Supervised Clinical Practice 2 (10 ECTS)

Learning outcomes

Students interview, research and treat various clinical cases. Students analyse patient´s symptoms through guidance. Students communicate with clients and colleagues professionally, appreciatively and properly. Students participate in the osteopathic diagnostic process and create a treatment plan under supervision. Students plan the treatment and combine different techniques into a treatment package under supervision. Students take into account the condition of tissues and apply treatment techniques accordingly. Students present the objectives, effects and prognosis of the treatment to the client. Students plan and implement marketing, sales and client acquisition. Students participate in planning, implementation and development of quality management of osteopath´s work. Students participate in multi-professional teamwork. Students evaluate their own and others’ competence. Students take responsibility for the learning of the group, and sharing what they have learned.

Pharmacology: 1 cr
Students understand the concepts of pharmacology, pharmacodynamics and pharmacokinetics.
Students are able to take into account the effects of drugs, methods of administration and special requirements of different ages of people as part of the state of health and symptoms.

Content

Interaction skills
Interview, observation and examination routines
Differential diagnostics
Osteopathic diagnosis, treatment and guidance
Reception activities
Marketing, sales and client acquisition
Internationality skills
Multi-professional problem solving

Pharmacology: 1 cr
Pharmacology terminology and research. Pharmacodynamics and pharmacology.
Methods of drug administration and side effects. Cardiovascular drug therapy.
Medication for respiratory symptoms and diseases. Medication for neurological diseases.
Medication for acute and chronic pain and inflammatory diseases. Physical examination and
treatment methods.

Prerequisites

Supervised clinical practice 1, application of osteopathic principles

Teaching methods

Supervised clinical practise
Clientwork
Customer service
Small group working
Moodle-course
Learning assignments

Season’s goals and assignments are given in the orientation.

Personal development discussions are held at the end of the season.

Learning materials and recommended literature

The student applies all previous courses’ material; anatomy, physiology, functional anatomy, pathophysiology etc.

The student reads the Handbook for the Interns.

Alternative completion methods of implementation

Mandatory attendance, all absences beyond 16 h must be compensated. If the student comes late to the clinic or leaves early, this must be compensated as well. Absence can be compensated by observing other intern groups or by observing an osteopath at their clinic. Absence can also be compensated by helping at the customer service outside usual clinical practice days.

If the student has individualized educational support or study arrangements, the student must contact the teacher of the course, or course segment, immediately after the end of the registration period or latest before the start of the course.

Internship and working life connections

Course is done in the HyMy-village multidisciplinary learning environment.

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

Student workload

1 sc = 27 hours of student’s work = 10 hours of contact teaching, 17 hours of independent work.

Content scheduling

On the 3rd through 4th period.

Further information for students

The MATERIALS and assignments designed by the teacher are protected by the Finnish Copyright Law (404/61). It is not allowed to use or distribute any assignments or MATERIALS in any other way than in the student's OWN personal studies. Distributing can be done ONLY with the teacher's personal permission.

The use of AI is prohibited in the written assignment, which is based on the reporting and reflection of the students personal experiences.

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)

Largely 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. They work reliably for the benefit of the group and their field. They implement marketing, sales and client acquisition. They recognise self-reflection and pursue to utilize it to develop their activities.

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 supervisor using professional terminology. They recognise the possible red flags symptoms 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. Students make an osteopathic treatment plan and prognosis mainly supported by the supervisor.

Practical skills
Students perform a basic examination of the patient and the necessary examination routines related to the clinical case under the guidance of supervisor considering the person. They perform the necessary differential diagnostic tests and evaluate the importance of the results in making osteopathic working diagnosis under a guidance. 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 justify their decisions with their knowledge of anatomy and physiology and name osteopathic principles in their activities with the support of the supervisor.

Professionalism
Students demonstrate good work ergonomics and patient 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. Students 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 part of their activities. Students have an open, appreciative and self-initiated 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 extensive and versatile problem solving skills.

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

Anamnesis skills and clinical reasoning
Students find out the patient's prerequisites, medical history and person's objectives. They present the clinical case in a concise and clear manner to the supervisor using professional terminology. Students 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 an osteopathic treatment plan and prognosis supported by the supervisor.

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. They implement an individual osteopathic treatment plan. Students use a various osteopathic manual techniques and approaches properly, safely and effectively in the treatment.

Osteopathic thinking and action
Students justify their decisions with their knowledge of anatomy and physiology.

Professionalism
Students demonstrate good work ergonomics and patient 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. Students 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 participate 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 situation.

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 supervisor using professional terminology. Students recognise the possible red flags symptoms 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. Students make an osteopathic treatment plan and prognosis.

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

Osteopathic thinking and action
Students justify their decisions with their extensive knowledge of anatomy and physiology, and combine osteopathic principles in their activities.

Professionalism
Students demonstrate excellent work ergonomics and high-quality person encounter 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. They acquire comprehensive information related to the clinical case independently and on their own initiative.

Assessment criteria, approved/failed

Largely 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. They work reliably for the benefit of the group and their field. They implement marketing, sales and client acquisition. They recognise self-reflection and pursue to utilize it to develop their activities.

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 supervisor using professional terminology. They recognise the possible red flags symptoms 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. Students make an osteopathic treatment plan and prognosis mainly supported by the supervisor.

Practical skills
Students perform a basic examination of the patient and the necessary examination routines related to the clinical case under the guidance of supervisor considering the person. They perform the necessary differential diagnostic tests and evaluate the importance of the results in making osteopathic working diagnosis under a guidance. 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 justify their decisions with their knowledge of anatomy and physiology and name osteopathic principles in their activities with the support of the supervisor.

Professionalism
Students demonstrate good work ergonomics and patient 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. Students acquire information related to the clinical case independently upon request.