# data[].attributes.headline
An introduction into the Osteopathic consultation.

# data[].attributes.subject
An introduction into the Osteopathic consultation.

# data[].attributes.body
Slide sourced from Year 1 Osteopathic Evaluation lecture (OE).
OPS C1-C3, C5, C7, C8

Slide sourced from Year 1 Osteopathic Evaluation lecture (OE).

# data[].attributes.headline
An introduction to the Osteopathic paradigm.

# data[].attributes.subject
An introduction to the Osteopathic paradigm.

# data[].attributes.body
It is important to understand where and what philosophies osteopathy comes from, and how they evolve and change over time. Being honest and working with integrity at every stage.
OPS B1-B3, D1
Slide sourced from ESO Lectures.

# data[].attributes.body
This piece of research aimed to investigate the occupational-related lower back pain incidence rates across the globe.
OPS C3, C5, C7, D1, D3, D11

Driscoll, T., Jacklyn, G., Orchard, J., Passmore, E., Vos, T., Freedman, G., Lim, S. & Punnett, L., 2014. The global burden of occupationally related low back pain: estimates from the Global Burden of Disease 2010 study. Annals of the Rheumatic Diseases, 73(6), pp.975-981.

# data[].attributes.body
After learning how to perform inhibition on the gastrocnemius muscle, I decided to do a little experiment on rom of the ankle pre and post inhibition of the gastrocnemius muscle.
OPS B1-B2

Consent was obtained from model for online use.

# data[].attributes.headline
Pre vs Post gastroc inhibition ankle rom.

# data[].attributes.subject
Pre vs Post gastroc inhibition ankle rom.

# data[].attributes.body
Video had to be deleted due to requirement to keep padlet anonymous

Consent was obtained from model for online use.

# data[].attributes.headline
Learning how to use the body optimally whilst performing techniques. 

# data[].attributes.subject
Learning how to use the body optimally whilst performing techniques. 

# data[].attributes.body
Here I am learning how to pick the leg in an appropriate way whilst simultaneously making sure my own posture is correct and efficient.
OPS B1, C1

Consent was obtained from model for online use.

# data[].attributes.body
Video had to be deleted due to requirement to keep padlet anonymous.

As part of the learning process, I asked a teaching assistant to film me whilst performing a cross fibre inhibition technique on the QL muscle. Being filmed is something I personally dislike, even so, I can still see the benefit in doing so.
OPS B2, B4

Consent was obtained from model for online use.

# data[].attributes.headline
Written self reflection on video of QL inhibition.

# data[].attributes.subject
Written self reflection on video of QL inhibition.

# data[].attributes.body
A written piece analysing my own patient handling efficacy with regards to patient communication and technical efficiency whilst relating to the OPS.
OPS A1-A4, B2, B4

# data[].attributes.body
Receiving the first piece of feedback was helpful as it allowed me to understand how to construct my new learned information in a concise and efficient manner. Which is essential given the vastness of anatomy!
OPS B1-B2

# data[].attributes.headline
Practising everywhere, even whilst cooking!

# data[].attributes.subject
Practising everywhere, even whilst cooking!

# data[].attributes.body
A tiny glimpse of the newly learned gossip test.
OPS B1-B2, B4

Consent was obtained from model for online use.

# data[].attributes.headline
Revising for my first OSPE practical exam.

# data[].attributes.subject
Revising for my first OSPE practical exam.

# data[].attributes.body
Osteopathic concepts, evaluation and technique were the three subject areas in the exam. It was my first practical exam and I was extremely nervous throughout the process. It is very important to understand the foundations at this stage as it builds to become even more complex in the years to come.
OPS B1-B2

# data[].attributes.headline
The choice of your technique is determined by the patients individual needs.

# data[].attributes.subject
The choice of your technique is determined by the patients individual needs.

# data[].attributes.body
This was one of the key elements that stuck in my head whilst revising for my first practical OSPE. It really helped me choose how to approach different individuals who all have different needs, requirements and concerns - especially when being passively tested! Listening skills are thus very important, especially in circumstances like these. The way in which you communicate has to also be polite and respectful.
OPS A1-A2, A5

# data[].attributes.headline
Writing the routine and it’s details helped me organise what to use and why.

# data[].attributes.subject
Writing the routine and it’s details helped me organise what to use and why.

# data[].attributes.body
OPS B1-B2

# data[].attributes.body
Considering I was nervous and forgot many things I knew, I scored higher than expected. The feedback here is extremely useful for identifying my mistakes and making sure they don’t happen again. Reading this before my next practical exam is also another strategy.
OPS B2, B4

# data[].attributes.body
After receiving the first referenced essay, which did not score very high due to referencing errors, I rectified the problem by printing out the ESO reference guide and refering to it before handing in every essay.
OPS B2, B4

# data[].attributes.body
Relating what you have learned to the human body is the next step in the process. It allows one to apply it in a real life context - much like in clinic.

Image sourced from https://www.jbjs.org/search.php?sortby=date&sortorder=desc&start=600&type=imagegroup&query=knee&topic=knee accessed [8/07/2018]
OPS B1-B2

# data[].attributes.body
Learning anatomy also involves learning some Greek too!
OPS B1

# data[].attributes.body
We collectively struggled with embryology, so our teacher helped us out by drawing it out for us. Sometimes a picture does in fact speak a thousand words!

Image sourced from ESO lectures.

# data[].attributes.headline
Linking anatomy, research and real life implications. 

# data[].attributes.subject
Linking anatomy, research and real life implications. 

# data[].attributes.body
One of the first papers I read on the SI joint, it’s anatomy and clinical implications.
OPS B1-B4, C2

Vleeming, A., Schuenke, M., Masi, A., Carreiro, J., Danneels, L. & Willard, F., 2012. The sacroiliac joint: an overview of its anatomy, function and potential clinical implications. Journal of Anatomy, 221(6), pp.537-567.

# data[].attributes.headline
An app that proved incredibly useful for learning anatomy.

# data[].attributes.subject
An app that proved incredibly useful for learning anatomy.

# data[].attributes.body
The complete anatomy app really helped me learn anatomy. Specifically because it was an interactive and visual platform that suited my learning style.
OPS B1-B2

# data[].attributes.headline
Research paper looking into the multi-disciplinary perspectives on Osteopathy. 

# data[].attributes.subject
Research paper looking into the multi-disciplinary perspectives on Osteopathy. 

# data[].attributes.body
It is vital to understand the importance of other healthcare practitioners with regards to patient care.
OPS A5, B3, C7, C9, D1, D3, D11, D14, D15

Thomson, O., Petty, N., Ramage, C. & Moore, A., 2011. Qualitative research: Exploring the multiple perspectives of osteopathy. International Journal of Osteopathic Medicine, 14(3), pp.116-124.

# data[].attributes.body
Living with a French flat mate has improved my French speaking abilities greatly. The more languages you speak the better. This in turn can potentially make communication easier with certain patients.
OPS A1, A3

# data[].attributes.headline
A very interesting video on body language and it’s importance in communication. 

# data[].attributes.subject
A very interesting video on body language and it’s importance in communication. 

# data[].attributes.body
I benefit greatly from these TED talks. They really help me think outside the box and increase my understanding of certain philosophies.
In order to work in partnership with patients in terms of adaptable communication, one must first learn how to do so. These videos really helped me get an initial understanding.
OPS A1-A2

Cuddy, A., 2018. Transcript of "Your body language may shape who you are". [online] Ted.com. Available at: <https://www.ted.com/talks/amy_cuddy_your_body_language_shapes_who_you_are/transcript?language=en>

# data[].attributes.attachment_link.title
Transcript of "Your body language may shape who you are"

# data[].attributes.attachment_link.description
TED Talk Subtitles and Transcript: Body language affects how others see us, but it may also change how we see ourselves. Social psychologist Amy Cuddy argues that "power posing" - standing in a posture of confidence, even when we don't feel confident - can boost feelings of confidence, and might have an impact on our chances for success.

# data[].attributes.body
Learning how to create an osteopathic management plan. Very useful for learning how to allow patients to management their conditions themselves too.
OPS A1-A2, A5-A6, B1-B2, C1-C3, C5, C7-C8, D2-D3

# data[].attributes.body
Locating the liver.
OPS B2

Consent gained for using image online.

# data[].attributes.body
The idea that consent is ongoing was new to me.

Valid consent entails "informing" the patient. This can be in numerous ways such as how many sessions is likely to "fix" the problem.
OPS A1-A4, D1, D8

Osteopathy.org.uk. 2018. What is valid consent? - General Osteopathic Council. [online] Available at: <https://www.osteopathy.org.uk/standards/guidance-for-osteopaths/consent/what-is-valid-consent/>

# data[].attributes.attachment_link.readable_text
The legal interpretation of what a patient's 'valid' consent is has developed over time. What are the implications of a 2015 Supreme Court ruling?

The issue of what constitutes 'valid' consent can be problematic as we know from patient complaints, and the claims made to insurers.

The consent requirements set out in the Osteopathic Practice Standards are based on case law that applies across the healthcare professions. The latest judgment in this area was made in 2015 by the Supreme Court and is known as the 'Montgomery judgment'.

The case involved the risks associated with a natural birth but the Court's ruling is important and helpful for osteopaths' practice.

Material risks

The Court said that there is 'a duty to take reasonable care to ensure that the patient is aware of any material risks'. In the past, osteopaths have struggled with the notion of trying to explain all risks to patients, although in fact, this requirement does not appear in the current Osteopathic Practice Standards.

The important phrase here is 'material risks'. These are defined as those where, 'in the circumstances of the particular case, a reasonable person in the patient's position would be likely to attach significance to the risk, or the doctor is or should reasonably be aware that the particular patient would be likely to attach significance to it'.

Significance of a given risk

Associated with this point, the judgment says that 'the significance of a given risk is likely to reflect ... the importance to the patient of the benefits sought to be achieved by the treatment'.

So the issue is not just the level of any particular risk but how the individual patient is likely to judge that risk. It moves us away from the idea that it is up to the osteopath to decide on something for the patient, based on the notion that this is what most osteopaths would do, and reinforces the need for the patient to be involved in decision-making.

Dialogue between clinician and patient

The Court made this clear by saying that 'the doctor's advisory role involves dialogue, the aim of which is to ensure that the patient understands'.

This point is reflected elsewhere in the judgment, which says that the duty to provide information is not fulfilled 'by bombarding the patient with technical information which [they] cannot reasonably be expected to grasp'. By having a discussion, the osteopath can check that the patient understands the risks and benefits of treatment.

Consent is an ongoing process

Finally, the Court said that the requirements for valid consent are not met by 'routinely demanding [a] signature on a consent form'. This backs up what we say in the Osteopathic Practice Standards that consent must be an ongoing process throughout the consultation and, except in some highly specific circumstances, a consent form may be more unhelpful than helpful.

# data[].attributes.attachment_link.description
The legal interpretation of what a patient's 'valid' consent is has developed over time. What are the implications of a 2015 Supreme Court ruling? The issue of what constitutes 'valid' consent can be problematic as we know from patient complaints, and the claims made to insurers.

# data[].attributes.headline
Scenarios whereby consent becomes a lot more tricky.

# data[].attributes.subject
Scenarios whereby consent becomes a lot more tricky.

# data[].attributes.body
Even if consent is not gained help can be given. It is critically important to remember ones boundaries when approaching these types of issues. It is vital a patient receives the appropriate care. It is also important to make sure we are always aware of the limits of our training and competence.
OPS A1-A6, B2, C7, D2

# data[].attributes.headline
Privacy, confidentiality and consent amongst children.

# data[].attributes.subject
Privacy, confidentiality and consent amongst children.

# data[].attributes.body
Research looking into case problems from Osteopathic practice. Reflecting on these gives very good reasoning as to why respecting rights to privacy and confidentiality are so important.
OPS D1-D3, D5-D6, D11, D14, D16-D17
Maddick, A. & Laurent, S., 2012. Consent, competence and confidentiality for children and young people: Case problems from osteopathic practice. International Journal of Osteopathic Medicine, 15(3), pp.111-119.

# data[].attributes.headline
An interesting book on classical Osteopathy edit by John Wernham.

# data[].attributes.subject
An interesting book on classical Osteopathy edit by John Wernham.

# data[].attributes.body
Providing rich insights into the classical philosophy of Osteopathy.
OPS B1-B2

# data[].attributes.headline
Research looking into gluteal tendinopathy.

# data[].attributes.subject
Research looking into gluteal tendinopathy.

# data[].attributes.body
Specifically the mechanism, assessment and management of the condition.
OPS B1-B4
Grimaldi, A., Mellor, R., Hodges, P., Bennell, K., Wajswelner, H. & Vicenzino, B., 2015. Gluteal Tendinopathy: A Review of Mechanisms, Assessment and Management. Sports Medicine, 45(8), pp.1107-1119.

# data[].attributes.body
An over view of the Osteopathic consultation.
OPS B1-B2, C1-C3, C5, C7, C8
Slide sourced from Year 1 Osteopathic Evaluation lecture (OE).

# data[].attributes.headline
An overview of a general Osteopathic Evaluation.

# data[].attributes.subject
An overview of a general Osteopathic Evaluation.

# data[].attributes.body
An overview of the essential elements required an in osteopathic evaluation. These elements are taught in first year and thus, at this stage, I am practising the OE routines and further refining them ready for second year.
OPS B1-B4, C1-C3, C5, C7, C8

Slide sourced from Year 1 Osteopathic Evaluation lecture (OE).

# data[].attributes.headline
Every practical had an associated video uploaded for later reference.

# data[].attributes.subject
Every practical had an associated video uploaded for later reference.

# data[].attributes.body
The videos really helped me learn the material and apply a reflective approach to my own practise.
OPS B1-B2

Screenshot sourced form ESO learning zone.

# data[].attributes.body
Putting in to practise everything I have learned so far in terms of communication, practical skills and patient partnership and respecting the patients modesty and dignity.
As the people I practise on are highly experienced in the field of humanistic behaviour, I gain alot  of rich feedback from them, which in turn helps me  reflect and develop my practitioner self in an accelerated fashion.
OPS A1-A6, B1-B2.

Consent was obtained from model for online use.

# data[].attributes.headline
A video tutorial on massaging the Erector Spinae group.

# data[].attributes.subject
A video tutorial on massaging the Erector Spinae group.

# data[].attributes.body
This video really helped me develop not only my own massage practise but also to put into context alot  of the skills and knowledge learned from the first year of osteopathy. The therapist in the video approached treating the ES group (sports massage) from a different view point than others, and it was that viewpoint that really made sense to me.
OPS  B1-B4

Youtube.com. 2018. Massage Tutorial: The ERECTOR SPINAE GROUP. [online] Available at: <https://www.youtube.com/watch?v=ZXivDepJ1_Y>

# data[].attributes.attachment_link.title
Massage Tutorial: The ERECTOR SPINAE GROUP

# data[].attributes.body
I was really pleased the feedback I received from the exam. I love the G.O.T philosophy and I'm glad I did well.
OPS B1-B4

# data[].attributes.body
I was particularly nervous entering this exam precisely because we were practising on third year students and the examiners were also clinic tutors. There is an astounding amount of pressure to do well (on my behalf anyway). I am super happy with the feedback and the way the exam went. Looking to keep building upon what I'm learning.
OPS A1-A5, B1-B3, C1-C2, C4-C7

# data[].attributes.body
I was a lot more worried about this exam than any of the other practicals. This exam required you to bring up relevant information and think about how to apply it within a time allowance of 10 minutes. To me this is critically important as it is a basic tenet to being an incredible  Osteopath.
OPS A1-A4, B1-B3, C1-C2, C4-C7

# data[].attributes.body
This essay was very difficult to write. It was a reflective essay about how patients will respond to treatment relative to their values, expectations and beliefs. Writing concisely is a weakness and this essay really helped me to get better at it.
OPS D2-D4

# data[].attributes.body
Very happy to have passed into the second year. I can't wait to learn more and build on the foundation I have built thus far.
OPS A1-A6, B1-B4, C1-C7, D2-D6, D8-D9, D14

# data[].attributes.headline
Learning how to use the body to selectively target certain muscles for testing. A principle that is vital for Osteoapthic practise.

# data[].attributes.subject
Learning how to use the body to selectively target certain muscles for testing. A principle that is vital for Osteoapthic practise.

# data[].attributes.body
In this example it was shown how to isolate soleus and not the gastrocs.
OPS B1-B2

Consent was obtained from model for online use.

# data[].attributes.headline
Learning about the viscera for the first time.

# data[].attributes.subject
Learning about the viscera for the first time.

# data[].attributes.body
In year one we are introduced to the visceral aspect to the human body. Using the faithful complete anatomy app really helped me grasp the landmarks and exact locations of the viscera.
OPS B1-B2, B4

Image sourced from complete anatomy app.

# data[].attributes.headline
Critically analysing manual therapists on YouTube.

# data[].attributes.subject
Critically analysing manual therapists on YouTube.

# data[].attributes.body
Browsing through YouTube videos with an analytical framework on how other therapists practise (sports massage in this case), really helps me understand what needs to be improved on in my own practise and how the therapists out there approach and communicate with their clients.
OPS B1-B2, D1-D4, D9

# data[].attributes.headline
Completing clinical observation sheets with three main themes in mind.

# data[].attributes.subject
Completing clinical observation sheets with three main themes in mind.

# data[].attributes.body
Filing in clinical observation sheets with three main themes in mind.

Evaluating students in clinic is a tough thing to do when you have only started the course. However, great things can be learned from taking this exact approach - such as understanding what is it to be treating the public and how information comes across from an outside perspective.

OPS: A1-A6

# data[].attributes.headline
It is easy to critique others without putting yourself in there shoes!

# data[].attributes.subject
It is easy to critique others without putting yourself in there shoes!

# data[].attributes.body
Evaluating third year students in clinic as a first year observer is easy given I had no idea what it felt like to be in their shoes! It must always be born in mind that you must not project your own world views onto patients or colleagues.
OPS A7

# data[].attributes.body
This exam focused mainly on the communicational aspects of Osteopathic care followed by treatment and management of a patient presenting with a lateral ankle sprain. I learned so much by putting what I had learned together in this exam - especially from a communication front.

OPS A1-A6, B1-B2, B4, C1-C8

# data[].attributes.headline
Sometimes referring to Wikipedia isn’t so bad. 

# data[].attributes.subject
Sometimes referring to Wikipedia isn’t so bad. 

# data[].attributes.body
Referencing Wikipedia has its known flaws. However, sometimes it really helped me get a better understanding of a topic due to its unique style. In this particular case, it was understanding the difference between DNA/RNA/mRNA/tRNA and so forth.

OPS B2, B4

En.wikipedia.org. 2018. DNA - Wikipedia. [online] Available at: <https://en.wikipedia.org/wiki/DNA>

# data[].attributes.body
Being introduced to aspects of neurology such as the posterior column pathway were very difficult to grasp at first. However, the wider application of why these elements are learned (for clinic) helps me understand them the most.
OPS B1-B2

Image sourced from ESO lectures.

# data[].attributes.headline
An overview of the content I learned for Pathophysiology in year one.

# data[].attributes.subject
An overview of the content I learned for Pathophysiology in year one.

# data[].attributes.body
Year one of pathophysiology was very fun and extremely intense. I learned an incredible mount of information whilst at the same time evolving my own approach to knowledge and and its holistic applications.

OPS B1-B2, B4, C1, C7

# data[].attributes.headline
Trace back the word and you can make sense of it..

# data[].attributes.subject
Trace back the word and you can make sense of it..

# data[].attributes.body
Learning anatomy also involves understanding certain languages - such as latin and greek.

OPS B1

Image sourced from ESO lectures

# data[].attributes.headline
It takes a different approach to learn sometimes.

# data[].attributes.subject
It takes a different approach to learn sometimes.

# data[].attributes.body
I am not usually a fan of colouring in to learn - however, I have now understood that with certain tasks it is indeed a valid way to understand a topic.

OPS B1-B2, B4

Image sourced from ESO lectures

# data[].attributes.headline
Another fun acronym that helped learn the carpal bones.

# data[].attributes.subject
Another fun acronym that helped learn the carpal bones.

# data[].attributes.body
So Long To Pinky, Here Comes The Thumb - in a clockwise direction starting with the scafoid.

OPS B1-B2

Image sourced from ESO lectures.

# data[].attributes.headline
One of the first things I learned observing in clinic.

# data[].attributes.subject
One of the first things I learned observing in clinic.

# data[].attributes.body
A third year student shared the ten points of pain with me on my first observation. It provided an extremely useful context on which to base my observations on. Any patient safety risk will be highlighted by these categories.

OPS B1-B2, B4, C1-C3, C5, C8, C9

# data[].attributes.headline
A brief collection of notes from clinical observation.

# data[].attributes.subject
A brief collection of notes from clinical observation.

# data[].attributes.body
These are the more complex cases I observed in clinic. Each and everyone of them gave me great insight about how to interact, communicate and prepare to treat real patients in clinic. In terms of writing and legibility, things could be a lot better - an issue flagged early on.
Photos are the one attached and the following three:
OPS C1-C9

# data[].attributes.body
GOsC reference for Duty of Candour, something I had no idea about prior to joining the course!
OPS D3

Osteopathy.org.uk. n.d. Duty of candour - General Osteopathic Council. [online] Available at: <https://www.osteopathy.org.uk/standards/guidance-for-osteopaths/duty-of-candour/>

# data[].attributes.attachment_link.readable_text
In January 2014, the Government proposed that there should be a professional duty of candour for health professionals. This was in response to the Mid Staffordshire NHS Foundation Trust Public Inquiry, carried out by Robert Francis QC, which published its final report in February 2013.

The Francis Inquiry found evidence that, when patients come to harm, insensitive handling and poor communication after the event can be as damaging as the original problem. It identified that clinicians and clinical staff must be properly supported when things go wrong, so they will never feel prevented from being open and honest with patients or fulfilling their duty of care.

The Government proposal, set out in the document Hard Truths: The Journey to Putting Patients First, said: 'The healthcare professional regulators will be working to agree consistent approaches to candour and reporting of errors ... and clear guidance that professionals who seek to obstruct others in raising concerns or being candid would be in breach of their professional responsibilities.'

Regulators' joint statement

In October 2014, the GOsC and other regulators made a public commitment to strengthening and harmonising professional standards in relation to candour and the reporting of errors. Their joint statement sets out the following professional duty of candour:

'Every healthcare professional must be open and honest with patients when something goes wrong with their treatment or care which causes, or has the potential to cause, harm or distress.

'This means that healthcare professionals must:

tell the patient (or, where appropriate, the patient's advocate, carer or family) when something has gone wrong;

apologise to the patient (or, where appropriate, the patient's advocate, carer or family);

offer an appropriate remedy or support to put matters right (if possible); and

explain fully to the patient (or, where appropriate, the patient's advocate, carer or family) the short and long term effects of what has happened.

'Healthcare professionals must also be open and honest with their colleagues, employers and relevant organisations, and take part in reviews and investigations when requested. Health and care professionals must also be open and honest with their regulators, raising concerns where appropriate. They must support and encourage each other to be open and honest and not stop someone from raising concerns.'

The duty of candour is common across healthcare professions, but it is recognised that different health professions and their regulators work in different ways - for example, the management and working relationships in osteopathic practice settings are very different from those in NHS hospitals. We will work with the osteopathic profession and with the other regulators to ensure that standards promoting candour are appropriate to osteopathic practice and consistent with other health practices.

Osteopathic Practice Standards

Standard D3 states 'You must be open and honest with patients, fulfilling your duty of candour.'

# data[].attributes.attachment_link.description
In January 2014, the Government proposed that there should be a professional duty of candour for health professionals. This was in response to the Mid Staffordshire NHS Foundation Trust Public Inquiry, carried out by Robert Francis QC, which published its final report in February 2013.

# data[].attributes.body
We learned that poor communication is a big factor in most patient complaints. One of the many reasons we work so hard learning about communication!
OPS A1-A7, D4

J, Leach., 2018. Communicating risks of treatment and informed consent in osteopathic practice. NCOR Adverse Events Project 2.

# data[].attributes.headline
Equality and diversity are important principles to be aware of at this early stage

# data[].attributes.subject
Equality and diversity are important principles to be aware of at this early stage

# data[].attributes.body
The GOsC is an important reference point for clauses like these. They bring about a need to understand the legislation and why they are put in place. For the welfare of our patients!
OPS D6

# data[].attributes.body
I thought I had understood what was meant by upholding reputation until I read this document by the WHO.
OPS D7

# data[].attributes.headline
Supporting colleagues to enhance patient care..

# data[].attributes.subject
Supporting colleagues to enhance patient care..

# data[].attributes.body
This essentially starts right at the beginning of year one when we model for each other. Without models we wouldn't be able to develop the necessary skills to practice and better ourselves for out future patients!
OPS D9

# data[].attributes.headline
Knowing when to refer is critically important!

# data[].attributes.subject
Knowing when to refer is critically important!

# data[].attributes.body
Without the experience of treating patients it is very hard to theorise as to what or when to refer... I found a lot of relief reading papers like these during the first year. They helped me add meaning and context to my year one studies.
OPS D10

Jette, D., Ardleigh, K., Chandler, K. & McShea, L., 2006. Decision-Making Ability of Physical Therapists: Physical Therapy Intervention or Medical Referral. Physical Therapy, 86(12), pp.1619-1629.

# data[].attributes.headline
An interesting take on how our own health might affect others.

# data[].attributes.subject
An interesting take on how our own health might affect others.

# data[].attributes.body
This article initiates a cascade of thought about what else could be affecting out potential patients' health that we aren't aware of? Something to definitely be aware of in practice. `
OPS D11

Contributor, N. & Contributor, 2014. Holly Blake: 'Nurses recognise their own health can affect care quality' | Nursing Times. [online] Nursing Times. Available at: <https://www.nursingtimes.net/archive/holly-blake-nurses-recognise-their-own-health-can-affect-care-quality-18-09-2014/>

# data[].attributes.headline
The GOsC and my familiarisation with it.

# data[].attributes.subject
The GOsC and my familiarisation with it.

# data[].attributes.body
First year was about familiarising myself with the GOsC its rules and understanding the context which it operates in. This gives me clear guidance on what is expected and how to act upon relevant information.

Osteopathy.org.uk. n.d. Home - General Osteopathic Council. [online] Available at: <https://www.osteopathy.org.uk/home/>
OPS D12

# data[].attributes.attachment_link.description
The General Osteopathic Council (GOsC) regulates osteopaths in the UK. An osteopath must be registered with us in order to practise osteopathy. Use the Register of osteopaths to check an osteopath's registration and find a local osteopath. We help patients with concerns or complaints and ensure the quality of osteopathic training.

# data[].attributes.headline
Broken plinths are stark reminder as to why it is important to ensure that your practice is safe, clean and hygienic, and complies with health and safety legislation.

# data[].attributes.subject
Broken plinths are stark reminder as to why it is important to ensure that your practice is safe, clean and hygienic, and complies with health and safety legislation.

# data[].attributes.body
OPS C5

# data[].attributes.body
J, Leach,. 2014. Communicating risks of treatment and informed consent in osteopathic practice. NCOR Adverse Events Project 2.

Contributor, N. & Contributor, 2014. Holly Blake: 'Nurses recognise their own health can affect care quality' | Nursing Times. [online] Nursing Times. Available at: <https://www.nursingtimes.net/archive/holly-blake-nurses- recognise-their-own-health-can-affect-care-quality-18-09- 2014/>

Cuddy, A., 2018. Transcript of "Your body language may shape who you are". [online] Ted.com. Available at: <https://www.ted.com/talks/amy_cuddy_your_body_languag e_shapes_who_you_are/transcript?language=en>

Driscoll, T., Jacklyn, G., Orchard, J., Passmore, E., Vos, T., Freedman, G., Lim, S. & Punnett, L., 2014. The global burden of occupationally related low back pain: estimates from the Global Burden of Disease 2010 study. Annals of the Rheumatic Diseases, 73(6), pp.975-981.

Grimaldi, A., Mellor, R., Hodges, P., Bennell, K., Wajswelner, H. & Vicenzino, B., 2015. Gluteal Tendinopathy: A Review of Mechanisms, Assessment and Management. Sports Medicine, 45(8), pp.1107-1119.

Image sourced from https://www.jbjs.org/search.php? sortby=date&sortorder=desc&start=600&type=imagegroup&query=knee&topic=knee

Jette, D., Ardleigh, K., Chandler, K. & McShea, L., 2006. Decision-Making Ability of Physical Therapists: Physical Therapy Intervention or Medical Referral. Physical Therapy, 86(12), pp.1619-1629.

Maddick, A. & Laurent, S., 2012. Consent, competence and condentiality for children and young people: Case problems from osteopathic practice. International Journal of Osteopathic Medicine, 15(3), pp.111-119.

Osteopathy.org.uk. n.d. Duty of candour - General Osteopathic Council. [online] Available at: <https://www.osteopathy.org.uk/standards/guidance-for- osteopaths/duty-of-candour/>

Osteopathy.org.uk. n.d. Home - General Osteopathic Council. [online] Available at: <https://www.osteopathy.org.uk/home/>

Osteopathy.org.uk. 2018. What is valid consent? - General Osteopathic Council. [online] Available at: <https://www.osteopathy.org.uk/standards/guidance-for- osteopaths/consent/what-is-valid-consent/>

Thomson, O., Petty, N., Ramage, C. & Moore, A., 2011. Qualitative research: Exploring the multiple perspectives of osteopathy. International Journal of Osteopathic Medicine, 14(3), pp.116-124.

Vleeming, A., Schuenke, M., Masi, A., Carreiro, J., Danneels, L. & Willard, F., 2012. The sacroiliac joint: an overview of its anatomy, function and potential clinical implications. Journal of Anatomy, 221(6), pp.537-567.

Wikipedia.org. 2018. DNA - Wikipedia. [online] Available at: <https://en.wikipedia.org/wiki/DNA>

Youtube.com. 2018. Massage Tutorial: The ERECTOR SPINAE GROUP. [online] Available at: <https://www.youtube.com/watch?v=ZXivDepJ1_Y>