Supervised Clinical Practice 4 (10 ECTS)

Learning outcomes

Students deepen their skills in patient interview, examination, symptom analysis, differential diagnosis, clinical reasoning, and treatment. Students present the clinical case in a concise manner. Students make diagnosis and treatment decisions independently, aware of the limits of their own expertise. Student are capable of creative problem solving and developing working methods. Students evaluate their work and skills and, if necessary, are able to change the treatment plan and make treatment-related decisions in unforeseen situations. Students acquire processes and evaluate the information related to their work critically. Students create personal working life connections and work as an expert in networks. Students design the service to support entrepreneurship. Students have the language skills needed for work tasks and their development. Students are capable of multicultural cooperation. Students plan and implement marketing, sales and client acquisition. Students participate in the planning of the quality management, implementation and development of an osteopath's work. Students participate in multi-professional teamwork. Students evaluates their own and others' skills critically. Students take responsibility for the learning of the group and sharing what they have learned.

Symptoms and Signs 2: 1 cr
Students remember previously learned medical subjects and are able to combine them to serve the practical work; this enables competence of differential diagnostics. Students assess the general condition of the patient appropriately and effectively as part of the monitoring of examination and treatment of the patient. Students recognise the dangerous “red flag” symptoms and guide the patient to further treatment if necessary.

Content

Interview, observation and examination routines
Differential diagnostics
Osteopathic diagnosis, treatment and guidance
Reception activities
Marketing, sales and client acquisition
Professional interaction skills in Finnish and English
Patient report in English and internationality skills
Practical exam of a patient case (final clinical exam)
Multi-professional problem solving
Service design

Symptoms and Signs 2: 1 cr
Examination of the patient’s general condition
Respiratory, circulatory, lymph node, genital and intestinal symptoms to which the osteopath should respond to

Prerequisites

Supervised clinical practice 3, competence objectives of 3rd year

Teaching methods

Supervised clinical practise
Clientwork
Customerservice working
Small group working

Seasons goals and assignments teacher go through the orientation.

Location and time

Supervised clinical practice in HyMy-kylä learning environment, more detaled days seen in schecule.

Learning materials and recommended literature

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

Student reads Clinical practice handbook, that is found in TEAMS HyMy Village Team / Osteopaths in the channel file.

Alternative completion methods of implementation

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

Internship and working life connections

Course is done in HyMy-village multidisciplinary learning environment.

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

Exam dates and retake possibilities

Theoretical final exam in February.
Practical clinical exam in April.

International connections

International exchange students possibly visiting HyMy village.

Student workload

10 ects x 27h= 270h students work

Content scheduling

1.-2. perioid

Further information for students

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.

Assessment methods and criteria

Continuous assessment
Self evaluation
Peer evaluation
Learning assignment
Development conversation

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

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 their 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 are capable of fluent professional communication in multicultural interaction situation in English. Students are able to take account the effects and opportunities of internationality development of their field.

Students seek to observe the clinical work of their student colleagues and apply for 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. They analyse the clinical case and set preliminary hypotheses. They select appropriate examinations and differential diagnostics tests. Students make an osteopathic differential diagnosis and end up with an osteopathic working hypothesis. They make an osteopathic treatment plan and prognosis mainly supported by the supervisor. If necessary, students are able to change the treatment plan and make justified treatment decisions supported by the supervisor in unforeseen situations.

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. Students perform the necessary differential diagnostic tests and evaluate the importance of the results in making osteopathic working diagnosis as guided. Students implement an individual osteopathic treatment plan. They use various osteopathic manual techniques and approaches appropriately and safely 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. They support and guide persons in promoting health in osteopathic frame of reference. They work in multidisciplinary network as an expert in osteopathy.

Professionalism
Students demonstrate good work ergonomics and person encounter skills in their work. Students write referral for further examination when needed. 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)

According to 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 are capable of fluent professional communication in multicultural interaction situation in English. Students are able to take account the effects and opportunities of internationallity development of their field.

Students seek to observe the clinical work of their student colleagues and seek to multidisciplinary teamwork and participate to knowledge sharing. They work reliably for the benefit of the group and their field. 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. Students make osteopathic treatment plan and prognosis as guided. If necessary, students are able to change the treatment plan and make justified treatment decisions in unforeseen situations independently.

Practical skills
Students perform a basic examination of the patient and 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. Students implement an individual osteopathic treatment plan. They use various osteopathic manual techniques and approaches properly, safely and effectively in the treatment.

Osteopathic thinking and action
Students integrate and apply 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 consider issues related to clinical cases widely from different perspectives. They support and guide the person in various ways in promoting health in osteopathic frame of reference. They work in a multidisciplinary network as an expert in osteopathy, for the benefit of the person.

Professionalism
Students demonstrate good work ergonomics and patient encounter skills in their work. They write a referral to the person to further examination when needed. 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. Students acquire information related to the clinical case independently and on their own initiative.

Assessment criteria, excellent (5)

Expertly and with an excellent work approach

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 with different kind of people as an expert expertly and empathetically. Students have extensive, versatile and developing problem solving skills. Students are capable of excellent professional communication in multicultural interaction situation in English. Students are able to take account extensively the effects and opportunities of internationality development of their field.

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 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. Students make osteopathic treatment plan and prognosis smoothly and reliably. If necessary, students are able to change the treatment plan flexibly and make justified treatment decisions independently in unforeseen situations.

Practical skills
Perform a basic examination of the patient smoothly and reliably, and perform the necessary examination routines related to the clinical case independently considering the client. 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 and apply 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. They support, motivate and guide the client in various ways in promoting health in osteopathic frame of reference. They work in multidisciplinary network as an expert in osteopathy, for the benefit of the client.

Professionalism
Students demonstrate excellent work ergonomics and high-quality patient encounter skills in their work. They are very accurate about time management. They write a referral for further examination when needed. They are thorough, neat and hygienic at their actions. They document and report patient information clearly in professional language. They 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 their 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 are capable of fluent professional communication in multicultural interaction situation in English. Students are able to take account the effects and opportunities of internationality development of their field.

Students seek to observe the clinical work of their student colleagues and apply for 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. They analyse the clinical case and set preliminary hypotheses. They select appropriate examinations and differential diagnostics tests. Students make an osteopathic differential diagnosis and end up with an osteopathic working hypothesis. They make an osteopathic treatment plan and prognosis mainly supported by the supervisor. If necessary, students are able to change the treatment plan and make justified treatment decisions supported by the supervisor in unforeseen situations.

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. Students perform the necessary differential diagnostic tests and evaluate the importance of the results in making osteopathic working diagnosis as guided. Students implement an individual osteopathic treatment plan. They use various osteopathic manual techniques and approaches appropriately and safely 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. They support and guide persons in promoting health in osteopathic frame of reference. They work in multidisciplinary network as an expert in osteopathy.

Professionalism
Students demonstrate good work ergonomics and person encounter skills in their work. Students write referral for further examination when needed. 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.