|Location:||Hawkwood College, STROUD|
|Price:||£895 (non-residential) £995 (residential*)|
|Entry criteria:||Module 2|
|Next delivery:||15—17 February 2019|
|Leader:||Pamela Vaill Carter|
How does the body maintain its shape strength and stability when moving? Have you been curious why a patient presented with a headache after a fall on the pelvis or back ache after a car accident? Did you know that between them, the tentorium and falx are connected to every bone in the neurocranium?
Inspired by Sutherland's observations, we start to look at the body from the perspective of the spaces he described and how they are contained and connected. By developing our sense of these spaces within and around the body through practicals, palpation and exercises, we can start to understand how the body might organise itself in response to the different forces, stresses and strains it encounters. We discover how we as osteopaths can engage with the intelligent connective tissue matrix in treatment.
Our faculty share their latest research and development discoveries in short lectures and presentations which are followed by group practicals and tutorials with a 1:4 tutor to student ratio. In your tutor groups, you will be encouraged to explore different aspects of the material through worksheets, discussions palpation exercises and hands on practicals. You will be given individual guidance from your tutor and will be invited to discuss your learning with colleagues in a friendly and mutually supportive environment. Excellent course notes are provided.
This course is run approximately once every 2 years in the UK.
* Residential accommodation at Hawkwood is in shared rooms, a limited number of singles are available at a supplement and allocated on a first-come-first-served basis.
Yes, you must have taken the SCCO 40 hour course Osteopathy in the Cranial Field.
This course will enhance your understanding of whole body homeostasis, and how this can be disrupted by trauma of any sort. It will help you develop your palpation using your whole body as a sensory organ, deepen your understanding of the whole body response to an area of dysfunction, strain or injury, and will enable you to treat more complex musculoskeletal problems.
There will be some precourse reading sent out, but this is not onerous.
All courses are assessed in a very open and student centered way. You will be encouraged to reflect on your own progress each day in discussion with your tutor.
Join the SCCO Mentoring Scheme: an opportunity to work with and share learning experiences with like minded and experienced colleagues.
You could choose to write an assignment: The SCCO membership pathway requires 3 written case study assignments. Writing this assignment is an excellent way of reviewing and consolidating your learning from the course.
Refresher Day Bring your questions and experiences or difficulties to share with your colleagues and experienced tutors on a refresher day. An excellent way of consolidating your learning from the course.
Other courses: The Neurocranium and Sacrum: Living Bone links very well with this course, exploring the unique qualities of bone as a connective tissue, and its role in the biotensegrity function of the connective tissues. Or choose another modular course to continue your journey on the SCCO membership pathway.
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||The student should be able to describe the anatomy of the dura mater and discuss its functional significance including reference to the lymphatic system.||Articulate, analyse and interpret examination findings with reference to the dura mater in a practical setting and show that they can offer an informed explanation of the functional significance of their findings.|
|2||The student should be able to demonstrate and articulate palpatory and therapeutic skills helpful in improving their sensory awareness during their interactions with patients.||Apply diagnostic/interpretive osteopathic skills in a practical setting. To reflect-in- action during a therapeutic encounter using self-correction when their practical approach needs to be modified according to the response of the patients’ tissues.|
|3||The student should be able to apply the concept of reciprocal tension to different systems across the body.||The student should be able to express an understanding of the concept of Reciprocal Tension and make the case for its application to multiple systems in both a theoretical and practical setting.|
|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.|
|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 case study)||(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||√|