The clinical applications - understanding the origins of our anatomy
Jane Easty and Henry Klessen will be jointly presenting an exploration of the clinical application of biodynamic embryology for patients of all ages.
The growth dynamics and morphogenesis of the embryo can reveal and inform a profound understanding of the tissues under our hands.
The works of Erich Blechschmidt, Raymond Gasser PhD and Professor Brian Freeman, among others, will be used as a wonderful resource in developing this relationship. Static anatomy will be expanded into spatiotemporal kinetic morphogenesis.
The course will consist of two parts.
Part One will present two days of lectures and practicals at Hawkwood College, led by Jane Easty. We will explore many different growth dynamics found useful in osteopathic practice; from the otic placode to the ventromedial ligament, from the somites to the urogenital fold and beyond.
Part Two will take place six months later in Göttingen, led by Henry Klessen. Two days will be split between visiting the Blechschmidt and Blumbach Collections at the University to discuss some of the 60 incredibly detailed largescale 3D embryo reconstructions. The remaining time will be spent at the Best Western Hotel Am Papenberg for lectures, practicals and discussion. Henry will explore the journey to walking upright, combining medical knowledge with the principles of human differentiation and their connection with osteopathic principles.
In conclusion we hope those attending will find the beautiful fluid interaction of embryonic tissues responding to the needs of adjacent physiology in order to meet the growing demands of the whole embryo absolutely awe inspiring. A fluid harmony and true cooperation within the whole mechanism – an osteopathic aspiration that deepens our ability to connect with the regenerative powers of these forces.
As Arthur Diekman said, “Structure is a slow process of long duration.”
While it would be very interesting and beneficial to attend both Parts 1 and 2 this is not necessary as both courses can be taken on a standalone basis. Capacity is limited so early booking strongly recommended for these courses.
|Eligibility:||Module 2 + 2 other Pathway courses **|
|Location:|| STROUD,  GÖTTINGEN|
|Price:|| *£390 (non-res) *£490 (res)
 *£390 (non-res only)
|Duration:||2 days (each course)|
|CPD:||16 hours (each course)|
|Leader:||Jane Easty (UK), Henry Klessen (DE)|
*Discount available to paid Members and Fellows
**Or equivalent cranial experience.
What our students said about the Blechschmidt Museum in Göttingen
As this is a new course, we include what our students thought about the Blechschmidt exhibition a visit to which forms part of the second portion of this course.
The Blechschmidt collection – extraordinary, moving, tender.
It was lovely to be able to see Blechschmidt’s models of embryos , really amazing.
[I really enjoyed] The models – seeing the embryology in 3D.
The models of embryos were fantastic.
How this course maps to the GOsC CPD Scheme
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||Provide osteopathic care for a diverse range of 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||Develop an understanding of the inseparable nature of the progressive co-development of human structures and the qualitative differences in the resultant anatomy.||Competently provide effective osteopathic care around a deeper understanding of the morphological origins of the tissues. Reflect upon the impact of your experiences on your development as an osteopath.|
|3||Demonstrate an enhanced palpatory connection to the embryonic forces within the patient and the practitioner. Nurture and encourage this delicacy of palpation and non-intervention to enable the involuntary mechanism to freely express the needs of the tissues.||Select from a diverse range of therapeutic approaches in order to develop and implement a coherent treatment plan that responds to the patient’s specific needs; Explain your approach and critically defend your decisions, backed by research-based evidence as appropriate.|
|4||Formulate a working osteopathic hypothesis for diagnosis and treatment incorporating new knowledge of morphogenetic influences.||Develop, implement and monitor osteopathic management plans for your patients and adapt them in response to clinical evidence and patient needs over time.|
|5||Integrate biodynamic principles in osteopathic management and confidently apply them to common clinical presentations and the complex and dynamic needs of the patient over time thus ensuring best care.||Critically reflect on your role and practice as an osteopath and your responsibility to your patients to provide the best patient-centred care possible.|
|Type of Learning||Learning Activity||NLH*|
|Scheduled Learning Hours||Lectures||6.5|
|Scheduled online activities|
|Guided Learning||Directed reading & research||1|
|Reflective portfolio development|
|Peer assisted learning||1.2|
|Independent Learning||Unguided reading from defined reading lists||1-2|
|Tutor defined project/dissertation activity|
|Autonomous Learning||Reading from non-specific sources|
|Reflection on clinical experiences||2|
* Notional Learning Hours
|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||√|