Course Details
Overview
Osteopathy is a profession with its own unique challenges and skills. The course at the LSO helps to prepare the student for these with lectures, practical sessions and, at the culmination of the course, the writing of a research dissertation on a topic which may have been of special interest while undertaking philosophical or clinical perspectives of health. The student is exposed to the research paradigm which has important implications for the future of the osteopathic profession as it moves into the mainstream health arena.
What is the professional status of the modern osteopath?
Osteopathy is the first of the so-called alternative medical systems to have become statutorily regulated via an Act of Parliament. It is now considered more appropriate to describe osteopathic health care as complementary rather than alternative, in this context. The General Osteopathic Council (GOsC) has been formed with the explicit functions of protecting the public and maintaining educational standards. The GOsC fulfils a similar function to the General Medical Council (GMC) in this regard. It is compulsory to be registered to practice osteopathy and the word `osteopath' is protected. The LSO is accredited by the GOsC as an education provider.
Application Details
Forms & Prospectus
5-year part time course (MS Word)
Accelerated Learning Pathway course for physiotherapists and doctors (MS Word)
LSO Prospectus (PDF)
Qualifications
Because of the commitment of private, self-directed study that the course demands, the London School of Osteopathy normally takes students over 21 years of age. Most students of this age are considered mature. You may feel that you missed out on an education earlier in life, or consider that you have reached a turning point in your career and wish to change direction.
The basic standard requirements are of 2 `A' level passes with science subjects preferred.
Alternative qualifications of equivalent standards, including relevant academic or professional experience will be considered. These include, as well as the above-mentioned two subjects at `A' Level (supported by three `C' grades at GCSE); recognized standards of the NCVQ; BTEC National Certificate or Diploma, or an accredited Access Course.
Applicants over 21 years of age not having the formal entry qualifications will be considered for the course as mature students on the basis of previous experience, personal ability, or completion of a suitable access course.
Mature students at the London School of Osteopathy have an impressive record of achievement and make an outstanding contribution to the community. This is not only as a result of their professional work as osteopaths, but also for the less formal collaborative relationships that they can help to establish between tutors and students and for the skills they can offer from previous employment and interests.
Fees
Details of fees are available by contacting the Registrar at the LSO. While a library is available at the LSO students are expected to provide their own text books and any diagnostic equipment such as a stethoscope, ophthalmic set, patella hammer and white coat. Students may find it helpful to purchase a half-skeleton. Not all these items will be immediately required. Lists of essential reading matter and equipment will be supplied, before the student starts the course.
Credit System
The BSc is modular with the modules worth 10 or 20 credits. An Honours Degree requires 360 credits and the course at the London School of Osteopathy satisfies this requirement with its 480 credits. Due to the specialized nature of the modules, and the progressive nature of the course, it is usually not possible to transfer credits from other institutions. However, each case is considered on its own merits. An entrance examination may be required if students wish to begin the course in the second year or above.
For more information on the course
- Application Form
- Prospectus
- Contact us at the L.S.O.
- Our next I+E date is on Tuesday, 26th August 2008
Assessment methods
Assessment methods take several forms at the London of Osteopathy, but comprise a blend of continuous, practical and written exams.
Practical Assessment
This is a continuous, formative mode of assessment where tutors monitor the student within the classroom. Tutors are encouraged to discuss progress with other tutors and to liase with the student on a regular basis. Additional essays of 1500 - 2000 words are assigned by topic and are formally marked by a tutor.
Theory Examinations
These are structured to a standard, short essay format, and may include multiple-choice questions.
Presentations
Here, students have an opportunity to present case histories and take part in seminars. The assessments are both formative and summative, and the presentations are usually relevant to the module that the student is studying. The tutor awards a summative mark for the presentation, which forms part of that year's mark.
Objective Structured Practical Examination (OSPE)
Objective Structured Practical Examination (OSPE) is a system of examination that is used in years 1 to 4. It is found to be an excellent method of testing both theoretical and practical skills.
The former may be visualised as a room with a number of 'stations' that are divided from each other. Each station contains an assessor, a patient and any necessary examination equipment. Each will represent a different aspect of training that needs to he examined, and the student spends ten minutes at each station. The student moves from station to station until all have been completed. Marks for each station are collated, moderated and an overall score awarded.
Final Clinical Competence Assessment (FCCA)
This takes place in at the end of the fifth year. It is the entry to the profession where the student assessed on his/her competencies within the clinical setting in treating patients. It is an opportunity for the student to demonstrate the skills she/he has gained in all the elements necessary for successful practice. The GOsC appoints external examiners for this purpose. Abilities in eliciting information in taking a case history appropriate to making a diagnosis in order to formulate a suitable treatment plan are assessed as is the treatment itself. It is also important to know when osteopathic treatment may not be appropriate for a patient and a student will be assessed on abilities for knowing when to refer and to who. The FCC could be looked upon as an extension of the learning experience and is an opportunity for the student to demonstrate the full potential of what osteopathic healthcare has to offer.
Course Outline
Practical Assessment
We, at The London School of Osteopathy, have a clear concept of the aims of the school and what it wishes to achieve. This concept carries equal importance in each of the modules that are offered to our students. All the Osteopathy modules are structured in a manner that integrates with the clinical medical modules, and helps the student to develop in a systematic manner.
Osteopathic Principles (Year 1 & 2)
Before the student can apply osteopathic techniques, and make a diagnosis, they must he able to understand the principles and concepts of osteopathy. The student must be able to apply these principles for safe and targeted treatment and have a sound understanding of the likely outcome of that treatment. These modules, run parallel, relate to the anatomy & physiology modules and help to bridge the gap between theory and its, practical application. Each student will learn the relevant anatomical landmarks and structures of the spine in the Anatomy module, then learn to apply this knowledge in the Osteopathic Principles modules. Biomechanics of the spine and physiological motion, terminology and the classification of dysfunction an studied.
Osteopathy in the Cranial Field
This module provides an introductory course in this fascinating aspect of osteopathy, which with the skull, its contents and their effect upon the body as a whole. Further study at post - graduate level is encouraged.
Osteopathic Diagnosis & Techniques
This module appears in every year during the course and is graduated to guide the student through the basics in the early years, to advanced levels of diagnosis and applied treatment in the- fifth year. For example, the basics of diagnosis and applied treatment are studied in the first year, whereas the more advanced skills that you need to develop for accurate diagnosis coincide with the medical diagnosis modules in years three and four. Safety is a major consideration during the teaching of diagnosis and techniques, and therefore, therefore the more advanced and complicated techniques, such as joint manipulation, are taught from the third year onwards. This ensures a balance of safety and continuous practice for three of the five years of the course.
Anatomy (Years 1 & 2)
The Anatomy module for the first and second years is firmly centred upon a thorough familiarity of the living body, investigating, as far as possible, with the hand and eye, complemented by modern imaging techniques. This is supplemented by study of dissection samples at The Royal College of Surgeons. Training the student in the accurate and systematic recording of what they see is fundament to this module. Studying the normal takes place before that of the abnormal, and the module explores surface, regional and radiological anatomy in a manner that is relevant to osteopaths.
Physiology (Years 1 & 2)
The physiology modules in the first two years run parallel to, and complement, the anatomy module, by considering the functions of the living body. The various systems of the body are studied, placing prime importance upon the maintenance of normal homeostasis within that body. This knowledge prepares the student to consider the factors that lead to, and maintain homeostasis.
Psychology (Years 2 & 4)
The health of a patient cannot be seen simply in terms of their physical well-being and so an understanding of psychology forms an integral part of a good osteopath's skill. This skill facilitates an understanding of the ways in which a patient's psychological state can impinge upon osteopathic treatment; to allow the practitioner to interact well with, and inspire confidence in the patient. Topics covered include a range of approaches to counselling psychology, an introduction to counselling and communication skills, ethical issues and the counselling needs of specific groups, such as the acute and chronically ill patient. 'The psychology of stress and some of the coping strategies for this are also discussed.
Sociology (Years 2 & 4)
The module examines a sociological approach to health and illness, as well as health and medical care. The issues or medicalisation, deviance, social control and self - treatment are explored along with such notions as the `sick role'. The economic and social environments and the effect that these have on health outcomes are discussed. Helping the student to understand and appreciate the expectations of patients who attend the clinic for treatment gives the student an awareness of the influence and responsibility that he or she has as an osteopath in clinical practice.
Osteopathy in the Visceral Field
Another introductory course to an interesting therapeutic perspective. Osteopaths are commonly perceived as experts in spinal problems in which dysfunction of muscles and bones are implicated. Osteopaths using a visceral approach can treat such conditions as irritable bowel syndrome or dysmennorhoea, Students are taught to screen out any pathologies that may be involved in the symptoms arising in the abdomen.
Applied Osteopathy (Year 5)
This module is the exciting culmination of the osteopathy course, where the- most advanced techniques of therapeutic treatment are learned and applied. By now; the student will have gained the appropriate knowledge, skills, attitude and approach, from the preceding modules. He or she will be able to understand applied anatomy, the physiological effects of a specific injury, and be able to develop the necessary skills to treat confidence, safety and appropriateness. This module ties together the clinical courses and provides a forum for the student to discus the scope of osteopathy. Furthermore, the experience garnered from their clinical experience helps to form a rounded and competent osteopath.
Pharmacology (Year 3)
During this part of the course the student is given a general understanding of pharmacological concepts and how they underlie everyday, therapeutic treatment The ability to understand why a doctor has prescribed a particular regime of treatment, is vital to safe osteopathic practice. Topics covered on this module include receptor action; factors effecting drug action; drug interactions and routes of drug administration. The course then considers the effect of drugs on the various physiological systems of the body in a way that is relevant to osteopathic practice.
Pathophysiology (Years 3 & 4)
Once the student has a grasp of normal anatomy and physiology, discussion is extended to consider the processes that occur when things go wrong and to understand how these manifest themselves. The student will understand the relevance of signs and symptoms, the disorders of structure and function and to recognise the abnormal appearance of radiological and other imaging techniques. This module is another that is critical tn the understanding of the link between the scientific realm of anatomy and physiology and its relevance and its application to clinical practice.
Research Methods (Years 4)
In this important module we introduce the principles and processes involved in research. At the end of the module, the student will be capable of understanding the formulation of a research proposal, collect and analyse data and present the results in a structured manner. It is increasingly important that students are able to critically evaluate other healthcare research papers.
Clinical Methods (Year 3)
Running in parallel with the modules concerning the mechanisms of disease, the CIinical Methods course gives the student an introduction to the medical tools that help in a problem. as presented by a patient. The accurate taking of a patient's history is introduced. 'This allows the students to integrate their pathological knowledge with the patient's signs and symptoms. Once again, integration is a key component that is seen throughout this degree course.
Medical Sciences
The medical science courses are designed to give the student a thorough grounding in the structure and function of the normal human body, and how physical, psychological and sociological factors can lead to a disturbance of the homeostatic mechanisms which normally keep the body healthy.