|Location:||Hawkwood College, STROUD|
|Duration:||6 x Weekend workshops (plus additional elements below)|
|Entry criteria:||Module 2 and Module 9 (plus DBS & Safeguarding of Children - see below)|
|Leaders:||Mark Wilson & Hilary Percival|
The years through childhood to adulthood are exciting and challenging. Intrauterine and subsequent experiences, alongside a child's genetic constitution, shape his or her physical, mental and moral journey. We grow not only by our own genetic programme, but by our experiences in life. As Sutherland said: "As the twig is bent so doth the tree incline."
During critical growth periods, osteopathy has increased potential to enhance healthy anatomical development. "To unbend the twig so the adult grows straight’’, requires understanding of the normal phases and many influences upon skeletal growth. The normal and variant are then more readily recognised in the young patient. Osteopaths practising in the paediatric field need a thorough knowledge of those diseases that occur only during childhood.
To study paediatrics from the osteopathic perspective is both rewarding and demanding. The paediatric osteopath needs constantly to increase their wealth of knowledge of embryology, anatomy and pathology, osteopathic techniques, and alongside this the ability to stick to the primary respiratory mechanism in a wriggly child, as well as a lot of patience and humour.
The POD Pathway is a flexible portfolio of six specialist workshop weekends and optional self-directed study, aimed at deepening your knowledge and skills in treating children.
Study is at your own pace and now no longer carries a large initial financial outlay as each component is paid for separately. Successful completion comprises achieving either:
Alternatively, just study what interests you. Providing you meet the entry criteria you may book onto any of the POD weekends without making a commitment to onward study.
The Certificate is entirely course-directed and required successful completion of:
The Diploma is a combination of course- and self-directed study and requires successful completion of:
At the heart of the POD Pathway are the weekend workshops. These comprehensive courses have been distributed over a two-year period which means that it will take a minimum of two years to complete all six.
This part of the course will study the systems of the body as the child develops. The basic osteopathic tenet of accessing the physiology through the child’s developing anatomy will be explored. All the weekends will cover clinical methods, applied pathology, applied osteopathy, case study presentations, red flags and points on case history taking.
A child’s immunity changes from conception to teenage years. It is as varied and complex in its connections and responses as the nervous system. As the immune system develops and pervades the whole body, each of the six weekends will discuss the immune development and the disease processes that are pertinent to the system being covered.
All weekends will be held at Hawkwood College in Stroud.
To allow for dedicated academic and personal support, places are limited to 24 per course and all students are guaranteed a single room.
(non-res / res)
|Introductory Day (Diploma students)||14 September 2018||£200 / £289|
|P1: Obstetrics & Safeguarding||2 - 3 November 2019||£549 / £599|
|P2: Neurology||3 - 4 February 2018||£549 / £599|
|P3: Orthopaedics||28 - 29 April 2018||£549 / £599|
|P4: Endocrine & Chromosome||15 - 16 September 2018||£549 / £599|
|P5: Respiratory & Cardiology||2 - 3 February 2019||£549 / £599|
|P6: GIT & Kidneys||29 - 30 June 2019||£549 / £599|
|Reflective action plan||1||£35|
|Professional reports (colleague & professional)||2||£20|
|Evidence-based practice report||1||£110|
|Final clinic assessment day||1||£200|
On completion of this course you should be able to:
|EVIDENCE OF LEARNING|
To achieve the learning outcome you must demonstrate the ability to:
|1||Evaluate and map complex and conflicting evidence encountered during the evaluation of your patient, working confidently and independently. Provide a reasoned treatment and management plan for a patient that is based on your osteopathic evaluation of the individual and responsive to the patient’s needs, values and expectations.||Confidently and autonomously provide osteopathic care for a diverse range of paediatric patients that is underpinned by an extensive range of cognitive, affective and psychomotor skills. Take full responsibility for managing all aspects of their care, centered on their needs as a person and your duty of care as a professional.|
|2||Communicate your osteopathic evaluation and the proposed treatment and management plans to patients, parents and guardian (and other stakeholders if appropriate) so that they are equipped to make informed decisions about their care.||Flexibly adapt your communication skills to ensure your patients and other stakeholders are appropriately informed about all aspects of their care.|
|3||Use your palpation, experience and initiative to select, integrate and apply appropriate osteopathic techniques from a comprehensive range, in order to meet the patient’s treatment needs.||Select from a diverse range of osteopathic techniques in order to construct and implement a coherent treatment plan that responds to the patient’s specific needs. Critically defend your decisions, backed by research-based evidence as appropriate.|
|4||Take full responsibility for planning and implementing patient management and monitoring outcomes in a manner that is reflexive and responsive to the complex and dynamic needs of the patient over time and which ensures best care.||Construct, implement and monitor osteopathic management plans for your patients and adapt them in response to clinical evidence and patient needs over time.|
|5||Apply and reflect on a variety of specialised approaches to osteopathic practice, informed by your learning experiences both taught and observed.||Competently provide effective osteopathic care within a chosen specialism. Reflect on the impact of your experiences on your development as an osteopath.|
|6||Study independently and use self-reflection to develop and manage a strategy for continuing professional development that identifies and addresses your ongoing learning needs.||Reflect on your practice and plan your future professional development in both general and specialist settings, drawing on your clinic portfolio and relevant literature.|
|Type of Learning||Learning Activity||NLH*|
|Scheduled Learning Hours||Lectures||26|
|Scheduled online activities||3|
|Guided Learning||Directed reading & research||)|
|Reflective portfolio development||)|
|Peer assisted learning||1|
|Independent Learning||Unguided reading from defined reading list||)|
|Tutor defined project / Dissertation activity||)|
|Non-formalised activities agreed with tutors||) 2**|
|Autonomous Learning||Reading from non-specific sources||)|
|Learner-tutor negotiated project||)|
|Unspecified activities for general guidance||)|
* Notional Learning Hours ** Per week
|OPS Theme||OPS Mapping|
|Communication & Patient Partnership||√||√||√|
|Knowledge, Skill & Performance||√||√||√||√||√|
|Safety & Quality in Practice||√||√||√||√||√|
|CPD activities are relevant to the full range of osteopathic practice||See above mapping exercise|
|Objective activities have contributed to practice||Peer review/Observation||√|
|Case-based discussion activity||√|
|Seek to ensure that CPD activities benefit patients||Communication/Consent activity||√|
|Maintain CPD documentation||Certificate of attendance/Overview document provided to student||√|