| COURSE BASICS | |
| Location: | Hawkwood, STROUD |
| Price: | £895 (non-res) £995 (res) |
| Duration: | 3 days |
| Leader: | Tajinder Deoora |
| Frequency: | Every 2 years |
| Eligibility: | Completion of Module 2 |
| OPS & CPD OVERVIEW | |
| Total CPD hours: | 24 hours |
| A – Communication & patient partnership: | A1, A2, A3, A4, A5, A6 |
| B – Knowledge, skills & performance: | B1, B2, B3, B4, B5, B6 |
| C – Safety & quality in practice: | C1, C2, C3, C4, C5, C6 |
| D – Professionalism: | D1, D2, D3, D4, D5, D6 |
Hawkwood College accommodation
Please be aware that accommodation at Hawkwood will be in shared rooms (single sex). Some single rooms are available on a first-come-first-served basis and will carry a supplement. Requesting a single room is not a guarantee that one will be provided.
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.
M7: Der Funke im Motor
€1.485,00 €1.350,00 9 – 11 OKTOBER 2023 BERNRIED, DEUTSCHLAND Dieser spannende Kurs untersucht die Kunst und Wissenschaft der Osteopathie im Hinblick auf das Nervensystem, den Liquor mit seinen...more→
M7: Spark in the Motor
£895.00 – £995.0028 – 30 JUNE 2024 STROUD, UK This exciting course explores the art and science of osteopathy addressing the nervous system, cerebrospinal fluid and the subtle fluctuations and bioenergetic communication throughout...more→
Spark in the Motor [M7] Course Director, Tajinder Deoora, discusses with Jane Easty what you can expect when you come to a Module 7 course.
Tajinder Deoora, Course Director of Module 7: Spark in the Motor
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Due to Covid, Module 7 in June 2021 was postponed until June 2022
“It was well organised and had a high standard of teaching and tutoring.”
– Module 7, July 2019
“Better than expected.”
– Module 7, July 2019
“Great, informative lectures Supportive Tutors calm, inspiring learning environment.”
– Module 7, July 2019
“The people both the students and faculty, its a great way to learn. Location – peaceful and relaxing the college ethos – creates a superb environment.”
– Module 7, July 2019
“Relearning CV4. Both as practitioner and patient. Experiencing the different ‘qualities/flavors’ between tutors. It brings width to the practicals and also space to find/be ‘my own way’. The space and openess given for learning from where you are, no prestige or pressure. And of course the content. It brings osteopathy in to life, the body and the mystery of the ‘unknown’ spaces and dimensions.”
– Module 7, July 2019
“Overall the course was as ever excellent. I came away with a renewed enthusiasm and skills sharpened. I have attending with the SCC since 1994: this happens pretty much every time.”
– Module 7, July 2017
“I love the way each tutor presents their own findings through their research in each course All tutors are very genuine in their wish and efforts to pass on what they have been taught and their experience to the students so that the work can continue. I enjoy the ratio of tutor to student in the practical and the detailed attention and help that is given.”
– Module 7, July 2017
“Loved the group sharing of tutors patient experiences…so helpful and very brave of them. Such a great idea, gave me much confidence to hear them face challenges and have questions in practice. A real privilege, felt like listening to a mentor in clinic.”
– Module 7, July 2017
| No. | LEARNING OUTCOMES 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 |
| Practical classes | 9 | |
| Workshop | 3 | |
| Scheduled online activities | ||
| Guided Learning | Directed reading & research | |
| Reflective portfolio development | ||
| Peer assisted learning | 5 | |
| Independent Learning | Unguided reading from defined reading list | |
| Assessment preparation | ||
| Tutor defined project / Dissertation activity | ||
| Autonomous Learning | Reading from non-specific sources | |
| Reflection on clinical experiences | ||
| Placement | Clinical observations | |
| TOTAL | 24 | |
* Notional Learning Hours
| OPS Theme | OPS Mapping | ||||||
| 1 | 2 | 3 | 4 | 5 | 6 | ||
| Communication & Patient Partnership | √ | √ | √ | √ | √ | √ | |
| Knowledge, Skill & Performance | √ | √ | √ | √ | √ | √ | |
| Safety & Quality in Practice | √ | √ | √ | √ | √ | √ | |
| Professionalism | √ | √ | √ | √ | √ | √ | |
| CPD Standards | |||||||
| 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 | √ | |||||