Der Lebende, Atmende Knochen
Der-SCCO-Weg: Modul 6
Everyday in practice we encounter patients who have suffered physical trauma in many forms and at different stages of their life and development. With highly developed palpatory skills, osteopaths have a unique insight into the effects of trauma.
In this module, we explore the effects of trauma with respect to the wonders of bone, sutures and joints throughout the body from their morphogenetic origins to their crystalline nature, from the macro-scale of biotensegrity in the pelvis to the quantum coherence of the specialised connective tissue itself.
Current research into the physiology of bone is examined and we discuss how this knowledge informs traditional osteopathic concepts laid down by the pioneers of our profession. The way bones function as ‘springs’ and how they dissipate forces within the connective tissue system is explored, enabling us to palpate clearly when trauma has disrupted this function. The role of the femur within the pelvis is considered to give an even more effective way of approaching low back and pelvic problems in clinic.
The biodynamics of the embryological metabolic fields in which the different types of bone are formed will be considered. There will be detailed study of each of the bones of the basicranium, their applied anatomy, relationships and clinical relevance. The different journey of each bone to their fully ossified form reveals and aids our understanding of the different qualities we feel in the structures under our hands. A study of growth and development of the cranium in the first ten years of life is essential knowledge for the treatment of children and also to understand the effects of past childhood trauma in adults.
Using these fluid models we study a range of techniques, including some intraoral releases, which have been handed down through osteopathic generations. When considered as specialized connective tissues with the similar dynamic, fluid, metabolic and communication properties as fascia, bones come alive under our hands.
Patterns of the cranial base, how they are reflected throughout the body via the connective tissue network and how we can use this understanding of patterns in clinical practice will be discussed.
As W.G.Sutherland said:
“What are bones but a different form of fluid?”
This course is full of applied principles and clinical relevance.
|Kursleiter:||Jane Easty & Marianne Meyer Logeman|
What our students say about Module 6: Living, Breathing Bone
“What I learned brought greater clarity to the anatomy under my fingers and has revolutionised my treatment approach – with some amazing results.”
“Brilliant course – extremely well and professionally run, with just the right amount of challenge and support.”
“Very good with new ideas and developments in the area and not just dry old anatomy.”
“In many ways I feel that this has been one of the most important pathway courses that I have completed.”
“The course is not just about the bones; more the juicy bits contained within and around the bone.”
“These courses have a life enhancing aspect that goes beyond technical learning.”
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||Understand the principles of embryological development behind the resultant anatomy and how that informs palpation of said anatomy, with emphasis on bone as a structure of mesodermal origin.||Demonstrate skilled and effective use of refined palpation skills.|
|2||Interpret and explore the qualitative nature and causes of different traumas to the bone.||Apply diagnostic/interpretive osteopathic skills in a practical setting. Effectively use clinical findings to further refine formulation of appropriate treatment plans.|
|3||Appreciate the effect of trauma on the whole in its bioelectric tensegrity continuum of specialized connective tissue from basicranium through to the sacrum and beyond.||Competently integrate this new and enhanced theoretical knowledge with a sensory experience without imposing preconceptions on the patient.|
|4||Learn how to relate new knowledge to osteopathic practice informing the nature of their enquiries during case history taking and examination.||Choose from an extended range of osteopathic techniques in order to devise and carry out a coherent treatment plan whilst being guided by needs of the tissues themselves.|
|5||Understand the far-reaching impact of the varying forces discussed and the necessity for skilled attunement and neutral receptivity.||Show the ability to engage and interact with these phenomena to facilitate the natural tendency of the mechanism to move towards health. Demonstrate self-awareness and a sense of osteopathic awe for the self healing potency of the body.|
|Type of Learning||Learning Activity||NLH*|
|Scheduled Learning Hours||Lectures||6|
|Scheduled online activities|
|Guided Learning||Directed reading & research||4|
|Reflective portfolio development|
|Peer assisted learning|
|Independent Learning||Unguided reading from defined reading list|
|Assessment preparation (optional)||(12)|
|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||√|