Whilst I have focused on the orthopaedic tests to confirm my findings, I have neglected other osteopathic aspects that I haven't naturally envisioned.

Linking the osteopathic models to every case will make me a better practitioner, by using the tools I have been given in year 1 and 2.

To do list: Read Tom Dummer's books on osteopathy.

Experience

During our osteopathic practice we come across patients that exercise too much or not at all.

We have to know what to suggest to every patient. There can be a challenge sometimes, as I realised there is a lot to learn about everything and the rehab topic has barely been touched during the 4 years at the ESO. Sports injuries can be a challenge if the healing process is not fully understood. Luckily I was able to opt in for a specialist clinic in sport injuries, run by Mr Simon Tolson.

Reflection

For some patients sport is the crutch they need to get over their negative things in life.

Exercising is healthy, but practicing a sport at a higher level can come with injuries that could possibly stop the athlete from continuing. This thought can be very scary and, as the athlete can be obsessively passionate about that particular sport. Not being able to enjoy it, could cause the patient to suffer with depression, and they could possibly add other issues to the initial sport injury (from sudden or repetitive trauma). Having a good understanding about that particular sport and also injury, would give the patient the chance of a 100% recovery rate, which it might be priceless to the patient.

I have benefited from a sports osteopath treatment, as my heel pain was impending me from running. The osteopath diagnosed me using ultrasound imaging and treated my calcific deposit in the heel with shockwave therapy. I was back to running in 4 weeks, which helps me cope with stress and anxiety.

The management of sports injuries requires a comprehensive understanding of both the physical and psychological impacts of injury on athletes. As research indicates, addressing the psychological aspects of sports injuries is just as critical as managing the physical recovery, as unresolved psychological issues can hinder rehabilitation and lead to prolonged recovery periods (Ardern et al., 2016). Therefore, a holistic approach that integrates both physical and mental health strategies is essential for optimal recovery (Ardern et al, 2013).

Action

I decided to learn more about sports injuries and manual therapy and how I could help my future patients with osteopathy.

I signed up for the  sports and ultrasound specialist clinics at the ESO clinic and also purchased Mr Tolson’s sports injury workbook and a small ultrasound machine to use after having post-graduation MSK ultrasound more in depth training.

Ardern, C.L., Taylor, N.F., Feller, J.A. and Webster, K.E., 2013. A systematic review of the psychological factors associated with returning to sport following injury. British journal of sports medicine, 47(17), pp.1120-1126.

Experience

Over the years we have been taught a huge array of techniques at the ESO but I feel that there has been a missing connection between the techniques and clinical application.

Also, because we have been taught so many techniques, we did not have the chance to master most of them. I feel that the osteopathic approach was missing in many practical lectures, therefore making it hard to think like an osteopath sometimes.

Reflection

During the clinic hours I had more than 60 patients and I never had a presenting complaint involving the elbow until the CCA exam. The stress of the exam has not helped at all with the process, so I had to quiet my emotions and try to think like an osteopath.

Because I failed the FOPE, my confidence was even lower and I had to gather all my strength and knowledge in order to help the patient.

The gap between learning a wide range of techniques and their practical application is a common challenge in osteopathic education. The need for a deeper understanding of the underlying principles of osteopathy and how these principles guide clinical decision-making is crucial for developing competent practitioners. This aligns with the concept that effective osteopathic practice requires not just technical skills but also the ability to apply osteopathic philosophy in clinical settings (Lalonde, 2013).

Action

I have decided to read the Tom Dummer books I purchased in year 2 but never had the time to read. Being an osteopath with a big box of tools is very advantageous, but more advantageous is to truly understand the essence of osteopathy and how to continue its legacy in the future, without blending into the manual therapy trend.

Lalonde, F., 2013. Problem-based learning in osteopathic education. International Journal of Osteopathic Medicine, 16(4), pp.216-219.

Experience

A colleague of mine asked me what is an osteopath for me? There is so much choice within the art of osteopathy. In order to comply with the OPS and be continuously up to date with the knowledge, I must also have a better understanding of the osteopath I want to be. Some osteopaths are very good because they choose a niche and they specialise into a body part, or gender, or age.  

Reflection

I often asked myself if I was more inclined to learn paediatrics very well, or help the adults more, reflecting on what it’s best to offer help with: the adults or children.

The CPD that I will attend in the future must serve the purpose of the osteopath I want to become and the patient’s interest too, by being up to date first with the legislation, GOsC guidance and evidence based healthcare.

Specialization within osteopathy, whether by focusing on a particular patient group or body area, can enhance the effectiveness of treatment and professional satisfaction. Continuous Professional Development (CPD) is essential for maintaining high standards and ensuring that osteopaths remain current with best practices and evolving guidelines. According to the General Osteopathic Council, CPD should be aligned with the practitioner's professional aspirations and patient needs, ensuring ongoing competence and skill development (Kemp, 2013).

Action

Understanding the importance of the OPS and how necessary is to keep my skills up to date will guide me in structuring my future CPDs and help me achieve the required hours.

Kemp, S.J. and Baker, M., 2013. Continuing professional development–reflections from nursing and education. Nurse education in practice, 13(6), pp.541-545.

Reflection Using Jasper's Reflective Model

Experience

Having a learning disability has been a big challenge during these 4 years and my performance hasn’t been always great. However, the hard work, determination and self-reflection have guided me and helped me in every step.

It’s not great to receive poor feedback from the OSPES assessors, I have felt often discouraged. Living with dyspraxia and ADHD is sometimes ideal, because it helps me to think outside the box and have a CEO like brain, but it also comes with the challenges of not having a naturally structured thought process, not being able to express things straight to the point, zooning out when taking the case history, getting distracted by noises and thoughts, being affected by stress easily.

The feedback I received for OS635 Osteopathic Skills III, PR1 Patient case presentation – critical analyses (In person) highlights all my weaknesses.

Reflection

The ability to reflect over my weaknesses and strengths has given me the opportunity to improve as osteopath and practitioner, I learned to tame the voices that were saying I wasn’t good enough, and decided to act on by journaling and always finding ways I could have done better or what I could be doing next time for a better outcome.

Living with learning disabilities such as dyspraxia and ADHD can indeed present challenges in structured learning environments. However, these challenges can be mitigated through reflective practices and adaptive strategies. Research suggests that reflective practice, particularly when integrated into experiential learning environments, enhances self-awareness and promotes the development of coping mechanisms. This process is essential for students with learning disabilities, as it allows them to connect theoretical knowledge with personal experiences, fostering deeper learning and personal growth (Harvey et al. 2016).

Action

Journaling and Padlet are a great way to improve and deal with mistakes that should not repeat. I found that talking to my colleagues has been reassuring and also, their own way of seeing the situation has helped me to expand my vision. I must be careful not to put myself down, as I think I should be my own patient and adviser first.

Harvey, M., Coulson, D. and McMaugh, A., 2016. Towards a theory of the ecology of reflection: Reflective practice for experiential learning in higher education. Journal of University Teaching and Learning Practice, 13(2).