Spark in the Motor
Pathway to Fellowship: Module 7
We shall study Sutherland’s fluid management approaches in detail and increase our knowledge and understanding of two of his five phenomena: the motility of the CNS and the fluctuation of the CSF.
The focus will be on refining our understanding of the integrated role of the CNS and CSF with the bodywide fluid function of the IVM and its relationship to health. We shall improve our factual knowledge, develop enhanced ‘centreing’ skills, and clarify our understanding of ‘stillness’ and ‘potency’ both in relation to the practitioner and the living processes within our patients. This will improve our palpatory, diagnostic and treatment skills, not only relating to these areas but to whole body function.
What can you do for your patient when the expression of involuntary motion is poor, or the tissue vitality so low that general health issues, systemic, traumatic and neurological problems, as well as ordinary musculo-skeletal dysfunctions do not respond easily?
Rollin Becker said that ‘sick tissues don’t make good corrections’. For these patients the use of cooperative fluid management approaches such as ‘fluid drives’, CV4, EV4, or lateral fluctuation to improve tissue vitality can be a very effective treatment approach.
What did Sutherland mean when he used descriptive language to describe his palpatory experiences, such as ‘directing the tide’, ‘spark in the motor’, ‘liquid light’, or ‘the fluid within the fluid’? This course will balance the study of Sutherland’s teachings on CNS and CSF with exciting modern research that develops our understanding of the structure and physiology in these areas, and informs clinical osteopathic practice.
SCCO Course Providers: All SCCO courses are run by a resident Course Director, who is an Osteopath and a member of the SCCO Faculty. Pathway courses are delivered by SCCO Faculty and may be supported by guest speakers. Short courses are usually delivered by a visiting guest lecturer. SCCO Faculty members all hold recognised osteopathic qualifications but may not be GOSC registered osteopaths.
|Eligibility:||Completion of Module 2|
|Price:||£895 (non-res) £995 (res)|
|Frequency:||Every 2 years|
What our students say about Module 7: Spark in the Motor
“The 1-4 tutor student ratio was excellent. Every tutor picked me up from where I was and brought me to another place. Lectures were delivered to a very high standard. Practical sessions were well-interspersed and relevant. The teaching faculty had vast knowledge and experience, and created a supportive learning environment.”
“I found the the structure of the theory practical and breaks really beneficial to the learning process. And I liked the intensity of the supervision. It is one of the reasons why SCCO courses are outstanding!”
“Very supportive and knowledgeable tutors and content you don’t necessarily hear about in other courses.”
“This course far surpassed my expections. The materials, lectures, small-group work and input from fellow students were all excellent. The serene course direction ensured that participating in the course felt effortless. I learned so much of clinical relevance and, as ever after these courses, felt utterly transformed by participating.”
“The lectures were outstanding – full of material and I thought there was an exceptional standard of presentation combining personal experience, real thinking with historical and scientific knowledge -inspirational and thoroughly enjoyable. The tutoring was superb in my experience – relaxed, non judgemental and highly attentive.”
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||Evaluate complex and conflicting evidence encountered during the evaluation of your patient.||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||Integrate new skills and knowledge into your osteopathic management.||Competently provide effective osteopathic care within a chosen specialism. Show and utilise an appropriate knowledge of core topics from this module. Reflect on the impact of your experiences on your development as an osteopath.|
|3||Use your knowledge, skills, experience and initiative to select, integrate and apply appropriate therapeutic techniques from a comprehensive range, in order to meet the patient’s treatment needs.||Select from a diverse range of therapeutic techniques in order to construct and implement a coherent treatment plan that responds to the patient’s specific needs. Be able to monitor your patients’ system, and sensitively and competently offer and adapt the fluid techniques:- CV4, Lateral fluctuation, fluid drives and V spreads, and EV4 in harmony with the comfort and physiological needs of the patient. Critically defend your decisions, backed by practitioner understanding and research-based evidence where appropriate.|
|4||Manage patients and monitor outcomes in a manner that is responsive to the complex and dynamic needs of the patient over time and 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||Confidently operate as an autonomous practitioner in complex health care settings, demonstrating mentoring and leadership skills.||Show practitioner skills of calmness and balance to support your patient. 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||7|
|Scheduled online activities|
|Guided Learning||Directed reading & research|
|Reflective portfolio development|
|Peer assisted learning||5|
|Independent Learning||Unguided reading from defined reading list|
|Tutor defined project / Dissertation activity|
|Autonomous Learning||Reading from non-specific sources|
|Reflection on clinical experiences|
* 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||√|