomy into the planning of osteopathic treatment and implementation according to person's needs
• take into account people in different situations in life

Osteopath as a support of a pregnant or post-partum woman. Interview, osteopathic examination and treatment of pregnant or post-partum woman. Students recognise physiological and functional changes associated with pregnancy, and are able to integrate their knowledge into the osteopathic therapy. Students understand the course of pregnancy and hormonal changes. Students recognise the potential challenges associated with pregnancy and
biopsychosocial load. Students work in a dialogical interaction with pregnant women.

Osteopath as a support of the health of growing children. Students are able to interview parents of children, and to do basic examinations of children. Structure and function of ear, nose and throat area, dysfunctions, and their effect on the body. Students are familiar with the anatomy and physiology of ear, nose and throat, and their main diseases and injuries. Based on their knowledge of these body parts, students are able to identify functional connections and their effects on the body as well as apply this knowledge to their own treatment practices.

Osteopath as a support of a working-age person. Osteopath as a support for eye health. Students are familiar with the anatomy and physiology of the eye, as well as the main eye diseases and injuries. Based on their knowledge, they are able to identify functional connections and their effects on the body as well as apply this knowledge to their treatment practices.

Osteopath as a support of an aged person. Osteopath as a support of a person suffering of urological ailment. Students are familiar with the most common urological diseases and their epidemiology, diagnostics, symptoms, findings and methods of treatment. Students understand their own limitations on their competence and work, and are able to apply this knowledge to their treatment practices.

Osteopath on and off the sports field. Students understand sports related requirements, and apply previous competence to sports. Students recognise different stress factors and understand the importance of recovery and the factors affecting to adaptability. Students are able to apply these to anamnesis, clinical examination, treatment plan, counselling and guidance.

Content

• As an osteopath in support of pregnant women
• Hormonal and physiological changes in pregnant women
• Typical functional disorders of the pregnant woman
• Advanced functional anatomy of the pelvic floor
• Urine transport and bladder function and urination disorders
• Most common urological diseases in different stages of life and/or incidents related to them.
• Osteopathic treatment for children
• Dysfunction of the ear-nose-throat-eye areas and their treatment
• As an osteopath on and off the sports field
• Stress factors, adaptability and recovery
• Athlete’s dysfunctions at the frontal, horizontal and transverse levels
• Osteopath in support of a working-age person
• As an osteopath in support of an aged person
• Most typical eye diseases, disorders and their treatment

The course includes 3 cr of clinical practice.

Prerequisites

Learning outcomes of osteopathic examination and treatment 1-5

Teaching methods

Moodle
Interactive lectures
Guided clinical practices
Learning assignments
Teamwork
Multi-professional co-operation in HyMy-kylä
Peer-Tutoring in practical classes and exams

The course consists of several smaller entities, which are the responsibility of different teachers. Each section is formatted separately. In the end there is one practical exam.

Learning materials and recommended literature

Material given by teacher

Literature:
-Kuchera & Kuchera: Osteopathic Principles in Practice
-Kuchera & Kuchera: Osteopathic Consideration in somatic dysfunctions
Seffinger 2019. Foundations of Osteopathic Medicine. 4th edition. Lippincott Williams & Wilkins.

Internship and working life connections

Co-operation with HyMy-village multidisciplinary services

Exam dates and retake possibilities

OSPE (Objective Structured Practical Exam)
1st Retake
2nd Retake

Student workload

Workload of 5 ECTS: 5 x 27 h = 135 h

Further information for students

Käytännön opetuksessa on oltava läsnä 100%. Opiskelijan tulee olla läsnä vähintään 80%, jotta voi osallistua tenttiin. 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.

Instructions on the use of artificial intelligence during the course are given separately. Students should familiarise themselves with Metropolia's AI guidelines and follow them in their study

Assessment methods and criteria

Evaluation criteria is based on active participation in class (80% need to be present, so can parcipitate on practical exam), learning assignments do on time, OSPE -exam (70% pass).

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.