Cranial and visceral osteopathy 1 (5 ECTS)

Learning outcomes

Students know how to use the terminology of cranial osteopathy and describe the development of cranial osteopathy. They can palpate the bony and myofascial structures of the skull and explain their function. Students are able to name indications and contraindications for treatment techniques as well as phenomena related to the craniosacral mechanism. They understand the basis for cranial techniques. Students can observe and palpate the bones of the skull, sutures and myofascial structures.
Students can explain and name indications and contraindications for visceral treatment and are able to implement the techniques effectively and safely. They are able to relate the possibilities of visceral treatment to their own treatment practices.

Content

History, concept and terminology of cranial osteopathy. Structure and function of the cranial area. Cerebrospinal fluid fluctuation. Indications and contraindication for cranial osteopathy.
Anatomy of the organs, most important fascial links between organs, ligaments, assessment of organ mobility and motility. Tests of differential diagnosis in the need assessment for visceral treatment, methodology of treatment, basics of embryologic development of abdominal cavity. Expansion and retraction of stroma in organs. The course includes 4 cr of clinical practice.

Prerequisites

Advanced anatomy, Osteopathic examination and treatment 3

Teaching methods

Contact teaching
Guided practice
Assignments
Practical examination

Location and time

Visceral osteopathy

1. 26.8. ap

2. 31.8. ap

3. 6.9. ip

4. 14.9. ap

5. 21.9. ip

6. 28.9. ap

7. 8. 10. ip

8. 15.10. ip



Osteopathy in the Cranial Field

1. 2.9. ap

2. 7.9. ap

3. 14..9. ip

4. 22.9. ap

5. 29.9. ap

6. 5.10. ip

7. 13.10. ip

8. 10.11. ap

Learning materials and recommended literature

Schünke, Michael et al. 2006: Atlas of Human Anatomy. Neck and Internal Organs. Stuttgart: Georg Thieme Verlag.
Hebgen, Erich 2011: Visceral Manipulation in Osteopathy. Stuttgart: Georg Thieme Verlag.
Barral, Jean-Pierre & Mercier, Pierre 2005 [1983]: Visceral Manipulation (revised edition). Seattle: Eastland Press.
Barral, Jean-Pierre & Mercier, Pierre 2005 [1983]: Visceral Manipulation II (revised edition). Seattle: Eastland Press.
Stone, Caroline 2007: Visceral and Obstetric Osteopathy. Edinburgh: Elsevier.
Furness, John Barton 2005: The Enteric Nervous System. Wiley-Blackwell Publishing.

Exam dates and retake possibilities

OSPE exam 1.12.

1st re-take 9.12.
2nd re-take

Student workload

5 opintopistettä á 27 h = 135 h opiskelijan työtä, joista:

Valmistautuminen opintojaksoon: 3 h
Kontaktiopetusta: 7,5 + 7,5 kertaa 4 h: yhteensä 60 h
Itsenäinen opiskelu ja tehtävät: 40 h
Itsenäinen harjoittelu + käytännön tentti: 30 h
Itse- ja vertaisarviointi, reflektio ja palaute: 2 h

Content scheduling

Käytännön opetus painottuu syyslukukauden alkuvaiheelle. Itenäinen työskentely, harjoittelu ja käytännön tentti on suunniteltu syyslukukauden toiselle puoliskolle.

Further information for students

In order to participate in the practical exam it is essential that the student has taken part in at least 80% of the lectures in Distance attendance

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

active participation
assignments
self- and peer assessment
practical exam

Evaluation scale

0-5

Assessment criteria, satisfactory (1)

Students use the appropriate core concepts as well as make choices using the knowledge base of their own professional field. They recognise the prerequisites and consequences of their own actions.
Students’ actions follow the rules and instructions given, and they use working methods appropriately and safely.
Students work according to the professional ethics of their own field, and they act responsibly as group members.

Assessment criteria, good (3)

Students analyse the relationships between appropriate core concepts as well as justify their choices using the knowledge base of their own professional field. They analyse the prerequisites and consequences of their own actions.
Students act according to the rules and instructions given in their operating environment, and they use working methods appropriately and safely.
Students work according to the professional ethics of their own field, and they act flexibly as group members.

Assessment criteria, excellent (5)

Students analyse and assess the relationships between appropriate core concepts as well as make choices using the knowledge base of their own professional field. They assess the prerequisites and consequences of their own actions.
Students act initiatively and goal-orientedly in diverse operating environments, and they apply working methods appropriately and safely.
Students work according to professional ethics in varied situations, and their functioning enhances group activities.

Assessment criteria, approved/failed

Students use the appropriate core concepts as well as make choices using the knowledge base of their own professional field. They recognise the prerequisites and consequences of their own actions.
Students’ actions follow the rules and instructions given, and they use working methods appropriately and safely.
Students work according to the professional ethics of their own field, and they act responsibly as group members.