| COURSE BASICS | |
| Location: | Hawkwood, STROUD |
| Duration: | 4 days |
| Leader: | Hilary Percival |
| Frequency: | Yearly |
| Eligibility: | Completion of Module 2 |
| OPS & CPD OVERVIEW | |
| Total CPD hours: | 32 hours |
| A – Communication & patient partnership: | A2 |
| B – Knowledge, skills & performance: | B1, B2, B3, B4 |
| C – Safety & quality in practice: | C1, C2, C3, C4, C5 |
| D – Professionalism: | D2, D4 |
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 all started life in utero, have been born and had a childhood. This experience along with our genetic programming makes us who we are. The events of this crucial period prime our body for adulthood and also shape our anatomy and functional body on many levels.
To understand the journey of childhood allows us as osteopaths to understand how the adult body has developed. It is hugely exciting to be able to use this knowledge to help a baby and child to grow in such a way that their own unique body can function to its full potential and minimise problems in later life.
For example when you know that the occiput is in 4 parts at birth and that the condyles on the occiput each are in two parts you can begin to understand how a long and difficult labour can lead to strains within the occipital condyle joints that lead the baby to be very uncomfortable. If this area does not re-mould successfully the repercussions may be felt even into adulthood. This course allows you to identify with the child’s unique anatomy and teaches the techniques that work to improve the function to allow healthy development. Childhood is a time of mighty dynamic change that we need to understand and harness within our work as osteopaths.
Sutherland said: “as the twig is bent so the tree doth incline“. We need the knowledge to change the twigs so the body grows in a good functional form. You can only do this when you understand the development process and how it can be knocked off course.
Paediatrics is a huge subject but three days gives us the chance to study embryology, the effects of birth on the infant form and the changes and development in the first year of life. It is a spring board for the more detailed study on our Diploma course in paediatrics.
Please note that you will be required to have a current DBS certificate (or equivalent from the country in which you reside and practice) a copy of which must be supplied to the SCCO office prior to the start date of your course.
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.
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“It was amazing. I loved Hilary and her team and how they all have different angles to treatment and have their own pearls of wisdom.”
– Module 9, February 2020
“Baby handling with Helen and Felicity’s talk was also fantastic All in all a fantastic experience. I feel that the course will also help me treat adults as a trauma starts at birth and sometimes that could be the cause for a problem later in life. I have more confidence in how to approach babies and handle them as before I’ve probably been hesitant in how to hold them.”
– Module 9, February 2020
“The practicals right after lectures are great to create a better understanding of the material shown. All of the external lectures were amazing and very well suited to the course. Venue is lovely.”
– Module 9, March 2019
“The treatment of the baby – It was incredible to witness and I had no idea that was a way of treating. Having advice and help with my palpation has really helped me move forward.”
– Module 9, March 2019
“Learning with my tutor was a brilliant experience!”
– Module 9, March 2017
“Fantastic feedback on practicals. Generosity of tutors in offering thoughtful and extensive answers on a multitude of questions, even when the day was over.”
– Module 9, March 2017
“The valuable practical experience with specific techniques I can use everyday. Very good lectures and information to take away.”
– Module 9, March 2017
“Excellent, experienced tutors/lecturers meeting and talking to other like-minded students felt a big boost to my motivation.”
– Module 9, March 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 and map complex and conflicting evidence encountered during the evaluation of your patient, working confidently and independently. | Confidently and autonomously provide osteopathic care for a diverse range of paediatric patients that is underpinned by a range of cognitive, affective and psychomotor skills. |
| 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 | 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. | Take responsibility for managing all aspects of their care, centered on their needs as a person and your duty of care as a professional. |
| 5 | Study independently and use self-reflection to develop and manage a strategy for continuing professional development that identifies and addresses your ongoing learning needs in the paediatric field. | Reflect on your paediatric 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 | 12 |
| Practical classes | 12 | |
| Workshops | 2 | |
| Scheduled online activities | ||
| Guided Learning | Directed reading & research | |
| Reflective portfolio development | ||
| Peer assisted learning | 2 | |
| 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 | 4 | |
| Placement | Clinical observations | |
| TOTAL | 32 | |
* Notional Learning Hours
| OPS Theme | OPS Mapping | |||||
| 1 | 2 | 3 | 4 | 5 | ||
| 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 | √ | ||||