Systematic Approach to Osteopathic Training in Russia / Symposium A
In Russia osteopathic training was started in 1994, firstly in private schools, then in higher schools’ medical departments, based on different programs without any state or occupational accreditation certificate. Each and every educational institution had its own program and standard for osteopathic training. Due to our Institute’s staff efforts, we could proof the osteopathic treatment […]
A grounded theory of osteopathic clinical decision-making and therapeutic approaches – Implications for osteopathic education
Osteopaths have relied upon the philosophical and theoretical foundations upon which the profession was built to guide clinical practice. However, there is limited research-based knowledge of how osteopaths make decisions in relation to clinical practice. The presentation offers an explanatory theory of the clinical decision-making and therapeutic approaches of osteopaths in the UK, using a […]
Promoting safety and effectiveness in osteopathic care through clinical decision making: insights from educational and cognitive science
Osteopaths operate as primary contact practitioners. At the point of graduation, students are required to possess a clinical competence profile which enables them to operate as autonomous health care practitioners. This competence profile is evidenced by a well-developed clinical reasoning. Recent evidence from the field of cognitive science proposes that everyday’s decision making is underpinned […]
Best Practice Audit Utilizing Appreciative Inquiry / Workshop 4
A workshop in developing best practices in teaching and reaching students utilizing an appreciative inquiry approach. The workshop encourages educators to reflect upon their approach to facilitating osteopathic knowledge construction from a framework of positiveness and community. Through continued best practices audits, educators promote creative and authentic methods of reaching students. Together we create knowledge. […]
The Use of ultrasound in osteopathic education – examining the pleura and respiration / Workshop 1
Osteopathic educational institutions teach that treating the structures of the lungs is important. Especially restrictions that may be due to previous infections or inflammations of the various structures, in the lung parenchyma and the pleura can affect the function of the thoracic ribcage. Indeed, movement restrictions and dysfunctions of the pleural cavity structures are clinically […]
The implementation of ultra sound screening in osteopathic education
Evidence suggests a poor inter-operator reliability in the manual finding of some body landmarks as well as in the manual identification of somatic dysfunction and of its features. However, most of the osteopathic training delivered in both full and part time courses is actually based on the developing of the student’s ability in identifying altered […]
Benchmarking clinical reasoning in osteopathy / Symposium C
Background: Benchmarking between educational institutions is a vital component of quality assurance and contributes to greater consistency and quality in teaching and learning practices. Objective: The aim of this project was to benchmark assessment of clinical reasoning across the clinical components of four osteopathic programs: Southern Cross University and Victoria University (Australia), Unitec (New Zealand) […]
How can concept mapping be used to promote deep and meaningful learning in osteopathy? / Symposium B
Training students to become prudent, competent, and efficient osteopaths entails many challenges. Osteopathic studies are demanding and students must cope with multiple and complex learning processes. Teaching is also an intricate task that requires effective dialogue between students and teachers. Osteopathic teaching method must promote deeper and meaningful learning to achieve students’ efficient use of […]
aNETomy™ , a new model for the teaching and study of functional biomechanics / Symposium A
The teaching of biomechanics is often based on linear models even in osteopathic schools. Usually biomechanical models are classified as anthropomorphic (also called skeletal) or functional models. Visually skeletal models resemble the construction of the human body: body segments are modelled as solid links while human joints as the joints of the model itself. In […]
How can concept mapping be used to promote deep and meaningful learning in osteopathy? Developing self-assessment in an osteopathic curriculum : A comparison between self-assessed and externally assessed undergraduate clinical evaluation / Symposium C
ContextSelf-assessment is a process that allows the determination of one’s own level of skill in specific areas. It has been developed by researchers in the late 20th century. Self-assessment has been implemented for clinical evaluations at IdHEO Nantes’ Osteopathic clinic in January of 2013. To assess the quality of the students’ self-assessments, we measured the […]