|WHEN||to be announced|
|LOCATION||to be announced|
|COST||for OsEAN members: €290,00 / for non-members: € 390,00|
|REGISTRATION||to be announced|
A good osteopath is not necessary a good osteopathy teacher. This 2 day course focusses on the osteopathic teaching skills and has the aim to provide optimal clinical tutor training. The content is based both on clinical tutoring experience, as on osteopathy classroom teaching. The participant is provided with tips & tricks to optimally facilitate the learning process of the student and to become a better tutor & teacher. The content is direct applicable and will make both tutoring and teaching an even better experience. This course has general didactical principles, but focusses on the osteopathic teaching and on what makes osteopathic teaching specific. This course is given by an instructor who is both teacher, osteopathy teacher, clinical tutor and didactically trained. The course strives to be interactive and meet the fears and expectations of the participants.
Aims & Objectives
- To explore the roles and responsibilities of a clinic tutor
- To reflect on the role of the teacher in the information age
- Understand the main features of the clinical reasoning process
- To give a brief overview of goals of teaching and learning programs
- To discuss the differences between teaching and learning, and the conditions favorable for learning.
- To provide examples and work on the logistic aspect of tutoring in a very practical way
- To explore some pedagogical and assessment tools that may be utilized
The candidate should be able to:
- Explain the roles and responsibilities of a clinic tutor.
- To distinguish between the key learning theories and teaching styles. Evaluate how these are employed when tutoring.
- To discriminate between different types of questions and justify their use in certain clinical settings.
- To recognize the main difficulties that we’re facing when tutoring and have strategies to solve those situations
- To explain the logistics of their own clinical learning environment and to be able to discuss possible positive and negative aspects for learning.
- Theoretical lecture aided by PowerPoint Presentations, role play, analysis of video clips.
- In Group Discussions
- Practical and theoretical Workshops
Essay - 1000 Words
- Wallace SS. Criticality, research, scholarship and teaching: Osteopaths as educators – what makes a good teacher? International Journal of Osteopathic Medicine 2008, Jun;11(2):52-5.
- Tyreman S. Promoting critical thinking in health care: Phronesis and criticality. Med Health Care Philos 2000;3(2):117-24.
- Jones MA, Rivett DA. Clinical reasoning for manual therapists 2004: Available from: http://www.sciencedirect.com/science/book/9780750639064.
- Brookfield. S. (2000). Clinical reasoning and generic thinking skills. In CIinical Reasoning i n the Health Professions. 2nd edn (J. Higgs and M.Jones, eds.) pp. 62-77. Oxford: ButterworthHeinemann.
- Higgs. J. and Titchen. A. (1999 a). Propositional, Professional and personal knowledge in clinical reasoning. In Clinical Reasoning in the HealthProfessions (J. Higgs and M. Jones. eds.) pp. 129- 146. Oxford: Butterworth-Heinemann.
- De Bono E. Lateral thinking : Creativity step by step. New York: Harper & Row; 1973.
Gerard Alvarez, MSc D.O.
Gerard has a degree in Physiotherapy (Universitat Ramon Llul Barcelona 2000) and graduated as an Osteopath from Barcelona School of Osteopathy - European School of Osteopathy in 2004, DO. After several postgraduate courses, in 2012, he obtained his MSc degree in Clinical Research applied to Health Sciences at the Universitat Autònoma de Barcelona. Currently he’s doing a PhD in Research Methodology at the same University.
Gerard has been involved in osteopathic education since 2004 in the Barcelona School of Osteopathy (EOB). His fields of interest are the neurophysiological basis of osteopathic medicine, structural techniques, clinical reasoning into the osteopathic concept and clinical research. In 2006 he started working as a clinical tutor at the EOB Clinic and became the director two years later. During these years he developed some pedagogic and logistic strategies to improve the clinical reasoning and skills of the students.