Contents
1. Introduction, a word of gratitude
Pg. 2
2. Introduction to the professional competency profile/
standards and the history of this document.
Pg. 4
3. History of osteopathy and equine osteopathy
3.1: Global history
3.2: European history
3.3: History of Equine Osteopathy EDO®
Pg. 6
Pg. 6
Pg. 8
Pg. 9
4. The definition and principles of Equine Osteopathy EDO®
4.1: Definition
4.2: Five models
4.3: Osteopathic principles
Pg. 10
Pg. 10
Pg. 12
Pg. 13
5. Composition professional competency profile/standards, CanMEDS
5.1.1: Brief explanation of the CanMEDS competency model
5.1.2: The CanMEDS model 2000
5.1.3: Level indicator according to the medical-specific model,
the Pyramid of Miller (1990).
5.2: Explanation of definitions.
General competency areas and performance-indicators for
the professional competency standards equine osteopath EDO®
5.3: Index
5.4: Source Reference
5.5: List of abbreviations
Pg.14
Pg. 14
Pg. 15
Pg. 18
Pg. 18
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Pg. 92
6. Entry requirements and length of education.
6.1 Entry requirements for equine osteopathy EDO® education
Pg. 93
Pg. 93
7. End qualifications of the education
7.1 List of subjects and minimal hours
7.2. Exit qualifications of the education
7.2.1: For the veterinarian (vet) curriculum:
7.2.2: For the non veterinarian (non-vet) curriculum:
7.3: Main subject
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Pg. 96
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Pg. 110
8. Quality assurance
Pg. 113
8.1.a: Scientific basis of teaching
8.1.b: Introduction to the professional competencies for
the teacher of Equine Osteopathy EDO®
8.1.c: Minimum demands for exams
8.1.d: Demands of the thesis
8.1.e: Minimum requirements for practicum.
8.2.a: Decision program equine osteopathy EDO®
8.2.b: Testing criteria acknowledgement and inspection programs, RC.
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9. Bibliography
Pg. 167
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1. Introduction
The International Association of Equine Osteopaths (IAEO) and The International
Register of Equine Osteopathy (IREO) assigned in 2011 their Standards Committee
the task of developing a professional competency profile to establish and anchor the
standards for modern equine osteopathy EDO®, the Standards Equine Osteopathy
EDO® (SEO).
This competency level equals the first certification of equine osteopathy in the world
and shall be marked with the designation of EDO®, Equine Diplome of Osteopathy.
This document will be further referred to as the SEO, The Standards of Equine
Osteopathy EDO®.
The board of the IREO, the SCEO(: The Standards Committee for Equine
Osteopathy EDO®) and all eligible voting members of the IAEO agree to the SEO as
it appears here.
After this agreement the IREO will monitor the SEO and determine what are
standards for the education of equine osteopathy designated as EDO® and
accredited by the IREO. As from there on the IREO will determine which educational
institutions are eligible for certification for the EDO®. The IREO provides a
transitional regimen for deciding which courses and education will be assessed on
the criteria described in the SEO. This is all according to the standards we are
making now, the IAEO, VIEO and IREO.
The SCEO and IREO have established definite standards, taking into account the
European and American and Canadian guidelines in equine osteopathy. The
respective visions, principles and professional experience of the different educators
of Equine Osteopathy in these countries have been represented and stated in this
document.
In 2012 the IAEO stopped all its activities as association for Equine Osteopathy
as well as for its own members.
In it’s responsibility, the IREO did not longer recognize and accreditate the IAEO
as associoation for the profession of Equine Osteopathy EDO®.
Former members of the IAEO did take their responsibility and founded a new
association, the Worldwide Alliance of Equine Osteopathy, WAEO.
The WAEO accepted the standards as it appears here and takes over the position
as the association for Equine Osteopathy and its responsibilities for the
profession.
2
The arrangement of the formation of the SCEO was as follows:
IAEO standards board now replaced by the WAEO standards board
IREO board
Educational institution (The Vluggen Institute of Equine Osteopathy and Education)
As future requirements demand, this document will be adapted to the needs of
equine osteopathy and be revised as necessary.
Word of gratitude
We are indebted to the education institutions for equine osteopathy, as they have
taken their social responsibility to the horse community, the welfare of the horses and
the independent profession of equine osteopathy. On behalf of all fellow equine
osteopaths EDO® we want to express our appreciation.
3
2. Introduction to the professional competency profile/
standards and the history of this document.
In 1995, in The Netherlands the joint medical schools, the doctors’ association
KNMG, representatives of the Ministry of WVC and of the national organisation of coassistants the “Raamplan 1994” established and offered to the minister of O&W and
WVC in The Netherlands. Framework 1994 is a description of the professional
standards and the attainment of basic medical education. The Framework describes
in accomplishment is closer to the right word but not right the requirements which a
graduated doctor must achieve and serves as the manual for the subjects which
should be covered in the course work and mastered for the exams. In 1997 a general
chapter of the Framework was added as an executive measure to the law BIG. In the
following years, this system spread across all medical and paramedical courses.
Shortly after this, the first professional competency standard appeared. The
profession was no longer described only by its knowledge and skill components, but
the starting point to describe what should happen in the daily practice. Competencies
are combinations of knowledge, skills and behaviour / attitude. With this last
contribution two new educational tools were obtained: students should not only know
their course work and be able to apply it in the therapeutic setting, but they should
also learn effective behaviour, so that they can actually achieve their medical goals.
On the other hand the description gives more opportunities to students that everyone
says to have similar attitudes do not even belong in the box to exclude something
else without a clear measure of justice is a difficult thing.
In 2000 there was a new systematic classification of competencies introduced in
Canada for medical schools. CanMEDS, Canadian Medical Education Directives for
Specialist. The focus of the CanMEDS-model was aimed at improving care by
offering the appropriate medical expertise (in this case the equine osteopathy EDO®)
to distinguish ‘roles’ where the (para-)medical practitioner has to deal with this
profession. These ‘roles’ are: communication, cooperation, knowledge and science,
social action, organization and professionalism. (See chapter 5.)
In 2011 The IAEO and The IREO decided to agree in a general overhaul of their
regulatory documents. Firstly, this involved all the rules and other substantive
documents and professional code of ethics. As for the profession standards they put
together a board of advisory: The Standards Committee for Equine Osteopathy
EDO® (SCEO). At the time the standards and the application of those standards
were not in the hands of the board of the Foundation IREO. This could not only no
longer go with the modern form of regulation, but also gave regular tension with the
education and the profession. Who gave them the right and on which conceptions did
they based their decisions.
4
And this is with the aforementioned regulations and with this professional
competency clearly settled, involving the transition and also the amendment
procedure is well described below. Everyone now has an appropriate role in the
extent of its influence on this policy.
There is also in a western society a desired separation between regulation (SEO),
implementation (educational institutions) and control (Register and Appeals).
In annual meetings we could observe within the committee and the boards a growing
willingness to define and anchor these standards with approval of everyone involved
without compromise.
As a result, of course, this is a detailed representation and description as agreed in
consensus. We believe that for this first version we have come to a significant level.
On the other hand it was learned in history that statements without verification
criteria, sparked the discussion rather than guiding. In chapter 8.2.b: “Policy rule RC
testing criteria acknowledgement and inspection programs” you will find therefore a
realization of the criteria that the IREO-visitation committee for her work in
accreditation of education institutes will use.
The report describes the education programs, as they should be. On some points,
this might mean major changes, read extension, for the current programs of several
educational institutions. Because the education institutions are private and not statesubsidized, some things are slower than desired. However, this professional
competency standard (SEO) will be enforced with immediate effect and monitored by
the IREO.
This document doesn’t have an eternal value. Usual is a revise after 5 years.
The WAEO and the IREO want this document to be able to contribute to the
establishment of a social and professional recognition of Equine Osteopathy EDO®.
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3. History of osteopathy and equine osteopathy
3.1: Global history
Andrew Taylor Still MD
A.T. Still (1828-1917), inventor of osteopathy was a countryside doctor who was born
in a clergyman family. When he lost four of his children to meningitis and pneumonia,
despite help from the medicine of his time, he decided to search for a better solution.
From his background of the science available at that time, he studied the fringes of
medicine as well as the medical practices of other peoples. He also studied the
medical potential of some other spiritual currents.
Among others thus he came into contact with the “bone setting”, as practised by the
medicine-men of the Shawnee Indians, which gave him the basic idea of the
influence of disease by correcting the musculoskeletal system.
In addition Still selected, based on education and experience, a number of other
techniques. Actually, he was an eclectic tester of these other techniques and thru the
process of testing and research, gradually eliminated those which did not serve. He
based his choices solely on empiricism.
His spiritual background has always been clearly visible in the fact that from the
beginning he believed in the perfectly created human and suggested that the human
has a self-healing ability, which, if not blocked by internal or external influences,
creates a harmonious healthy body and spirit. His starting point was a unity of the
body, the mind and the soul.
Still considered misalignments of the spine as a central cause of most diseases.
According to osteopathy a motion change hinders the function of the surrounding
nerves and vessels. In his eyes, the restoration of this motion activated the selfhealing ability of the body to restore its harmony. Still considered the use of drugs as
a weakness. Surgery, in his opinion, was employed too quickly. This must be
understood in the sense that Still probably thought that osteopathy was a less
invasive form of care which should at the least be before disturbing the subtle flow of
fluids tensions and electrical energy which may enable the body to heal itself.
In 1892 Still founded in Kirksville the American School for Osteopathy.
In 1910 the American Medical Association decided on the basis of the Flexner report
of 1905 to use qualification system of medical schools based the Western academic
notions on medicine. This led to most osteopathic schools, for reasons of financial
survival, having to distance themselves from the core of Still’s original theory. Not
only were the manual methods relegated to the background in the U.S., but also the
concept of the self-healing capacity of the human body and the spiritual background
of the theory of Still were largely ignored. The American version of osteopathy
became more and more like general medicine.
6
John Martin Littlejohn (1865-1947)
John Martin Littlejohn initially studied languages, theology, medicine, philosophy and
sociology. After being dismissed as preacher, he later worked at the University of
Glasgow.
Due to an illness he was forced to seek another climate, and in 1892 he emigrated to
America where he was appointed to a position at a university and later became head
of Amity University in College Springs, Iowa. The new climate did not restore his
Health and he consulted with A.T. Still for help. Still was able to effect a quick
recovery, which impressed him deeply. Still offered him a position as professor of
general medicine and Littlejohn joined him in the education of osteopaths. Soon he
became Dean of Still’s American School for Osteopathy.
A dispute over the nature of the basic theory of osteopathy; to wit, anatomy or
physiology, soon led to an estrangement. A second difference was that Littlejohn put
a greater emphasis on the theoretical basis, unlike Still who mostly kept going out of
his experience. He founded in 1910 in Chicago the University of Osteopathy. This
school contributed a great deal to the scientific foundation of osteopathy.
In 1913, Littlejohn and his brothers moved back to England and Littlejohn founded
the British School of Osteopathy in 1917. European osteopathy was partly shaped by
this.
William Garner Sutherland (1873-1954)
William Garner Sutherland was born in Wisconsin, USA. He studied at the University
of Upper Iowa and later became editor of the Daily Herald in Austin, Minnesota. From
1889-1900 he studied osteopathy with A.T. Still, at the same time as Littlejohn.
He maintained himself as a student to edit the texts of his physiology teacher, Dr.
Littlejohn, who was also a fellow student of Sutherland.
Osteopathy in the cranial area.
Sutherland became especially interested in the mobility of the cranial bones, on
which he published in 1939, The Cranial Bowl. In the 40s his theory contained more
energetic and spiritual connotations. He used terms like “liquid light”, “potency”,
“breath of life” and “primary respiratory mechanism” (PRM). Sutherland later added
cranial osteopathy to osteopathy.
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3.2: European history
The development of European osteopathy is most easily understood from the
developments in America, England and France. An important difference from America
is that the European osteopaths never have been allowed to use medical techniques
and because of this limitation the manual osteopathy could flourish.
The “English” osteopathy is primarily focused on the musculoskeletal system.
Osteopathy in the cranial and visceral area are mostly taught at the post-graduate
level.
In 1950 the physiotherapist Paul Gény, together with the English osteopath Thomas
G. Dummer, founded l’École d’Française d’Ostéopathie. The goal was to give also
non-doctors of medicine the opportunity to learn the art of osteopathy. The “French”
osteopathy has made a significant contribution, on the European continent, to the
development of osteopathy in the visceral area (Barral and Weisschenk).
Another development is the emergence in Europe of doctors who practise
osteopathy. This had a different effect than in America, where osteopathy mixed with
medical techniques. In Europe, a mixture appeared of manual-therapy and
chiropractic, which actually led to an eclectic approach to manual medicine: the
application of techniques that seem to work without the humanity of osteopathy.
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3.3: History of Equine Osteopathy EDO®
The French veterinarian Dominique Giniaux is widely accepted as one of the first
persons to apply osteopathy, as known to that time, to equines and therefore
considered the founder of Equine Osteopathy.
Pascal Evrard D.O. combined and further developed the known principles and
techniques into a structural and more easily applicable method.
It was Janek Vluggen’s idea to develop the modern visceral concept as a methodical
application to the horse in relation to the autonomic nervous system, and the cranial
sacral system.
As a researcher, sought-after therapist and popular lecturer in the United States as
well as Europe for over two decades, he has built a significant following worldwide.
Through addition of the visceral concept in relation with the autonomic and cranio
sacral system of the equine, developed by Janek Vluggen D.O. MRO EDO®, equine
osteopathy developed into an independent complementary specialization,
successfully thriving worldwide in conjunction with the veterinary medicine.
In 2009 the “International Association of Equine Osteopaths” was founded as first
association for equine osteopathy.
In 2011 “The International Register of Equine Osteopathy” an international registry for
equine osteopaths EDO® was founded.
In 2012, after the IAEO was not longer active as association for the profession of
Equine Osteopathy, the Worldwide Alliance of Equine Osteopaths (WAEO) was
founded.
In 2013, the IREO was asked to take over the exams for Equine Osteopathy EDO®.
To change this regulation within The Standards, the proposal was presented to the
registry, IREO, The education institution (VIEO&E) and the association WAEO for
acceptation.
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4. The definition and principles of Equine Osteopathy
EDO®
4.1: Definition
Equine Osteopathy EDO® is the specific application of the principles and standards
developed in human osteopathy, translated, adapted and modified to the special
structural and physical needs of the equine.
It is the art of assessing self-correction on the part of the organism through manual
access and stimulation of the whole system, to mount its defense and draw from its
own reserves, calling forth a self corrective re-harmonizing response to find health
and balance within the concept of function and structure, based on the scientific
knowledge of the behavior of the anatomic and physiologic systems.
The following principles are used (original text of AT Still):
The body is a unit; the person is a unit of body, mind and spirit.
The body is capable of self-regulation, self-healing and self-maintaining.
Structure and function are reciprocally interrelated.
Rational assessment is based upon an understanding of the basic principles of body
unity, self-regulation, and the interrelationship of structure and function.
Structure and function affect each other through vascular, neurological, lymphatic
and biomechanical way both at the macro anatomic and microscopic, biochemical
and cellular levels. Health is seen as the sum of internal and external influences.
The equine osteopathy practise combines medical and scientific knowledge with
osteopathic principles and philosophy.
Scientific- and evidence-based anatomic and physiologic knowledge have a high
priority in the equine approach, both in research and in assessment level.
The philosophy of osteopathy was developed as a framework for identifying and
facilitating the self-regulating mechanisms in the body by manual assessment of the
restriction of movement and resultant dysfunctions such that the normal functioning
of the circulatory, neurological and biomechanics are impaired. In this sense, a
structural osteopathic deduction, mobilisations and normalisations are essential
components of the equine osteopathy.
The unique way that osteopathic normalisation and mobilisation techniques are
integrated into the equine approach, time, frequency and the technique-choices, are
10
so specific that equine osteopathy distinguishes itself from other equine health care
disciplines and is a safe application.
The discussed normalisations and mobilisations are not limited to the joints of the
spine. Multiple forms of osteopathic manual techniques (from structural to functional)
are defined below.
The osteopathic approach is based on five models of structure and function and is
not limited to assessing symptoms of musculoskeletal complaints. Osteopathy is
more concerned with the mutual influence of biomechanics in the musculoskeletal
system and the whole body physiology.
Equine Osteopathy recognizes that while each equine has the same basic
components, each single equine develops its own adaptation to physical, chemical,
emotional and psychological loads. As a result, the equine osteopath will be less
concerned about bringing the equine into a generalized configuration than to optimize
the individual interaction between structure and function.
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4.2: Five models
Biomechanical model
This model sees the body as the integration of somatic components that coordinate
body posture and balance. Imbalances in this model can lead to energy loss, change
in proprioception, changes in the joint structures and changes in the neuro-vascular
function and metabolism. In a positive applied manner, this model uses the
osteopathic approach to restore the body’s posture and balance.
Neurological model
This model considers the effect of spinal facilitation, proprioceptive functions and the
influence of the autonomic nervous system and nociception in the functioning of the
neuroendocrine system. Clearly, the importance here is the interaction between the
visceral and musculoskeletal system through the autonomic nervous system. In a
positive applied manner, the osteopathic approach will be practiced to reduce the
mechanical stress and the neurological input.
Breathing and circulation model
The function of all structures is dependent on a good arterial blood flow. This model
is concerned with t maintaining a good quality of inter-and intracellular level of flow
and pressure, particularly in terms of oxygen and elimination of waste. Any stress,
elongation or retraction of tissue can inhibit the circulation and thus damage the
health of the tissue. In a positive applied manner, the osteopathic approach is used to
solve dysfunctions in the respiratory system and the body fluid circulation.
Bio-psycho-social model
This model cares about the reaction of the body to environmental, socio-psycho
somatic or physiological stress.
Bio-energetic model
The body tries to maintain a balance between energy production, distribution and
consumption. Osteopathic approach is used assess somatic dysfunctions that have
the potential to disrupt this energy balance.
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4.3: Osteopathic principles
Osteopathy is an integrated approach to the body. Signs and symptoms are seen to
be consistent throughout the entire body. The chain thinking in osteopathy is primary,
the local signs and symptoms are seen as a deeper connection to each other.
Starting from this concept, based on experience and research-testing, the connective
cause- and result-chains of the individual are examined. The model of osteopathy
indicates that the first signs and symptoms that an unhealthy equine displays, will
start initially either locally, or as a direct expression of a problem that has started
elsewhere. In the next stage, the local complaint causes the internal coherence
image of the body to change, thus causing complaints in more remote areas; the selfhealing capacity of the tissue is no longer capable of keeping the body in balance. In
principle this can happen, according to established natural chains, throughout the
entire body. The osteopath has knowledge of the chain-logic of the body.
The equine does not usually come to the equine osteopath in the first stage. There
are often several basic disturbances, which contribute to the overall picture. The
equine presents a complex of complaints and symptoms, which, based on the
knowledge it’s history, and through the equine osteopathic testing can be traced back
to the original lesion.
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5. Composition professional competency profile/standards,
CanMEDS
5.1.1: Brief explanation of the CanMEDS competency model
CanMEDS is a model well suited for the development of the professional
competence in the health professions. It comes from the 1996 stocktaking report
Skills for the New Millennium of CanMEDS 2000 Project (Canadian Medical
Education Directions for Specialists) of the Canadian Medical Education, which in
Canada and other countries, similar exercises has been used for medical and
specialist education.
Because the Dutch Association for human Osteopathy (NVO) and the Dutch Registry
for human Osteopathy (NRO) developed their standards in the
“beroepscompentieprofiel” (BCP) and produced a very practical and complete
document, it was decided to use the structure and setup for the equine osteopathic
standards. The BCP shows a good model for organising, identifying and formulating
skills for the professional competency of equine osteopathy. The NVO and NRO
chose the model based on the CanMEDS 2000 Project. Reasons for this are:
It is a very practical model.
Development derives from the actual act in professional practice, the desired
behaviour, desired skills, and not from separate elements of knowledge, attitude and
skill.
In traditional models used to create professional profiles there is often too much
emphasis on cognitive aspects and this model is indeed based on competencies.
It provides a framework for both development goals and the development of more
specific skills, measurement and performance indicators.
It is widely used in the health professions and is a recognised and accepted model.
It can serve as a basis for international cooperation.
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5.1.2: The CanMEDS model 2000
With the CanMEDS-approach seven competency areas are distinguished:
Medical practice
Communication
Collaboration
Knowledge and science
Social action
Organization
Professionalism
Medical expert / clinical decision maker
Communicator
Collaborator
Scholar
Health advocate
Manager
Professional
Originally, in the CanMEDS model, the roles, which the physician performs, are
indicated as:
(1)
Medical Expert / Clinical Decision Maker,
(2)
Communicator
(3)
Collaborator,
(4)
Scholar,
(5)
Health advocate,
(6)
Manager
(7)
Professional.
Through experience we have chosen to talk about areas of competence according to
these seven roles.
The classification is used to create a list of workable, understandable and testable
skills. In subsequent CanMEDS model of professional competence, equine
osteopathic skills are described. Each of the seven competency areas, first a
definition, then the section of skills is described and then elaborated according to the
taxonomy of the pyramid of Miller, also a famous model in the medical professional
competency and curriculum development. It was decided to use both models, the
pyramid of Miller and CanMEDS, to combine them into a workable and orderly whole.
The competencies and sub competencies, performance indicators derived by
translating the skills into specific goals / specific observable and testable behaviours.
15
5.1.3: Level indicator according to the medical-specific model, the
Pyramid of Miller (1990).
In the context of medical education Miller uses a pyramid to outline the levels of the
skills of medical students. Lower levels are constantly the foundation for the upper
layer.
Knows (knowing: testable knowledge)
The lowest level is the knowledge that a student must have to carry out his future
duties as an equine osteopath. The knowledge can be determined by written exams.
Knows how (the ability to: testable skills)
At the next level it is important that the student knows how to use that knowledge to
perform its problem-solving tasks. For example, an equine osteopath knows how to
make a osteopathic deduction and where to focus on. The level of expertise can be
determined by written exam.
Shows how (the demonstration: to show)
At this third level the student shows that he can act, based on his knowledge, in a
simulated environment. The goal is to determine knowledge and action (cognition
and behaviour). The student not only knows how to make a deduction but also shows
that he can practice.
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Does (being: developing personal qualities)
The goal described in the upper level of the pyramid, is the act for the complex
everyday practice. It is called an integrated body of knowledge, skills, attitude and
personal qualities. Someone that works well at the level “Does” can be considered as
competent. Competence is in higher education a widely used concept. In general, it
refers to the integrated body of knowledge, skills, (professional) attitude and qualities,
necessary to fulfil specific tasks in realistic contexts. It is in the performance of the
profession, that the competencies become visible. It is eventually about the
behaviour that can be expected from the practitioner.
5.2: Explanation of definitions.
The Equine Osteopathic Deduction; a process of reasoning in which the conclusion
follows from the premises given.
An overall picture formed by the osteopath after he has taken an anamnesis,
observed the horse, assessed the horse’s mobility in the parietal, visceral and
craniosacral systems. This deduction is not intended to reveal root cause of the lack
of mobility but rather to reveal its existence in all of its locations in the body.
The Equine Osteopathic Restoration; In which the equine osteopath enables the
various tissues to regain a normal (nominal) function, by his direct action through the
use of the various techniques available to him (and as delineated in the standards)
and through the facilitation of the self healing actions of the body.
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General competency areas and performance-indicators for
the professional competency standards equine osteopath
EDO®
5.3: Index
Introduction
1. Core competence: Equine osteopathic EDO® general restoration skills.
1.1: Partial competence: equine osteopathic deduction: the equine osteopath EDO®
is able, based on his knowledge of the field of equine osteopathy, to make an equine
osteopathic and functional deduction that matches the equine’s complaint. He is also
capable of considering modalities other than equine osteopathy.
1.2: Partial competence: Restoration: following the osteopathic deduction, the equine
osteopath EDO® is able to offer and perform an appropriate restoration of the
equine.
1.3: Partial competence: consulting: following the equine osteopathic deduction and
restoration, the equine osteopath EDO® is able to advise as to the equine’s follow up
program and management, in order to effect an overall improvement in the health
and welfare of the equine.
1.4: Partial competence: evaluation: the cycle of equine osteopathic act ends with the
evaluation of the stages of equine osteopathic deduction, equine osteopathic
restoration and counselling, all this according to the guidelines and steps of the
PDCA-model (Plan-Do-Check-Act).
2. Core competence: equine osteopathic clinical restoration skills
2.1: Partial competence: examination
2.2: Partial competence: equine osteopathic normalisations
2.3: Partial competence: equine osteopathic mobilisations
2.4: Partial competence: Muscle Energy Techniques (MET).
2.5: Partial competence: Spontaneous Release Techniques (SRT) also called Jones
techniques.
2.6: Partial competence: equine osteopathic mobilisation for drainage
2.7: Partial competence: cranial-sacral techniques
2.8: Partial competence: fascial techniques
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3. Core competency: Communication
3.1: Partial competence: relational component: the equine osteopath EDO® can
build a sufficiently trusting relationship with the equine and owner/trainer.
3.2: Partial competence: Orally technical component: the osteopath is able
to have an appropriate conversation with the owner/trainer.
3.3: Partial competence: the equine osteopath EDO® is able to write an accurate
report on the problems and methods of assessment of the equine that is easy to read
for fellow practitioners in the equine health care.
4. Core competency: cooperation
4.1: Partial competence: The Equine Osteopath EDO® will contribute to an
effective consultation and cooperation in equine health care. That work
is based on the osteopathic philosophy and principles and the unity of
equine functioning and coherence between different areas monitored.
4.2: Partial competence: the equine osteopath EDO® is able and willing to
collaborate within a (multidisciplinary) team which is based on the
osteopathic philosophy and principles.
4.3: Partial competence: the equine osteopath EDO® refers appropriately.
5. Core competence: Knowledge and science
5.1: Partial competence: the equine osteopath EDO® develops and maintains a
personal continuing education plan.
5.2: Partial competence: The equine osteopath EDO® will contribute to the
development and survival of the profession “equine osteopath EDO®” and the
science of equine osteopathy EDO®.
Explanation of the difference between equine osteopaths EDO® Senior (Sr) and
equine osteopaths EDO® Junior (Jr).
5.3: Partial competence: the equine osteopath EDO® is able to view equine
osteopathic information critically and objectively.
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6. Core competence: Social Responsibility
6.1: Partial competence: the equine osteopath EDO® will be informed on
the extracurricular developments in equine healthcare.
6.2: Partial competence: the equine osteopath EDO® works with most
sincere integrity and always in the general interest of equine.
6.3: Partial competence: the equine osteopath EDO® is familiar with the current
situation concerning equine health insurance.
7. Core competence: organisation
7.1: Partial competence: the organisation and management principles are applied
adequate.
7.2: Partial competence: the equine osteopath EDO® will effectively deal
with client & equine information.
8. Core competence: professionalism
8.1: Partial competence: the equine osteopath EDO® must be capable of delivering
the highest standard of equine care in an adequate, integrated and involved manner.
8.2: Partial competence: the equine osteopath EDO® has adequate and appropriate
professional conduct in the intrapersonal and interpersonal professional behaviours,
and so described in full compliance with professional ethics in veterinary medicine.
8.3: Partial competence: the equine osteopath EDO® acts in accordance with the
professional code and ethics of equine osteopathy EDO®.
20
Introduction
Equine osteopathy EDO® is recognised as a valuable complementary veterinary
discipline, within the field of primary care. Extensive equine knowledge is an
essential basis in order to safely and effectively perform equine osteopathy EDO® in
the primary care. This requires education of at least Bachelor degree level with
continuing postgraduate education.
To guarantee that all educational institutions for equine osteopathy EDO® comply
with these standards, an independent quality register was established and founded,
The International Register of Equine Osteopathy EDO®.
Its goal is to register, corroborate and affirm to guarantee the expertise and quality in
equine osteopathy EDO®. These professional competency standards describe the
competencies required for equine osteopath’s EDO®, registered with the IREO (The
International Register of Equine Osteopathy EDO®)
The basic principle of equine osteopathy is, that the loss of motion in a body structure
may be the cause for chronic or acute physical complaints. Equine Osteopathy is
based on the principle that the self-healing capacity of the equine body will bring the
body into a new equilibrium and is not just focused on relieving the pain or the
symptoms. This recovery of function through the return to normal movements in
problem areas improves the blood circulation, neurological conduction, metabolic
function and stimulates the self-healing ability. The Equine Osteopath EDO® uses
mainly “soft” (non-invasive) manual techniques
.
1. Core competency: Equine osteopathic EDO® general restoration skills
The Equine Osteopath EDO® is able, based on critical reasoning, knowledge of the
disciplines and understanding of the problems of the equine, to act professionally
while using equine osteopathic restoration skills. The Equine Osteopath EDO® is
bound by principles of osteopathic deduction, restoration, advice and evaluation. The
Equine Osteopath EDO® masters the following techniques: history and examination,
the equine osteopathic deduction, equine osteopathic Restoration, mobilisation,
Muscle Energy Techniques (MET), Spontaneous Release Techniques (SRT), visceral
techniques, cranio-sacral techniques and fascial techniques. Associated fields
include the anatomy, embryology, physiology, neurology, pathology and differential
and exclusion deduction. This includes the principles of the philosophy of osteopathy
& equine osteopathy. In doing so, critical thinking, methods of testing, assessing and
advising the equine owner/trainer, the equine osteopath EDO® has to be consistent
with these principles and philosophy. This refers to the relationship between structure
and function, the importance of mechanical, neurological, vascular and metabolic
associations related to the problems of the equine and the auto-correction of the
equine.
21
1.1 Partial competency: equine osteopathic deduction: the Equine Osteopath EDO®
is able, based on his knowledge of the field of equine osteopathy, to make an equine
osteopathic and functional deduction that addresses the equine’s / owner’s/trainer’s
complaint. He is also capable of considering other options than Equine Osteopathy
EDO®.
KNOWS
KNOWS HOW
SHOWS HOW
DOES:
PRESENTATIONINDICATORS
1.1.1 Can identify
Knows how the
Can make an
Can make an
physical and
requirements
equine osteopathic equine osteopathic
psychological
made of the
deduction in a
deduction in a
requirements
Equine are
simulated
consultation
made of the
identified.
consultation
situation.
equine.
situation.
Knows how to
Is capable of
Has a general
recognise the
Can, in a
making an equine
Recognition
physical, and
simulated
osteopathic
based on
psychological
consultation
deduction based on
acquired
requirements
situation make an all relevant physical
knowledge and made of the
equine osteopathic and psychological
skills, of the
equine and identify deduction and take requirements made
physical and
its uses based on in account the
of the equine in
psychological
acquired
physical, and
order to prepare an
requirements
knowledge and
psychological
equine osteopathic
made of the
skills of these
requirements
restoration plan. Is
equine. . Is
areas. Is capable made of the
capable of making
capable of using of using history,
equine. Is capable an appropriate
history,
provocation tests of making an
restoration that
provocation tests and research in
appropriate
responds to these
and research in that field.
restoration that
requirements using
that field.
responds to these history, provocation
requirements using tests and research.
history,
provocation tests
and research.
22
1.1.2 Understands the
necessity of
sources for an
osteopathic
deduction on
equines.
Knows resources
for an osteopathic
deduction on the
equine.
Uses appropriate
sources in
simulated
consultation
situation.
Uses s appropriate
sources in
Consultation
situation.
Knows how to
Is fully capable
advance the
Is able to assess in within the equine
equine osteopathic a simulation
osteopathic practice
Understands that deduction
situation prior to prior to the equine
to make a correct information from the equine
osteopathic
equine
different sources osteopathic
deduction of
osteopathic
and from a variety deduction, relevant integrating relevant
deduction the
of methods
information from information from
collecting and
(such as history, different sources different sources
recording
medications,
and from a variety and from a variety of
information from medical reports, of methods (such methods (such as
different sources etc.) Can collect as history,
history, medications,
and from a variety and record.
medications,
medical reports,
of methods (such
medical reports, etc.) and of
as history,
etc.) and can
collecting and
medications, ,
collect and record recording with the
medical reports,
this information.
result of an
etc.) is important.
adequate and
appropriate equine
osteopathic
deduction.
1.1.3 Need for overall General scope of Is able to take a
Is able to take a
history.
history.
general history in a general history in a
simulated
consultation
Understands that Knows the role
consultation
situation.
to make a correct and importance of situation.
equine
an overall history
Within the equine
osteopathic
of the present level Is capable, in a
osteopathic
deduction, a
of the health and simulated equine consultation
general history of well being (quality osteopathic
practice, is able to
the present level and quantity) of
consultation
take g a general
of health (quality the equine.
situation, of taking history of the health
and quantity) of Recognises the
an adequate
situation and the
the equine is
scope of the
history of the
level (quality and
necessary.
findings from this overall health and quantity) of the well
assessment.
the level (quality being of the equine
and quantity) of
and his ability to
well being of the perform. Is fully
equine to perform. aware of the scope
Acts within the
of the findings from
scope of the
this assessment.
findings from this
assessment.
23
1.1.4 Knows
importance of
analysis and
synthesis of data.
Knows the
analysis and
synthesis
methods.
Understands that Knows methods
data that emerges and techniques of
from an
analysis and
assessment of the synthesis that can
overall health and be used with
welfare of the
findings from the
equine must be overall
analysed and
assessment of the
synthesised
health and welfare
before the
situation of the
findings of the
equine.
assessment can
be adequately
applied to the
Osteopathic
Restoration.
1.1.5 Understands the Knows methods of
Need for
employing
differential
differential
deduction
deduction
information.
information.
Understands that
based on all
equine
osteopathic
deductive
information,
differential
deduction
considerations
should be made.
Knows the method
to, make and to
substantiate a
choice for equine
osteopathic
assessment or to
refer to another
practitioner based
on all equine
osteopathic
deductive
information
differential
deduction
considerations.
24
Performs methods
of analysis and
synthesis in a
simulated
consultation
situation.
Knows the correct
methods and
techniques of
analysis and
synthesis to
adequately and
efficiently employ
in the disposition
of the overall
findings from the
assessment of the
health and welfare
of the equine.
Can Draft
differential
deductions in
simulation
situations.
Can, in a
simulated
assessment
situation, prepare
a substantiated
choice for equine
osteopathic
assessment or to
refer to another
practitioner based
on all the
differential
deduction
considerations in
equine osteopathic
deduction data.
Execute methods
and techniques in
consultation
situation.
Knows within the
equine osteopathic
practice in a variety
of cases, the proper
methods and
techniques of
analysis and
synthesis to
adequately and
efficiently employ in
the disposition of
the results from the
overall assessment
of the health and
welfare of the
equine.
Can Draft
differential
deductions in
practice.
Is capable of
preparing and
justifying a choice
for equine
osteopathic
assessment or to
refer to another
practitioner, based
on all equine
osteopathic
deductive
information of
differential
deduction
considerations.
1.2
1.2.1
Partial competency: Restoration: following the osteopathic deduction, the
equine osteopath EDO® is able to offer and perform an appropriate
restoration of the equine.
KNOWS
KNOWS HOW
SHOWS HOW
Interest centred
equine.
How equinecentred.
Is aware of the
importance of the
centrality of the
equine in the
provision of care
and osteopathic
restoration.
Know how the
owner/trainer is
asked to be
involved the
provision of care
and assessment.
Equine-centred
assessment in
simulated
situations.
DOES:
PRESENTATIONINDICATORES
Equine at the
centre of equine
osteopathic
practice.
Sets the equine in
the centre of a
simulated
assessment
situation.
Is able to keep care
of the equine
central within the
equine osteopathic
practice.
25
1.2.2
Importance right Conscious of right Makes correct
Makes correct
decisions.
decisions.
decisions in
decisions in equine
Has learned some simulated
osteopathic
Is aware of the
strategies to
restoration
restoration
importance of
weigh the
situation.
situation.
weighing the
information
information to
gathered in order Can, in a simulated Within the equine
arrive at the
to make correct
restoration
osteopathic
correct
decisions, setting situation make the practice can select
decisions, setting goals and
correct decisions, factually- specific
goals and
constructing
set goals and
goals and plans to
constructing
specific plans to
construct specific achieve these
specific plans to achieve these
plans to achieve goals when it
achieve these
goals in terms of these goals in
comes to the
goals in terms of the equine
terms of the equine restoration
the equine
osteopathic
osteopathic
situation. Knows for
osteopathic
restoration
restoration
example a role for
restoration
situation. Knows, situation. Knows other contextual
situation. Knows for example, that that for example a factors that
that the situation the situation in
role for other
influence the
in which the
which the equine contextual factors situation in which
equine and
and owner/trainer that influence the the equine and
owner/trainer
resides may in
situation in which owner/trainer
resides may in
principle influence the equine and
resides may
principle influence the achievement of owner/trainer
influence the
the achievement these goals.
resides may be
achievement of
of these goals.
one factor that can these goals
influence the
achievement of
these goals.
26
1.2.3
Familiar with
Knows principles of Apply principles of Apply principles of
applied problem- applied problem- problem-solving in problem-solving in
solving.
solving.
simulated
equine osteopathic
environment.
practice.
Familiar with
Knows the
principles of
principles of
Applies principles Applies principles
applied problem- applied problem- of applied problem- of applied problemsolving and
solving and
solving and
solving and clinicalclinical-rational
clinical-rational
clinical-rational
rational thinking
thinking regarding thinking in terms of thinking with
regarding the
the findings of the the findings from regard to the
findings of the
history in order to the history. Can, findings from the history within the
achieve planning, based on this,
history. Can, based equine osteopathic
setting priorities plan, set priorities on this skill within a restoration integral
and implementing and implement the simulated
to practice. Can,
the appropriate appropriate
restoration
based on this, plan,
restoration
restoration in basic situation, plan, set set priorities and
education
priorities and
implement the
situations.
implement the
appropriate
appropriate
restoration.
restoration.
27
1.3
Partial competency: Consulting: following the equine osteopathic deduction
and restoration, the equine osteopath EDO® is able to advise as to the
equine’s follow up program and management, in order to effect an overall
improvement in the health and welfare of the equine.
KNOWS
1.3.1
KNOWS HOW
SHOWS HOW
Familiar with the
inventory of
complaints and
requirements of
the equine.
DOES:
PRESENTATIONINDICATORS
How demand and Can demand and Inventory situation
situation patient
situation inventory equine in equine
inventory.
equine in
osteopathic practice
simulated
and provide
Knows how the
assessment
practical advice.
inventory of
situation.
Familiar with the problems,
Shows in the equine
fact that an
complaints,
Shows in a
osteopathic
inventory should possibilities in
simulated
assessment how the
be made of the work, welfare and assessment
problems,
problems,
equine health
situation how the complaints,
complaints,
should be made inventory of
possibilities in work,
demands of work, and be
problems,
welfare and equine
welfare and
communicated
complaints,
health are
equine health,
with the owner/
possibilities in
adequately and
and that should trainer. Know how work, welfare and actively identified
be communicated in this context the equine health is
and communicated
with the owner/ question of the
made, and how
with the owner/
trainer. Knows
equine with regard should be
trainer. Shows how
that in this
to physical, mental communicated
in this situation also
context the
and energetic
with the owner/
within this context
question of the heath (i.e. energy, trainer Shows that the question of the
owner/trainer with metabolic) in an
in this situation
equine regarding the
regard to
opinion is
also how in this
physical, mental and
physical, mental answered.
context the
energetic health
and energetic
question of the
(i.e., energy
health (i.e.
equine with regard metabolism,
energy
to physical, mental metabolic) in an
housekeeping,
and energetic (i.e. appropriate and
metabolic) in an
energy, metabolic) efficient answer is
opinion is
in an advisory
provided in advisory.
answered.
answered is.
28
1.3.2
Guidelines
advisory.
Familiar with the
fact that the
advice guidelines
for individual
assessment and
counselling
should include
the health and
welfare situation
of the equine.
1.3.3
Relationship
advice and
owner/trainer
acceptance.
Knowing the
guidelines
advisory.
Drafting advice in Drafting advice into
simulated
practice.
assessment
situation.
Is able to, within the
Knows how the
equine osteopathic
advice can be
Is able to treat in a assessment
positioned so that simulated situation practice, make the
the guidelines for and make the
advisory in a way to
an individual
advisory in a way draw up the
assessment and to draw up the
guidelines for an
counselling that
guidelines for an individual and
includes the health individual and
counselling that
and welfare
counselling that
includes the health
situation of the
includes the health and welfare situation
equine.
and welfare
of the equine.
situation of the
equine.
Aware of owner/ Dealing with
Dealing with
trainer acceptance relationship advice relationship advice
and relationship
and acceptance
and acceptance
advice.
owner/trainer.
owner/trainer.
Orients himself Is well aware of
Shows that within Shows in the equine
on the fact that the fact that good a simulated
osteopathic
good advice can advice can only be education situation assessment practice
only be effective effective if it is
to take into
that he always takes
if it is accepted by accepted by the
account - and can into account - and
the owner/trainer. owner/trainer.
play on - the fact can play on - the
Knows that the Knows how the
that good advice fact that good
wording of the
wording of the
can only be
advice can only be
advice and
advice and
effective if it is
effective if it is
embedding this embedding within accepted by the
accepted by the
into context within the context of
equine’s owner/
equine/owner/
the advisory
more
trainer. Shows in trainer. Shows in the
should be taken. comprehensive
the same situation same situation that
(Advisory =
advice is to take that he was
he was formulating
quality x
them into account. formulating the
the advice and
acceptance)
(Advisory = quality opinion and the
embedding within
x acceptance)
embedding in the the advisory context
advisory context to to act to this fact.
act to this fact
29
1.4
Partial competency: Evaluation: the cycle of equine osteopathic act ends with
the evaluation of the stages of equine osteopathic deduction, equine
osteopathic restoration and counselling, all this according to the guidelines
and steps of the PDCA-model (Plan-Do-Check-Act).
KNOWS
KNOWS HOW
SHOWS HOW
DOES:
PRESENTATIONINDICATORES
1.4.1 Familiar with
Knows the
Perform evaluation Perform evaluation
evaluation of the evaluation of the assessment
assessment
restoration
restoration process process from
process from
process.
from equine
equine osteopathic equine osteopathicosteopathic-rational thinking in rational thinking in
Knows that for the rational thinking. simulated practice. practice.
evaluation of the
restoration
Knows how the
Leave in a
Shows in the
process the use equine osteopathic simulated situation equine osteopathic
of equine
foundation-rational equine osteopathic assessment
osteopathicthinking is used in assessment to see practice fully how
rational thinking is the foundation of how the foundation the foundation of
the foundation for selection,
equine
equine osteopathic
passing selection, justification and
osteopathicrational-thinking
justification and review and / or
rational thinking is commitment to the
review and / or
adaptation of
commitment to the implementation of
adaptation of
appropriate
implementation of selection,
appropriate
assessment.
selection,
justification and
restoration.
justification and
review and / or
review and / or
adaptation of
adaptation of
appropriate
appropriate
assessment.
assessment.
30
1.4.2
1.4.3
Familiar with the Knows the
principles
principles of
generating
evaluation data
evaluation data of generated by the
the assessment. assessment.
Apply principles of Apply principles
evaluation-data
generate evaluation
generated from the data of the
assessment in
assessment in
simulated practice practice.
situations.
Knows the
Knows how the
Sets within the
principles of the principles of the
Shows in a
equine osteopathic
generation and generation and
simulated
assessment
application /
application /
assessment
practice always to
utilization of
utilization of
situation how the the principles of the
evaluation
evaluative outcome principles of the
generation and
measuremeasures for the generation and
application /
outcomes for the evaluation of
application /
utilization of
evaluation of
equine osteopathic utilization of
evaluative outcome
equine
assessment are
evaluative
measures for the
osteopathic
prepared and can measure-outcomes evaluation of the
assessment.
be used
for the evaluation equine osteopathic
appropriately and of equine
assessment
efficiently.
osteopathic
adequately and
assessment are
efficiently used.
prepared and can
be used
appropriately and
efficiently
Orientation on
How act evaluated. Can act evaluating Can act evaluating
evaluated act.
in a simulated
in equine
Knows how the
restoration
osteopathic
Aware of the fact equine osteopathic situation.
practise.
that in Equine
practice
osteopathic
performance of the Demonstrates how Demonstrates
practice the
restoration requires within a simulated smoothly, properly
performance of prioritization
education situation and completely,
the restoration
depending on
t the performance within the equine
requires
information from of equine
osteopathic
prioritization
history and exam, osteopathic
practice,
depending on
for example.
practice the
how he prioritizes
information from
performance of the the information
history and exam,
restoration requires collected to effect
for example.
prioritization
his restoration.
depending on
information from
history and exam,
for example.
31
1.4.4
Familiar with
Knows the basic
basic principles of principles of an
an examination examination
question and
question and
concept.
concept.
Is familiar with the Knows the basics
basics of
and more
formulating an
advanced
examination
principles of
question,
formulating an
development and examination
design of a
question and the
examination
development and
concept and
establishment of
implementation of an examination
the final
concept. Knows
examination
how to actively
process.
cooperate to
achieve the final
implementation of
the examination
process.
32
Applies the basic Applies the basic
principles of an
principles of an
examination
examination
question in a
question in equine
simulated
osteopathic
education situation. practice.
Shows that he can Shows in the
be capable of
equine osteopathic
formulating an
practice that,
examination
adhering entirely to
question and the the principles of
development and formulating an
establishment of examination
an examination
question and the
concept and can development and
actively use in a
establishment of an
simulated
adequate
assessment
examination
situation to achieve concept and shows
the implementation active efforts to
of the final
achieve the final
examination
implementation of
process.
the examination
process.
2. Core competence: equine osteopathic clinical restoration skills
The Equine Osteopath EDO® is able to, based on critical reasoning ability,
knowledge of the discipline and understanding of the problems of the equine to act
professionally while using equine osteopathic clinical restoration skills. The equine
osteopath EDO® is bound by the principles of equine osteopathic deduction,
restoration, advice and evaluation. This will be approached from the techniques of
examination, equine osteopathic normalisation, mobilisation, Muscle Energy
Techniques (MET), Spontaneous Release Techniques (SRT), visceral techniques,
cranio-sacral techniques and fascial techniques. Associated fields include the
anatomy, embryology, physiology, neurology, pathology, and exclusion deduction
while remaining true to the principles of the philosophy of equine osteopathy EDO®.
In so doing, critical thinking, methods of testing, restoring mobility to the equine and
advising the owner/trainer has to be consistent with these principles and philosophy.
This refers to the relationship between structure and function, the importance of
mechanical, neurological, vascular and metabolic relationships in the problems of the
equine and the auto-correction options to the equine.
2.1
Partial competency: examination
KNOWS
2.1.1
KNOWS HOW
SHOWS HOW
DOES:
PRESENTATIONINDICATORES
Basic skills
More extensive
Apply skills equine Fully mastering
equine
skills equine
osteopathic
skills equine
osteopathic
osteopathic
examination
osteopathic
examination
examination
techniques in
examination
techniques.
techniques.
practice situation. techniques in
practice.
Basic skills
More extensive
In a simulated
related to the
practical and
education situation Professional skills
general and
applicable skills on regarding the
related to the
specific ability to the general and
applicable skills in general and
apply equine
specific terms
general and
specific ability to
osteopathic
apply to equine
specific terms
apply equine
research and
osteopathic
apply to equine
osteopathic
examination
research and
osteopathic
research and
techniques in a examination
research and
examination
safe, functional techniques in a
examination
techniques in a
and technically
safe, functional
techniques in a
safe, functional and
high level.
and technically
safe, functional
technical high level.
high level.
and technical high
level.
33
2.1.2 Applicable
equine
osteopathic skills
related to the
ability of
examination of
the entire equine
body.
More extensive
Master skills
Fully mastering skills
and practically
related to the
related to the equine
applicable equine equine
osteopathic
osteopathic skills osteopathic
examination of the
related to the
examination of the whole equine body in
ability of examining whole equine
practice.
the equine body. body in a practice
situation.
Professional skills
More extensive
related to the ability
Basic skills
and practically
In a simulated
to examine the whole
related to the
applicable skills
education
equine, specifically in
ability to examine related to
situation
relation to mobility
the whole equine, assessing the
applicable skills and with respect to
specifically in
performance of the on being able to mobility and respect
relation to
whole equine,
examine the
for the equine
mobility and
specifically in
whole equine,
osteopathic
respect for the
relation to mobility specifically in
principles (relation
equine
and respect for the relation to mobility between structure
osteopathic
equine osteopathic and respect for
and function,
principles of
principles (relation the equine
importance of
relationship
between structure osteopathic
mechanical,
between
and function,
principles (relation neurological,
structure and
importance of
between structure vascular and
function,
mechanical,
and function,
metabolic
importance of
neurological,
importance of
interrelationships
mechanical,
vascular and
mechanical,
within the equine’s
neurological,
metabolic
neurological,
symptoms and the
vascular and
interrelationships vascular and
possibility of auto
metabolic
within the equine’s metabolic intercorrection options for
interrelationships symptoms and to relationships
the equine)
within the
auto correct
within the equine’s
equine’s
options for the
symptoms and the
symptoms and equine).
possibility of auto
the potential for
correction options
auto correction
for the equine)
by the equine).
34
2.1.3 Basic
More extensive
Mastering skills of
assessment skills evaluation skills of a more
of detected
equine osteopathic comprehensive
equine
dysfunction
evaluation
osteopathic
detected at the
detected equine
dysfunctions in service of an
osteopathic
the service of an effective
dysfunction in the
effective
restoration
service of an
restoration
strategy.
effective
strategy.
restoration
More extensive
strategy in a
Basic skills
and practically
practice situation.
related to the
applicable skills
ability to evaluate related to
In a simulated
observed equine evaluating the
education
osteopathic
observed equine situation
dysfunctions and osteopathic
demonstrates the
to differentiate
dysfunction and to applicable skills to
between primary differentiate
evaluate equine
and secondary between primary osteopathic
equine
and secondary
dysfunctions and
osteopathic
equine osteopathic found to
dysfunctions (as dysfunction (as
differentiate
regards urgency regards urgency between primary
and therefore the and therefore the and secondary
restoration
restoration
equine
regimen) in order regimen) in order osteopathic
to arrive at an
to arrive at an
dysfunctions (with
effective
effective
regard to urgency
restoration
restoration
and therefore the
strategy.
strategy.
restoration
regimen) in order
to arrive at an
effective
Restoration
strategy.
35
Fully mastering skills
of comprehensive
evaluation detected
equine osteopathic
dysfunctions in the
service of an
effective restoration
strategy in practice.
Professional skills
related to the ability
to differentiate
between primary and
secondary equine
osteopathic
dysfunctions (with
regard to urgency
and therefore the
restoration regimen)
in order to arrive at
an effective
restoration strategy.
2.1.4 Basic skills to
adjust
examination
techniques to the
equine and their
situation.
More extensive
skills to adjust
examination
techniques to the
equine and his
situation.
Extensive
examination skills
to master
examination
techniques
applied to the
equine and his
situation in a
practice situation.
Complete control of
all skills to master
examination
techniques on equine
and their impact on
equine and owner/
trainers in equine
osteopathic practice.
Basic skills
More extensive
related to the
and practically
adjustment of
applicable skills
Professional skills
osteopathic
related to the
In a simulated
related to the ability
examination,
adjustment of
education
to adapt history,
ability to observe, osteopathic
situation based on ability to observe,
evaluate and
examination, ability the applicable
evaluate and
analyse,
to observe,
skills to adapt
analyse, and
examination,
evaluate and
examination,
examinations of
techniques using, analyse, and apply ability to observe, osteopathic
adjusted to age techniques
evaluate and
techniques using,
and gender of the adjusted to age
analyse, using
adjusted to age and
equine and the and gender of the osteopathic
gender of the equine
nature of his
equine and the
techniques,
and the nature of his
complaint and
nature of his
adjusted to age
complaint and equine
equine
complaint and
and gender of the osteopathic
osteopathic
equine osteopathic equine and the
dysfunctions.
dysfunctions.
dysfunctions.
nature of his
complaint and
equine
osteopathic
dysfunctions.
2.1.5 Basic skills and More extensive
Mastering skills
Fully mastering skills
knowledge
skills and
contraindications contraindications
contraindications. knowledge
simulated
equine osteopathic
contraindications. practice.
practice.
Basic skills and
knowledge of
More extensive
In a simulated
Professional skills
contraindications and practically
education
and knowledge of
for a full equine applicable skills
situation
contraindications for
osteopathic
and knowledge of applicable skills a full equine
assessment and contraindications and knowledge of osteopathic
contraindications for a full equine
contraindications assessment and
to specific equine osteopathic
for a full equine
contraindications to
osteopathic
assessment and osteopathic
specific equine
techniques.
contraindications assessment and osteopathic
to specific equine contraindications techniques.
osteopathic
to specific equine
techniques.
osteopathic
techniques.
36
2.2
Partial competence: equine osteopathic normalizations
KNOWS
KNOWS HOW
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
2.2.1 Basic skills in
More extensive
Mastering skills in Complete control
equine osteopathic equine osteopathic a education
equine
normalisation.
normalisation skills. situation equine
osteopathic
osteopathic
normalisation
Basic skills in
More
normalisation
skills in equine
handling both
comprehensive and
osteopathic
general and specific practical on the
Apply skills in
practice.
ability to apply
applicable skills in simulated practice
equine osteopathic general and specific situation on the
Professional
normalisation
ability to apply
applicable skills in skills related to
techniques in a
equine osteopathic general and
general and
safe, functional and normalisation
specific ability to specific terms
technically high
techniques in a safe, apply equine
may apply
level.
functional and
osteopathic
equine
technically high
normalisation
osteopathic
level.
techniques in a
normalisation
safe, functional
techniques in a
and technically
safe, functional
high level.
and technically
high level.
2.2.2 Basic skills to
More extensive
Manage extensive Fully manage
normalisation of the normalisation skills normalisation in
extensive
equine.
for the equine.
practice situation. normalisation in
osteopathic
Basic skills to
More extensive and In a simulated
practice.
perform equine
practically applicable education situation
osteopathic
skills to perform
applicable skills to Professional
normalisations for equine osteopathic perform
skills to perform
the complete
normalisations for osteopathic
osteopathic
equine.
the equine.
normalisations for normalisations
the entire equine. for the equine.
37
2.2.3 Basic skills to adapt More extensive
normalisations to normalisation skills
the situation of the to adapt to equine’s
equine.
conditions.
Mastering skills to Fully mastering
adapt
skills to adapt
normalisations to normalisations to
the situation of the the situation of
equine fit in a
the equine fit in
Basic skills to adapt More extensive and practice situation. osteopathic
to equine
practically applicable
practice.
osteopathic
skills on equine
In a simulated
normalisation
osteopathic view of education situation Professional
techniques to age altering equine
applicable equine skills related to
and sex of the
osteopathic
osteopathic skills customizing of
equine and the
normalisation
related to
the equine
nature of his
techniques to age customizing of the osteopathic
complaint.
and sex of the
equine osteopathic normalisation
equine and the
normalisation
techniques to
nature of his
techniques to age age and sex of
complaint
and sex of the
the equine and
equine and the
the nature of his
nature of his
complaint.
complaint.
2.2.4 Basic skills,
More extensive skills Mastering skills
Fully mastering
knowledge
and knowledge
contraindications in skills
contraindications. contraindications.
a practice situation. contraindications
in a practice
Basic skills and
More extensive and In a simulated
situation.
knowledge of
practically applicable education situation
contraindications in skills and knowledge applicable skills
Professional
terms of equine
of contraindications and knowledge of skills and
osteopathic
in terms of equine contraindications in knowledge of
normalisation
osteopathic
terms of equine
contraindications
techniques.
normalisation
osteopathic
in terms of
techniques.
normalisation
equine
techniques.
osteopathic
normalisation
techniques.
38
2.3
Partial competence: equine osteopathic mobilisations
KNOWS
KNOWS HOW
DOES:
PERFORMANCE
INDICATORS
2.3.1 Basic equine
More extensive
Mastering skills
Complete control
osteopathic
equine osteopathic equine osteopathic equine
mobilisation.
mobilisation skills. mobilisation in a
osteopathic
practice situation. mobilisation in
Basic skills related More extensive and
equine
to the general and practically
In a simulated
osteopathic
specific ability to
applicable skills
education situation practice.
apply equine
related to the
regarding the
osteopathic
general and specific applicable skills in Professional
mobilisation
ability to apply
general and
skills related to
techniques in a
equine osteopathic specific ability to the general and
safe, functional and mobilisation
apply equine
specific ability to
technically high
techniques in a
osteopathic
apply equine
level.
safe, functional and mobilisation
osteopathic
technically high
techniques in a
mobilisation
level.
safe, functional
techniques in a
and technically
safe, functional
high level.
and technically
high level.
2.3.2 Facilitation skills
and restore
movement and
function.
SHOWS HOW
More extensive
Mastering
facilitation skills and facilitation skills
restore movement and restore
and function.
movement and
function in a
Basic skills around More extensive
practice situation.
the facilitation and practical and
restore movement applicable skills
In a simulated
and function in
around the
education situation
terms of mobilizing facilitation and
applicable skills
equine osteopathic restore movement around the
techniques that
and function in
facilitation and
improve the
terms of mobilizing restore movement
function.
equine osteopathic and function in
techniques that
terms of mobilizing
improve the
equine osteopathic
function.
techniques that
improve the
function.
39
Fully manage
and repair
facilitation skills,
movement and
function in
osteopathic
practice.
Professional
skills around the
facilitation and
restore
movement and
function in terms
of mobilizing
equine
osteopathic
techniques that
improve the
function.
2.3.3 Basic Skills
mobilisation
techniques.
More extensive
skills mobilisation
techniques.
Mastering skills
mobilisation
techniques in a
practice situation.
Fully mastering
skills mobilisation
techniques in
practice.
Basic skills to
More extensive and
perform equine
practically
In a simulated
Professional
osteopathic
applicable skills to education situation skills to perform
techniques on
perform equine
applicable skills to equine
mobilizing the whole osteopathic
perform equine
osteopathic
equine body.
techniques on
osteopathic
techniques on
mobilizing the whole techniques on
mobilizing the
equine body.
mobilizing the
whole equine
whole equine body. body.
2.3.4 Basic Skills: adapt More extensive
Comprehensive
Fully expanded
mobilizing
skills: adapt
master basic skills: basic control:
techniques to the
mobilizing
adapt mobilizing adjust
situation of the
techniques to the
techniques to the mobilisation
equine.
situation of the
situation of the
techniques to the
equine.
equine in a
situation of the
Basic skills related
practice situation. equine in
to the adaptation of More extensive and
practice.
mobilisation
practically
In a simulated
techniques to age, applicable skills
education situation Professional
gender and type of related to the
on the applicable skills related to
tissue from the
adjustment of
skills to adapt
the adjustment of
equine and the
mobilisation
mobilisation
mobilisation
nature of his
techniques to age, techniques to age, techniques to
complaint.
gender and type of gender and type of age, gender and
tissue of the equine tissue of the
type of tissue of
and the nature of
equine and the
the equine and
his complaint.
nature of his
the nature of his
complaint.
complaint.
2.3.5 Basic contraMore extensive
Apply skills
Fully mastering
indications related skills
contraindications skills
to mobilisation.
contraindications
related to
contraindications
related to
mobilisation in a
related to
Basic skills and
mobilisation.
practice situation. mobilisation in a
knowledge of
practice situation.
contraindications in More extensive and In a simulated
terms of mobilizing practically
education situation Professional
equine osteopathic applicable skills and applicable skills
skills and
techniques.
knowledge of
and knowledge of knowledge of
contraindications in contraindications in contraindications
terms of mobilizing terms of mobilizing in terms of
equine osteopathic equine osteopathic mobilizing equine
techniques.
techniques.
osteopathic
techniques.
40
2.4
Partial competence: Muscle Energy Techniques (MET)
KNOWS
KNOWS HOW
DOES:
PERFORMANCE
INDICATORS
2.4.1 Muscle Energy
More extensive
Apply MET skills in Mastering MET
Technique (MET) skills in applying
a practice situation. skills in equine
applying skills
MET.
osteopathic
generally.
In a simulated
practice.
More extensive and education situation
Basic skills related practically
applicable skills on Professional
to general and
applicable skills
the general and
skills related to
specific sense of
related to general specific sense,
general and
MET can apply to a and specific sense MET on use of
specific sense,
safe, functional and of MET can apply to safe, high level
MET on use of
technically high
a safe, functional technical and
safe, high level
level.
and technically high functional.
technical and
level.
functional.
2.4.2 Restore basic
More extensive
Apply skill
Master skills
movement and
skills recovering
recovering
recovering
MET function.
movement and
movement and
movement and
function MET.
function MET.
function MET.
Basic skills around
the facilitation and More extensive and In a simulated
Professional
restoration of
practically
education situation skills around the
motion and function applicable skills
applicable skills
facilitation and
in terms of MET.
around the
around the
restoration of
facilitation and
facilitation and
motion and
restoration of
restoration of
function in terms
motion and function motion and function of MET.
in terms of MET.
in terms of MET.
2.4.3 Perform MET over Perform more
Applying MET skills Mastering MET
entire equine body. extensive skill MET over the entire
skills to adjust
over entire equine equine body.
equine body.
Basic skills to
body.
perform MET over
In a simulated
Professional
the entire equine
More extensive and education situation skills to perform
body.
practically
applicable skills to MET over the
applicable skills to perform MET over entire equine
perform MET over the entire equine body.
the entire equine
body.
body.
41
SHOWS HOW
2.4.4 MET adapt skills to More MET
Applying MET skills Mastering MET
equine situation.
extensive skills to to adjust to equine skills to adjust to
adjust to equine
situation in a
equine situation
Basic skills related situation.
practice situation. in practice.
to MET adapt to
age and gender of More extensive and In a simulated
About the
the equine and the practically
education situation professional
nature of his
applicable skills
on the applicable skills of MET to
complaint.
related to MET
skills of MET to
adjust to age and
adapt to age and
adjust to age and gender of the
gender of the
gender of the
equine and the
equine and the
equine and the
nature of his
nature of his
nature of his
complaint.
complaint.
complaint.
2.4.5 Basic MET
More extensive
Apply MET skills, Mastering MET
contraindications. MET skill
contraindications skills in practice.
contraindication.
techniques in a
Basic skills and
simulated real-life Professional
knowledge of
More extensive and situation.
skills and
contraindications in practically
knowledge of
terms of MET.
applicable skills and In a simulated
contraindications
knowledge of
education situation when it comes to
contraindications
applicable skills
MET.
when it comes to
and knowledge of
MET.
contraindications
when it comes to
MET.
42
2.5
Partial competence: Spontaneous Release Techniques (SRT) also
named Jones’ techniques.
KNOWS
KNOWS HOW
2.5.1 Apply basic SRT in More extensive use
general.
SRT skills in
general.
Basic skills related
to general and
More extensive and
specific terms apply practically
to SRT in a safe,
applicable skills
functional and
related to general
technically high
and specific terms
level.
apply to SRT in a
safe, functional and
technically high
level.
SHOWS HOW
Apply skills SRT
generally in a
practice situation.
DOES:
PERFORMANCE
INDICATORS
Mastering SRT
skills in general
practice.
In a simulated
Professional
education situation skills related to
regarding the
general and
applicable skills in specific terms
general and
apply to SRT in a
specific terms apply safe, functional
to SRT in a safe, and technically
functional and
high level.
technically high
level.
2.5.2 SRT to apply basic More extensive use Applying SRT
Apply skills to
movement and
SRT skills in
mastering skills in manage SRT
function.
movement and
movement and
movement and
function.
function in practice function in
Basic skills around
situation.
practice.
the facilitation and More extensive
restore movement practical and
In a simulated
Professional
and function when it applicable skills
education situation skills around the
comes to SRT.
around the
applicable skills
facilitation and
facilitation and
around the
restore
restore movement facilitation and
movement and
and function when it restore movement function when it
comes to SRT.
and function when comes to SRT.
it comes to SRT.
2.5.3 Basic SRT to whole More extensive
Apply SRT to entire Controlling the
body.
skills SRT to whole body in a practice applying of SRT
body.
situation.
to the whole
Basic skills to
body in practice.
perform SRT in all More extensive and In a simulated
parts of the equine’s practically
education situation Professional
body.
applicable skills to applicable skills to skills to carry out
perform SRT on all carry out SRT in all SRT in all parts
parts of the equine’s parts of the
of the equine’s
body.
equine’s body.
body.
43
2.5.4 Adjust SRT skills to More extensive
equine situation.
skills to adapt SRT
to equine situation.
Basic skills related
to the SRT can
More extensive and
adapt to age and
practically
gender of the
applicable skills on
equine and the
the SRT can adapt
nature of its
to age and gender
complaint.
of the equine and
the nature of its
complaint.
2.5.5 Basic Skills
contraindications
related to SRT.
Basic skills and
knowledge of
contraindications
when it comes to
SRT.
Apply skills to
Mastering skills
adapt SRT to
to adapt SRT
equine situation in equine situation
a practice situation. in practice.
In a simulated
education situation
on the applicable
skills to adapt to
SRT age and
gender of the
equine and the
nature of its
complaint.
Apply basic contraindications of SRT
in a practice
situation.
Professional
skills related to
the SRT can
adapt to age and
gender of the
equine and the
nature of its
complaint.
More extensive and In a simulated
practically
education situation
applicable skills and applicable skills
knowledge of
and knowledge of
contraindications
contraindications
when it comes to
when it comes to
SRT.
SRT.
Professional
skills and
knowledge of
contraindications
when it comes to
SRT.
More extensive
skills
contraindications
related to SRT.
44
Mastering skills
contraindications
on SRT in
practice.
2.6
Partial competence: equine osteopathic mobilisation for drainages.
KNOWS
2.6.1 Basic skills
generally apply with
respect to visceral
techniques.
Basic skills related
to general and
specific sense of
visceral apply
techniques in a
safe, functional and
technically high
level.
2.6.2 Visceral basic
techniques for
facilitating and
restore movement
and function.
Basic skills around
the facilitation and
restoration of
motion and function
in terms of visceral
techniques.
KNOWS HOW
More extensive
skills generally
apply in relation to
visceral techniques.
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
Apply skills visceral Control visceral
techniques in a
techniques in
practice situation. practice.
In a simulated
More extensive and education situation
practically
regarding the
applicable skills
applicable skills in
related to general general and
and specific terms specific ability to
may apply visceral use visceral
techniques in a
techniques in a
safe, functional and safe, functional
technically high
and technically
level.
high level.
More extensive
Apply visceral
visceral skills and techniques for
facilitation
facilitating and
techniques for
restore movement
restoration of
and function in a
motion and function. practice situation.
More extensive and
practically
applicable skills
around the
facilitation and
restoration of
motion and function
in terms of visceral
techniques.
45
Professional
skills related to
general and
specific sense of
visceral apply
techniques in a
safe, functional
and technically
high level.
Control visceral
techniques for
facilitating and
restore
movement and
function in
practice.
In a simulated
education situation Professional
applicable skills
skills around the
around the
facilitation and
facilitation and
restoration of
restoration of
motion and
motion and
function in terms
function in terms of of visceral
visceral
techniques.
techniques.
2.6.3 Basic skills visceral
techniques on all
visceral parts of the
equine body.
Basic skills to
practice visceral
techniques on all
visceral parts of the
equine body.
2.6.4 Basic skills to
modify visceral
techniques to
equine situation.
Basic skills related
to the adaptation of
visceral techniques
to age and gender
of the equine and
the nature of his
complaint.
More extensive
skills visceral
techniques on all
visceral parts of the
equine body.
More extensive and
practically
applicable skills to
practice visceral
techniques on all
visceral parts of the
equine body.
More extensive
skills adapt visceral
techniques equine
situation.
More extensive and
practically
applicable skills
about the
techniques of
visceral adapt to
age and gender of
the equine and the
nature of his
complaint.
Apply visceral
Mastering
techniques on all visceral
visceral parts of
techniques on all
the equine body in visceral parts of
a practice situation. the equine body
in practice.
Apply visceral
techniques on all Professional
visceral parts of
skills to apply
the equine body in visceral
a simulated
techniques to all
education situation. visceral parts of
the equine body
Apply adapting
Controlling the
visceral techniques adaptation of
to equine situation visceral
in a practice
techniques to
situation.
equine in the
practice situation.
In a simulated
education situation About the
on the applicable professional
skills to adapt
skills to adapt
techniques of
visceral
visceral to age and techniques to the
gender of the
gender of the
equine and the
equine and the
nature of his
nature of his
complaint.
complaint.
2.6.5 Knowledge
More extensive
Apply knowledge Master
contraindications
knowledge
and skills related to knowledge and
visceral techniques. contraindication
contraindications skills related to
visceral techniques. visceral techniques contraindications
Basic skills and
in a practice
visceral
knowledge of
More extensive and situation.
techniques in
contraindications in practically
practice.
terms of visceral
applicable skills and In a simulated
techniques.
knowledge of
education situation Professional
contraindications in applicable skills
skills and
terms of visceral
and knowledge of knowledge of
techniques.
contraindications in contraindications
terms of visceral in terms of
techniques.
visceral
techniques.
46
2.7
Partial competence: cranio-sacral techniques.
KNOWS
2.7.1 Applying skills in
general craniosacral techniques.
Basic skills related
to general and
specific terms may
apply cranio-sacral
techniques in a
safe, high-level
technical and
functional.
KNOWS HOW
More extensive
skills in a general
sense of craniosacral techniques.
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
Apply skills in a
Mastering skills
general sense of in a general
cranio-sacral
sense of craniotechniques in a
sacral techniques
practice situation. in practice.
More extensive and
practically
In a simulated
applicable skills
education situation
related to general regarding the
and specific terms applicable skills in
may apply cranio- general and
sacral techniques in specific ability to
a safe, high-level
apply cranio-sacral
technical and
techniques in a
functional.
safe, high-level
technical and
functional.
47
Professional
skills related to
general and
specific terms
may apply
cranio-sacral
techniques in a
safe, high-level
technical and
functional.
2.7.2 Basic cranio-sacral
techniques for
facilitating and
restore movement
and function.
Basic skills around
the facilitation and
restoration of
motion and function
in the case of
cranio-sacral
techniques.
More extensive
skills cranio-sacral
techniques for
facilitating and
restore movement
and function.
Apply skills craniosacral techniques
for facilitating and
restore movement
and function in a
practice situation.
More extensive and
practically
applicable skills
around the
facilitation and
restoration of
motion and function
in the case of
cranio-sacral
techniques.
In a simulated
education situation
applicable skills
Professional
around the
skills around the
facilitation and
facilitation and
restoration of
restoration of
motion and
motion and
function in the case function in the
of cranio-sacral
case of craniotechniques.
sacral
techniques.
Apply skills cranio- Mastering skills
sacral techniques. cranio-sacral
techniques in
In a simulated
practice.
education situation
applicable skills to Professional
perform cranioskills to perform
sacral techniques. cranio-sacral
techniques.
Apply skills cranio- Mastering skills
sacral techniques cranio-sacral
adapt to the
techniques adapt
situation of the
to the situation of
equine.
the equine.
2.7.3 Basic cranio-sacral More extensive
techniques.
skills cranio-sacral
techniques.
Basic skills to
perform cranioMore extensive and
sacral techniques. practically
applicable skills to
perform craniosacral techniques.
2.7.4 Basic cranio-sacral More extensive
techniques adapt to skills cranio-sacral
the situation of the techniques adapt to
equine.
the situation of the
equine.
Basic skills related
to the adaption of More extensive and In a simulated
cranio-sacral
practically
education situation
techniques to age applicable skills
on the applicable
and gender of the related to the
skills to adapt
equine and the
adaption of cranio- cranio-sacral
nature of his
sacral techniques to techniques of age
complaint.
age and gender of and ender of the
the equine and the equine and the
nature of his
nature of his
complaint.
complaint.
48
Mastering skills
for facilitating
cranio-sacral
techniques and
restore
movement and
function in
practice.
Professional
skills related to
the adaption of
cranio-sacral
techniques to
age and gender
of the equine and
the nature of his
complaint.
2.7.5 Knowledge about
contraindications in
terms of craniosacral techniques.
More extensive
knowledge of
contraindications in
terms of craniosacral techniques.
Apply knowledge Mastering
of contraindications knowledge of
in terms of cranio- contraindications
sacral techniques in terms of
in practice
cranio-sacral
Basic skills and
situation.
techniques in
knowledge of
More extensive and
practice.
contraindications in practically
In a simulated
terms of cranioapplicable skills and education situation Professional
sacral techniques. knowledge of
applicable skills
skills and
contraindications in and knowledge of knowledge of
terms of craniocontraindications in contraindications
sacral techniques. terms of cranioin terms of
sacral techniques. cranio-sacral
techniques.
49
2.8
Partial competence: fascial techniques.
KNOWS
KNOWS HOW
DOES:
PERFORMANCE
INDICATORS
2.8.1 Basic skills related More extensive
Apply the skills
Mastering the
to general and
skills related to
related to general skills related to
specific appliance of general and specific and specific ability general and
fascial techniques. appliance of fascial to apply fascial
specific fascial
techniques.
techniques in a
techniques and
Basic skills related
practice situation. be able to apply
to general and
More extensive and
them in practice.
specific terms may practically
In a simulated
apply fascial
applicable skills
education situation Professional
techniques on a
related to general regarding the
skills related to
safe, functional and and specific terms applicable skills in general and
technically high
may apply fascial general and
specific terms
level.
techniques on a
specific ability to about applying
safe, functional and use fascial
fascial
technically high
techniques on a
techniques on a
level.
safe, functional
safe, functional
and technically
and technically
high level.
high level.
2.8.2 Basic fascial
More enhanced
Apply skills fascial Mastering fascial
techniques for the fascial techniques techniques for the techniques for
restoration of
for the restoration of restoration of
the restoration of
motion and function. motion and function. motion and
controlling
function in a
movement and
Basic skills around More enhanced and practice situation. function in an
the facilitation and practically
education
restoration of
applicable skills
Apply skills around situation in
movement and
around the
the facilitation and practice.
function in terms of facilitation and
restoration of
fascial techniques. restoration of
movement and
Professional
movement and
function in terms of skills around the
function in terms of fascial techniques facilitation and
fascial techniques. in simulated
restore
practice situation. movement and
function in terms
of fascial
techniques.
50
SHOWS HOW
2.8.3 Perform basic
fascial techniques
on all parts of the
equine body.
More extensive
Apply fascial
skills perform fascial techniques on all
techniques on all
parts of the equine
parts of the equine body in a practice
body.
situation.
Basic skills to
perform fascial
techniques on all
parts of the equine
body.
More extensive and
practically
applicable skills to
perform fascial
techniques on all
parts of the equine
body.
2.8.4 Basic techniques to More enhanced
adjust fascial
skills in adjusting
techniques on the fascial techniques
equine situation.
on equine situation.
Control fascial
techniques on all
parts of the
equine body in
practice.
In a simulated
Professional
education situation skills to perform
applicable skills to fascial
perform fascial
techniques on all
techniques on all parts of the
parts of the equine equine body.
body.
Apply adjustment Control
skills of fascial
adjustment
techniques to
fascial
equine situation in techniques to
a practice situation. equine situation
Basic skills related More extensive and
in practice.
to the adaptation of practically
In a simulated
fascial techniques to applicable skills
education situation Professional
age and gender of related to the
on the applicable skills related to
the equine and the adaptation of fascial skills to adapt
the adaptation of
nature of his
techniques to age fascial techniques fascial
complaint.
and gender of the to age and gender techniques to
equine and the
of the equine and age and gender
nature of his
the nature of his
of the equine and
complaint.
complaint.
the nature of his
complaint.
2.8.5 Basics
More extensive
Apply skills and
Master skills and
contraindications
knowledge
knowledge
knowledge
fascial techniques. contraindications
contraindications contraindications
fascial techniques. fascial techniques fascial
Basic skills and
in practice
techniques in
knowledge of
More extensive and situation.
practice.
contraindications in practically
terms of fascial
applicable skills and In a simulated
Professional
techniques.
knowledge of
education situation skills and
contraindications in applicable skills
knowledge of
terms of fascial
and knowledge of contraindications
techniques.
contraindications in in terms of fascial
terms of fascial
techniques.
techniques.
51
3.
CORE COMPETENCE: COMMUNICATION
The Equine Osteopath EDO® is able to communicate effectively orally and in writing
to the equine’s owner/trainer, colleagues and people from other disciplines in equine
health care. Taking into account variable backgrounds of these individuals in terms of
their age, gender, cultural background, personality, et cetera. The equine osteopath
EDO® communicates thereby from the overall concept of equine osteopathy EDO®.
He can examine in an equine osteopathic way, act logically and translate to others.
3.1
Partial competence: relational component: the equine osteopath EDO®
can build a sufficiently trusting relationship with the equine and owner/trainer
KNOWS
KNOWS HOW
DOES:
PERFORMANCE
INDICATORS
3.1.1 Knows the
Knows how good
Ability to build
Masters building
importance of a
relationships can be rapport from
a good
good relationship
built.
osteopathic
relationship with
with an owner/
principles in
owner/trainer
trainer from equine Know how a good practice situation. from osteopathic
osteopathic
relationship with the
principles into
principles.
owner/trainer can Can show in a
practice.
be built in a
practice situation a
Can identify what is simulated practice good relationship Builds good
important in building situation or case
with the owner/
rapport with the
a good relationship described. Knows trainer, talks to the owner/trainer, the
with the owner/
why it is important owner/trainer in a practitioner shall
trainer patient and that the owner/
clear manner about clearly disclose
thereby adjusts the trainer is well
osteopathic
the osteopathic
osteopathic
informed about the research and
research and
philosophy and
osteopathic
informed action.
action expresses.
principles.
research and action. Practitioner shows While showing
respect,
respect,
understanding,
understanding,
commitment and commitment and
trust.
trust to the
owner/trainer.
52
SHOWS HOW
3.1.2 Knows aspects of
active listening
behaviour.
Recognises active Capable of
Controls the
listening behaviour listening in practice active listening in
in case.
situations.
practice.
Can name the most Recognises active
important aspects of listening behaviour
active listening
in an education
behaviours.
situation or case.
3.1.3 Familiar with
characteristics of
non-verbal and
verbal
communication.
Knows the
characteristics of
nonverbal and
verbal
communication.
Can actively
listen to the
owner/trainer. He
lets the other
speak, leads by
behaviour and
attitude
demonstrating
interest in what
the owner/trainer
contributes, tests
whether he
understood what
the other wanted
to say.
Recognises verbal Focuses on verbal Controls
expressions and
responses and
addressing
nonverbal
nonverbal
verbal and
communication.
communication.
nonverbal
responses in
Recognise the
Shows that in a
practice.
different forms of
simulated
verbal and
assessment
Can respond to
nonverbal
situation he can
verbal and
communication in a react on be both nonverbal
situation taken from verbal and
reactions
the field (for
nonverbal
expressed by the
example, using
reactions
owner/trainer and
video recording).
expressed by the equine.
owner/trainer and
equine.
53
Shows in an
education situation
with an owner/
trainer, he can
actively listen.
3.1.4 Importance of giving Know how to give
space.
space.
Shows that he can Shows that he
give space to the can give the
other in a practice patient some
Knows the
Knows how to give situations.
space in practice
importance of giving a conversation
and invites the
space to the other in partner space and Is able to exercise patient to
a conversation and nevertheless also in a behavioural
participate.
knows what other invite him to
repertoire to
ways a person
actively participate handle a situation Knows how to
could be invited to in an interview.
that gives the
give the owner/
participate in a
owner/trainer
trainer space in
conversation.
space and is also the conversation
able to motivate
and invites the
the owner/trainer to other to take part
actively take part in in the
the conversation. conversation.
3.1.5 Knows the different Expresses empathy Respect for
Respect for
feelings of owner/ towards different
feelings in practice owner’s/trainer’s
trainers.
feelings and beliefs. situation.
feelings and
beliefs in
Know that owner/ Shows empathy
Is capable to show practice.
trainers can have with the various
respect for the
different feelings
interlocutors who
feelings and beliefs Shows respect
and beliefs.
have differences in of a owner/trainer for the feelings
beliefs and feelings in a education
and beliefs that
and know to deal
situation.
the owner/trainer
with them.
has.
3.1.6 Knows relationship Can analyse the
Comes to
Ability to feel
life situation,
patients living
understanding
empathy with
symptoms and
situation.
relationship with
owner/trainer in
assessment
life situation,
practice.
outcomes.
Knows how the
symptoms and
living situation of an assessment
Has empathy
Can articulate which owner/trainer should outcomes in
with the situation
aspects of the life be analysed in order practice situation. of the owner/
situation of an
to get an idea of the
trainer.
owner/trainer for the interesting aspects Shows insight and
owner/trainer may of the owner/trainer understanding into
be relevant to the within the personal the relationship
complaint and
atmosphere
between the
possible restoration
interesting aspects
outcomes.
of the life situation
of an owner/trainer
in a simulated
restoration
situation.
54
3.1.7 Familiar with the
diversity and
uniqueness.
Analyse the
diversity and
uniqueness.
Joining the
diversity and
uniqueness in
practice situation.
Joining the
diversity and
uniqueness in
osteopathic
practice.
Knows the various An analysis of the
aspects of diversity different aspects of Is able to reflect
and uniqueness.
diversity and
the diversity and Connect and
uniqueness.
uniqueness of the takes into
equine and its
account the
owner/trainer and diversity and
can thus relate to it uniqueness of
in an education
the equine and
situation.
its owner/trainer.
In so doing, the
osteopath factors
such as culturalethnic
background,
socioeconomic
status (SES),
gender, personal
beliefs, age, etc.
55
3.2
Partial competence: Orally technical component: the osteopath is able
to have an appropriate conversation with the owner/trainer
KNOWS
KNOWS HOW
DOES:
PERFORMANCE
INDICATORS
3.2.1 Important to speak Can speak calmly. Is able to formulate Can formulate
calmly.
well and calmly in good and quiet
Shows that he is practice situation. and reflection in
Knows the
able to
practice.
importance of
communicate
Can show that he Speak calmly
speaking clearly and calmly and clearly can formulate
and clearly
calmly.
along with enough calmly and in a
formulated. Take
moments of pause clear way and
if necessary
and interruption so proves to be able breaks and
the other person to weld breaks and interruptions to
can reflect.
interruptions that help the owner/
allow the owner/ trainer as good
trainer to reflect in as possible to
a education
reflect.
situation.
3.2.2 Knows meaning of Can avoid jargon. Can use
Masters
jargon.
understandable
speaking
Shows in a
language.
understandable
Knows alternatives to simulated situation
in practice.
jargon and knows
that he is able to Is able to use
that using this jargon weigh his words alternative,
Chooses his
is a barrier to better carefully and avoid understandable
words with care
understanding.
unnecessary use language rather
and avoids
of jargon.
than jargon and
unnecessary use
know how to weigh of jargon
his words.
56
SHOWS HOW
3.2.3 Familiar with tuning Can tune their own Shows various
their own language to language use to ways of language
the ears of the
the ears of the
use.
receivers.
receivers.
Shows that he is
Know that own use of Has the ability to able to use
language should
tune the language different ways of
depend on the
so that it fits the
language and has
receiver.
background of the a large repertoire
individual owner/ of different ways of
trainer.
language and is
very flexible.
Can use
language fully
supportive to
owner/trainer in
practice.
Takes into
account the
linguistic
background of
the owner/trainer
(while respecting
the original
language of the
owner/trainer,
socioeconomic
status and
associated
vocabulary, etc.)
3.2.4 Differences between Can ask different Asks, appropriate Masters asking
kinds of questions. types of questions. to the situation,
different
different types of questions in
Knows the
Knows how to ask questions.
practice.
differences between different questions
all sorts of questions. and also know
Shows in a
Can ask relevant
what question fits practical situation questions,
a particular
how different types introductory
situation.
of questions can questions, followbe asked,
up questions,
depending on what reflection
the situation
questions, open
requires.
and closed
questions and
can continue
asking questions
when the owner/
trainer answers.
57
3.2.5 Familiar with major Can distinguish
and minor issues of a some major and
discussion.
minor issues.
Shows he is able
to distinguish all
major and minor
issues in practice
situation.
Mastered the
ability to record
important
information in
practice.
Know that a
Is capable to
conversation consists distinguish some
of primary and
major and minor Is capable of
Can take in
secondary issues
issues in an
distinguishing and important
and that therefore the education situation absorbing all
information from
parts of a
(ex. role playing) principal and most a conversation.
conversation not all and to take part. of the side issues
have the same
in a practice
importance.
situation.
3.2.6 Understanding key Knows how the
Can test the effect Can test the
aspects of
effect of
of communication effect of
communication.
communication
in education
communication in
can be tested.
situation.
practice situation.
Knows that parts of
the information may Know how to test Shows in an
Has the ability to
be lost if the receiver whether and how education situation test whether the
interprets the
the contents of a that he has the
owner/trainer has
information
message arrive to ability to test
understood the
differently. Knows the the recipient.
whether the owner/ things discussed
communication
trainer has
sufficiently and
model of sender and
understood the
placed them.
receiver and the main
things talked about
axioms of
sufficiently and
communication.
placed them.
3.2.7 Knows requirements Shows to be able Shows in an
Masters the
of a good summary. to summarise
education situation ability to
several
the ability to give summarise
Knows which
conversations.
clear and concise conversations in
requirements have to
summaries.
practice.
be fulfilled to make a Is able to
good summary.
summarise
Is capable of giving Is capable of
different
clear and concise giving a clear
conversations.
summaries of
and concise
conversations in a summary of the
practice situation, conversation.
each with its own
character. The
summary has to
show the core of
the conversation
and all the relevant
aspects that were
discussed.
58
3.3
Partial competence: the equine osteopath EDO® is able to write an
accurate report on the problems and method of assessment of the
equine that easy to read for fellow practitioners in the equine health care.
KNOWS
KNOWS HOW
DOES:
PERFORMANCE
INDICATORS
3.3.1 Knows the
Writing a simple
Documenting and Documenting
importance of
report.
justifying choices choices in health
documenting.
in health care
care practices
Can write simple practices.
including medical
Know the importance reports that meet
use of language.
of documenting such the requirements of Masters the art of
things as restoration a written report.
documenting
Can show and
plans, consultations,
choices in
justify the
evaluations, etc. and
assessments
choices of
knows what
during education assessment,
requirements an
or in-school
subject to
adequate coverage
practice in order medical
must meet.
to justify his
language.
choices.
3.3.2 Basic writing skills. Applying quality
Following a case Can formulate in
aspects in a simple make a written
writing according
Has the necessary written report.
report.
to the
basic writing skills.
requirements for
Can apply aspects Is able to write in quality.
of writing, such as a good, concrete
readability, clarity and clear manner Is able to write in
and concreteness, to formulate a
a good, concrete
in a simple written response to a
and clear
report.
presented case in manner, subject
a education
to the medical
situation.
language.
3.3.3 Familiar with key
Apply important
Making a
Managed
grammar.
grammatical rules. correctly written drawing a proper
report following a written report.
Knows the most
Know the most
case.
important
important
Mastered the
grammatical rules
grammatical rules Is able to draw up most important
and spelling rules of and spelling rules of a written report grammatical
the language.
the language to be that meets the
rules and spelling
applied in simple
most important
rules of the
reporting.
grammatical rules language,
and spelling rules subject to
of the language, medical
following an
language.
offered case.
59
SHOWS HOW
4. CORE COMPETENCE: COOPERATION
The equine osteopath EDO® working in harmony with colleagues and other equine
health care providers to obtain optimal results. This includes the disciplines of
general as well as from the allied equine health care and veterinary medicine. The
Equine Osteopath EDO® has insight into the possibilities that offers equine
osteopathy EDO®, but also the limits of Equine Osteopathy EDO®. The Equine
Osteopath EDO® is thereby capable of carrying out the osteopathic philosophy and
principles and can carry out and interpret information from other disciplines about the
equine in the direction of an equine osteopathic assessment.
4.1
Partial competence: The Equine Osteopath EDO® will contribute to an
effective consultation and cooperation in equine health care. That work
is based on the osteopathic philosophy and principles and the unity of
equine functioning and coherence between different areas monitore
KNOWS
KNOWS HOW
SHOWS HOW DOES:
PERFORMANCE
INDICATORS
60
4.1.1 Knows other
Is aware of the
Shows why
Works actively
disciplines which can position of Equine collaboration is and effectively
work with an Equine Osteopathy EDO® important in
with other equine
Osteopathy EDO®. in equine health
equine health
healthcare
care.
care.
disciplines.
Know what other
disciplines in equine Shows in a case
Shows that he
Seeks
health care are
discussion with
knows why
consultation and
compatible for an
fellow students that collaboration with collaboration with
Equine Osteopathy he is aware of the other disciplines other disciplines in
EDO® to work with place of Equine
in equine health the equine health
and is aware of the Osteopathy EDO® care is important. care and is aware
focus of these
in the broader field Can substantiate of the position of
disciplines. Know
of health and takes what place
equine osteopathy
where other
its readiness to
Equine
EDO® in the
disciplines in health dialogue,
Osteopathy
broader field of
care stand and in
consultation and
EDO® has in
equine health
general provide
cooperation with
equine health
care. He thereby
information for the other disciplines.
care. Know why it shows himself
equine. Can identify Takes into account is important to
aware of the limits
the specific position the limits of his own know the limits of of cooperation and
of Equine
profession.
cooperation in
the limits of their
Osteopathy EDO® in
that field and
own profession.
the equine health
monitor them.
He can inform
care.
patients on which
other disciplines
can contribute
and / or add
something to the
assessment.
61
4.1.2 Familiar with
Models networking Able to build his Build networks in
components that are in his own situation. own network at professional
important to
school.
situations.
networking.
Can bring examples
of the importance of Can build a
Can network with
Knows the key
networking with
network and
other
components in
fellow students,
maintain it with professionals and
building and
teachers, peers and fellow students, maintain the
maintaining networks others from the
teachers, peers, connection.
with other
perspective of their and others in the
professionals. Knows own education
own study
that collaboration
situation. Knows
situation, in an
with other disciplines how these networks exercise with
is possible if there is can be built and
fellow students
a common purpose maintained.
that he knows
and the road to this
how an
goal is a
introduction
complementary
interview with a
process.
potential member
of his network
can work.
62
4.1.3 Knows aspects of Knows why the
Shows himself
Shows himself
responsibility to
aspects of
reliable and
trustworthy, and
client and colleagues responsibility and familiar with the adheres to
according to the
reliability as
professional code agreements. Acts
professional code of described in the
of ethics, equine according to the
ethics equine
professional code osteopathy
professional code
osteopathy EDO® of of ethics equine
EDO® of the
of ethics, equine
the IREO.
osteopathy EDO® IREO in the
osteopathy EDO®
of the IREO are
course.
of the IREO.
Can name some
necessary.
things like reliability,
Shows in its own Is reliable, keeps
adherence to
Is able to explain education
appointments and
agreements and
why things like
program that he treats information
utmost care of client reliability,
is trustworthy,
received with the
confidentiality. Is
adherence to
can adhere to
utmost care and
aware of the
agreements and
agreements
confidentiality
existence and
utmost care and
made and that he (according to the
function of ethics of confidentiality of
is extremely
established code
the professional
client information careful about
of ethics equine
code of ethics equine are important. Is
sensitive
osteopathy EDO®
osteopathy EDO® of aware of the
information, all in of the IREO).
the IREO.
relationship and the accordance with
established
the established
professional code professional code
of ethics equine
of ethics equine
osteopathy EDO® osteopathy
of the IREO.
EDO® of the
IREO.
63
4.2
Partial competence: the equine osteopath EDO® is able and willing to
collaborate within a (multidisciplinary) team which is based on the
osteopathic philosophy and principles.
KNOWS
KNOWS HOW
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
4.2.1 Familiar with
Aware of which
Shows in practice Can function
potential
components of his situation to be
adequately in a
consequences of own actions and aware of possible team and takes the
their own actions responsibilities
consequences own consequences for
for other
have possible
actions.
his own action into
professionals.
consequences for
account.
other
Shows in an
Know that one’s
professionals.
education situation Provides insight
actions as an
that he knows
into what may have
equine osteopath Is able to indicate which components consequences for
EDO® can have the components in of his own actions the functioning of
consequences for their own actions have specific
other professionals
the functioning of which can have
consequences for in a
other professionals consequences for the functioning of (multidisciplinary)
in a
the functioning of other professionals team and is able to
(multidisciplinary) other professionals in a
function adequately
team.
in a
(multidisciplinary) in a team.
(multidisciplinary) team. Is able to
team. Know that model responsible
the equine
function within the
osteopath EDO® is team.
responsible for
their own proper
function within the
team.
4.2.2 Knows the
Knowing how your Shows in the
Masters the ability
importance of
own work can be course that he can to adjust their own
adjusting their own adjusted to work of tune his own work work to work of
work to others.
others
to the work of
others.
others.
Knows that it is
Knows how their
Can adjust their
important to adjust own work can be Shows in his period own work to work
their own work in Adjusted to match of study that he is of others.
relation to work
those of others.
capable of
done by others.
adjusting his own
work to others
through
assignments.
64
4.2.3 Familiar with
aspects of
helpfulness and
collegiality.
Know how to be
helpful and
supportive.
Is able to be
supportive and
collegiate in a
practice situation.
Shows himself to
be collegial and
supportive , sharing
equine osteopathic
knowledge, in
practice.
Knows how he as
Know that it is
an equine
Is collegial and
important to him as osteopath EDO® supportive in an
an equine
can be collegial
education situation. Is supportively and
osteopath EDO® and supportive.
Shows an open
collegial, opens
to be collegial and Know how he can mind and
himself up and
supportive. Also
open up to others demonstrates that takes responsibility
know that is
and how he can
he is able to take for sharing his
expected of him
take responsibility responsibility for
equine osteopathic
that he is open and to share his
sharing his
knowledge within
that his
knowledge, within knowledge with
the framework of
responsibility is to the framework of others, within the professional ethics.
share knowledge professional ethics. framework of
with others, within
professional ethics.
the framework of
professional ethics.
4.2.4 Familiar with
Knowledge about Giving and
Can give and
feedback.
giving and
receiving feedback receive feedback in
receiving feedback. in the practice
practice.
Know that it is
situation.
important to
Know how
Is able to
constructively give constructive
Shows in a
professionally and
and receive
feedback can be education situation constructively give
feedback.
given and can be that he controls the and receive
received.
techniques of
feedback.
constructively
giving and
receiving critiques.
65
4.3
Partial competence: the equine osteopath EDO® refers appropriately
KNOWS
KNOWS HOW
DOES:
PERFORMANCE
INDICATORS
4.3.1 Knowing the limits Knows in theory in Shows his limits in Controls and
of own competence what situations the an education
keeps his own
and discipline.
limits of his
situation.
limits and the
expertise are
limits of equine
Know that he has to shown.
Demonstrates in osteopathy
stay within the limits
an education
EDO® in
of his own expertise Recognizes in
practice situation practice.
and of his own
which situations the or internship that
discipline to refer in limits of his own
he stays within the Adheres to the
a timely, sufficient expertise and that of limits of his own
borders of their
and targeted
the field are
expertise and the own expertise
manner.
reached thus
discipline by
and that of
recognizing when it referring effectively, equine
is necessary for a appropriately and osteopathy
targeted, adequate in a timely manner. EDO® by
and timely referral.
focused,
appropriate and
timely referring.
66
SHOWS HOW
4.3.2 Fully familiar with Fully familiar with
the careful transfer transfer
of information about requirements about
equine, owner and equine, owner and
trainer.
trainer.
Is fully known with Acting in full
transfer
conformity with
requirements about transfer
equine, owner and requirements
trainer in practice about equine,
situation.
owner and trainer
Is aware of the fact Knows how both
in practice.
that both
confidential and
Shows in an
confidential and
non-confidential
education situation Transfers both
non-confidential
information about that he is fully
confidential and
information about the equine, owner capable of
non-confidential
the equine should and trainer should understanding that information about
be carefully
be carefully
both confidential the equine,
transferred to other transferred to other and nonowner and trainer
professionals and professionals and confidential
to other
others (if
others (if
information about professionals
necessary), taking necessary), taking the equine owner and others (if
into account the
into account the
and trainer should necessary),
strict codes of the strict codes of
be carefully
taking into
professional
professional
transferred to other account the eversurrounding.
confidentiality.
professionals and strict professional
others (if
codes around.
necessary), taking While also acting
into account
under the
always strictly
general directive
professional codes of the
around.
professional
code of equine
osteopathy
EDO®.
67
5.
CORE COMPETENCE: KNOWLEDGE AND SCIENCE
The equine osteopath EDO® contributes positively to the development and research
of equine veterinary medicine and equine osteopathy as a health modality in
collaboration with other professionals in equine health care. This also implies that the
equine osteopath EDO® will contribute to the achievement of continuing education
for themselves in the role as a professional as well as others in the profession. Postgraduate education shall be based on standards in contemporary thinking on quality
assurance and professional development within profession of the equine osteopathy
EDO®.
5.1
Partial competence: the equine osteopath EDO® develops and maintains a
personal continuing educational plan.
KNOWS
5.1.1
5.1.2
KNOWS HOW
Knows standard Prepared to write a
features of
personal education
personal education plan.
plan.
Expresses his
Knows the
readiness to write a
standard features personal education
of a personal
plan and knows
continuing
which features s it
education plan and needs to contain.
knows what
requirements these
plans must meet.
Knows
requirements for
personal
continuing
education in the
profession of
equine osteopathy
EDO®.
Can name the
requirements for
personal
continuing
education as set
by the profession
of equine
osteopathy EDO®.
Knows why
personal continuing
education is
important.
Can tell why
personal continuing
education is
important and why
one must fulfil the
requirements as set
by the profession of
equine osteopathy
EDO®
68
SHOWS HOW
Is able to write a
simple personal
education plan.
DOES:
PERFORMANCE
INDICATORS
Is prepared to
develop and
maintain a
personal
education plan in
practice.
Shows that he is
able to write a
simple personal
education plan in a Feels
practice situation responsible for
during the course. the development
Can tell why the
and maintenance
writing of these
of a personal
kinds of plans is
education plan.
important.
Has a positive
To fulfil the
attitude to the
requirements set
requirements of
by the profession
personal continuing of equine
education as set by osteopathy
the equine
EDO® about
osteopathy EDO® personal
education.
Is willing to seek
opportunities to
Fulfils the
fulfil the
requirements as
requirements for set by the
personal continuing profession of
education as set by equine
the profession of osteopaths
equine osteopathy EDO® about
EDO®.
personal
education.
5.1.3
Knows what peer Knows there are
review is.
various possibilities
of peer review.
Knows what is
meant with peer Knows the
review as part of possibilities for peer
professional action review to work most
and how it can be effectively and why
used effectively.
it’s important.
Ed note: these
should either be in
a hyperlink for the
electronic
document to a
definitions section
or in an appendixwill check with
style people.
(Peer review:
Process whereby
somebody's work
is scrutinized by
another expert or
other experts in the
field so that its
standard can be
assessed.)
69
Shows in an
education situation
to be able to work
with peer review.
Shows in equine
osteopathic
practice, that he
controls peer
review
Is in favour of peer management and
review and is able values it.
to work in a
practice situation Promotes peer
according to the
review as part of
method of peer
professional
review.
behaviour and
makes effective
use of peer
consultation.
5.2
Partial competence: The equine osteopath EDO® will contribute to the
development and survival of the profession “equine osteopath EDO®”
and the science of equine osteopathy EDO®.
KNOWS
5.2.1
5.2.2
KNOWS HOW
DOES:
PERFORMANCE
INDICATORS
Familiar with the
Attitudes and
Show positive
(If it makes
effectiveness and
skills,
attitudes and skills sense) coquality research.
effectiveness and with respect to
operates in
quality research. effectiveness and effectiveness and
Know the content of
quality research. quality research.
an effectiveness and Shows that he
quality research.
knows what
Displays a
Contributes to
attitude and which positive attitude effectiveness and
skills are
and appropriate quality research.
important in the skills in
Is able to weigh
effectiveness and contributing to the the necessity,
quality research. effectiveness and relevance and
Is able to explain quality research. expected results
why this type of
for that study.
research is
important.
Knows importance of Knows how to
Can transmit
Actively transmits
transmitting newly
transmit new
newly acquired
knowledge for
acquired equine
equine
knowledge in
the development
osteopathic
osteopathic
simulated equine of equine
knowledge.
knowledge.
osteopathic
osteopathy.
Knows that is
situation.
expected of him that Knows how to
Is willing to
he is transmitting
transmit newly
Demonstrates in a transmit newly
newly acquired
acquired
simulation
acquired
knowledge for the
knowledge for the situation, how he knowledge for
further development further
transfers new
the further
of the profession
development of knowledge for the development of
equine osteopathy the profession,
proper
the profession
EDO®.
Equine
development of equine
Osteopathy
the profession
osteopathy
EDO®.
equine osteopathy EDO®.
EDO®.
70
SHOWS HOW
5.2.3
5.2.4
Aware of the fact that Aware of the fact Prepared to assist Prepared to have
equine osteopaths that equine
trainees in the
trainees in the
EDO® supervise
osteopaths EDO® future practice.
practice.
trainees.
must accompany
trainees and why. Has a positive
Is willing to assist
Knows that in the
attitude towards trainees in
exercise of the
Knows that in the guiding and
practice.
profession of equine exercise of the
coaching trainees
osteopathy EDO® profession of
in practice. Shows
also includes the
equine
in an education
supervision of
osteopathy EDO® situation that he
trainees.
also the assisting mastered the
and supervising at skills needed to
internship is usual guide and coach.
and can tell why
this is important.
Aware of the fact that Aware of the fact Prepared to assist Prepared to have
senior equine
that senior equine junior equine
junior equine
osteopaths EDO® osteopaths EDO® osteopaths EDO® osteopaths
supervise junior
must accompany in the future
EDO® in his
equine osteopaths junior equine
practice.
practice.
EDO®.
osteopaths EDO®
and why.
Has a positive
Is willing to assist
Knows that in the
attitude towards junior equine
exercise of the
Knows that in the guiding and
osteopaths
profession of equine exercise of the
coaching junior
EDO® in practice
osteopathy also the profession of
equine osteopaths
supervising of junior equine
EDO® in practice.
equine osteopaths osteopathy also Shows in an
EDO® is obligatory. the assisting and education
supervising
situation that he
interns (junior
mastered the
equine
skills needed to
osteopaths
guide and coach.
EDO®) is usual
and can tell why
this is important.
71
Explanation of the difference between equine osteopaths EDO® Senior
(Sr) and equine osteopaths EDO® Junior (Jr).
In Europe there is currently taught:
A consecutive ten modular course-study of four days per module, four to five times a
year for: veterinarians, osteopaths D.O., Dr. of Chiropractic, physical therapists and
animal physical therapists, all at least at bachelor-degree.
After graduation and rewarded the diploma EDO®, the graduate can register at the
IREO as a senior Equine Osteopath EDO®.
A consecutive fourteen modular course-study of four days per module, four to five
times a year for: all other certified therapists and body-workers and education holders
that have satisfactory completed through a final propaedeutic exam. The four
modular introduction course in functional and structural anatomy, neuroanatomy, physiology and basic equine pathology, at the moment offered by The
Vluggen Institute of Equine Osteopathy and Education.
After graduation and rewarded the diploma EDO®, the graduate can register at the
IREO as a junior Equine Osteopath EDO®.
A junior Equine Osteopath EDO® has, to develop his knowledge on pre-clinical
subjects to the level of a senior Equine Osteopath EDO®, further take post-graduate
courses in pre-clinical subjects next to the regular post-graduate courses within a
period of five years. To become senior Equine Osteopath EDO® satisfactory exam at
the requested level is required.
72
In the USA there is currently taught:
A consecutive ten modular course-study of four days per module, four to five times a
year for: veterinarians, osteopaths D.O. and Dr. of Chiropractic.
After graduation and rewarded by the diploma EDO®, the graduate can register at
the IREO as a senior Equine Osteopath EDO®.
A consecutive fourteen modular course-study of four days per module, four to five
times a year for: certified veterinary technicians and physical therapists. Certified
animal bodyworkers, massage therapists, equine touch and Bowen therapists,
equinology, myofacial, cranio sacral therapists, equine dentists and all equal and
comparable certified education holders are allowed to enter the fourteen consecutive
modular course-study after satisfactory completing through a final prerequisites
exam, a four modular course of four days per module in functional and structural
anatomy, neuro-anatomy, physiology and basic equine pathology, at the moment
offered by The Vluggen Institute of Equine Osteopathy and Education.
After graduation and rewarded the diploma EDO®, the graduate can register at the
IREO as a junior Equine Osteopath EDO®.
A junior Equine Osteopath EDO® has, to develop his knowledge on pre-clinical
subjects to the level of a senior Equine Osteopath EDO®, further take post-graduate
courses in pre-clinical subjects next to the regular post-graduate courses within a
period of five years.
To become senior Equine Osteopath EDO® satisfactory exam at the requested level
is required.
73
5.3
Partial competence: the equine osteopath EDO® is able to view equine
osteopathic information critically and objectively.
KNOWS
5.3.1
5.3.2
KNOWS HOW
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
Knows basic
Has the necessary Shows the
Understanding
statistical skills. understanding of
important statistical principles of
statistical skills.
skills in equine
statistical skills.
Is aware of the
osteopathic
basic principles of Shows to the equine practice situation. Provides insight
statistical and
osteopath EDO®
into the principles
numerical skills. adequately
Controls for the
of statistical and
understanding of the equine osteopath numerical skills.
(basic) principles of EDO® relevant
statistical and
principles of
numerical skills.
statistical and
numerical skills
and demonstrates
that using simple
commands.
Familiar with the Interpreting research Analyse and
Analyse and
importance of
findings in a case. interpret simple
interpret research
analysis study
research equine
equine osteopathy
equine
Can adequately
osteopathy.
and veterinary
osteopathy
analyse and
medicine.
EDO®.
interpret within a
Is capable of
case study results adequately
Can adequately
Know why it is
equine osteopathy analysing simple analyse and
important for
EDO® and
research on equine interpret research
research of
veterinary medicine. osteopathy EDO® on equine
equine
and veterinary
osteopathy EDO®
osteopathy EDO®
medicine
and veterinary
and veterinary
medicine.
medicine to
adequately
analyse and
interpret.
74
5.3.3
How to integrate
research in own
equine
osteopathic
acting.
Fitting simple
Incorporate all
Incorporate all
scientific information relevant research relevant research
in own equine
findings from a
in own equine
osteopathic acting. case in own equine osteopathic
osteopathic
thoughts and
Shows that at a
thinking and acting. acting.
Why do research basic level he is able
or scientific
to provide scientific Is able to abstract Can fit relevant
information
information to fit into case all relevant research or
should be
his own equine
research results or scientific
incorporated into osteopathic thinking scientific
information into
the equine
and acting.
information from his own equine
osteopathic own
one case and to fit osteopathic
thoughts and
into his own equine thinking and
acting.
osteopathic
acting.
thinking and acting.
75
6.
CORE COMPETENCE: SOCIAL RESPONSIBILITY
Equine Osteopaths EDO® are professionals in equine healthcare and also fulfil a role
as well advocacy organizations of the importance of overall equine health. This
should include the promotion of health at the level of the equine, practice and society.
6.1
Partial competence: the equine osteopath EDO® will be informed on
the extracurricular developments in equine healthcare.
KNOWS
KNOWS HOW
SHOWS HOW
6.1.1 Familiar with
informing himself
through the media
about equine
health care.
DOES:
PERFORMANCE
INDICATORS
Inform themselves
through literature
and the media on
current
developments in
equine health care.
Knowing why it's Informs himself,
important to inform through literature
himself through the and the media
media about
about equine
equine health care. health care
developments in
Know how to
Know why, as an the practice
inform himself as equine osteopath situation.
The equine
an equine
EDO®, he has to
osteopath EDO®
osteopath EDO® be informed by the Shows that through will inform himself,
through relevant relevant literature relevant literature through relevant
literature and the and the media
and the media
literature and the
media on current about current
knows to abstract media on current
developments in developments in information on
developments in
the field of equine the field of equine current
the field of equine
health care.
health care.
developments in health care.
the field of equine
health care.
76
6.1.2 Knows the
importance of
professional
organization.
Knows why it is
important to be a
member of a
relevant
professional
organization.
6.2
Knows the relevant Is a member of a
professional
relevant
organizations.
professional
organization when
Shows he is aware the education is
of the relevant
completed.
professional
associations in the At completion of
field and knows
the study he is a
what aspects are member of a
related to the
relevant
procedure of being professional
member and
association.
membership.
He is able to show
the useful
deployment of this
membership in
which the whole
profession
benefits.
Member of a
relevant
professional
association.
Is a member of a
relevant
professional
association.
Partial Competence: the equine osteopath EDO® works with most
sincere integrity and always in the general interest of equine.
KNOWS
KNOWS HOW
SHOWS HOW
DOES:
PERFORMANC
E INDICATORS
77
6.2.1 Know why it’s
important to
transfer the
essence of equine
osteopathy EDO®
to others outside
the profession.
Can put the
essence of the
profession of
equine osteopathy
EDO® into words.
Within the education
program can act as a
representative of the
profession of equine
osteopathy EDO®.
Shows within a
Can be expanded
limited and simple within the education
Know that some situation how to act and education
situations request as a representative beyond the limited
to the equine
of the profession of sense act as a
osteopath EDO® equine osteopathy representative of the
to behave as a
EDO®. Knows
profession of equine
representative of fundamental
osteopathy EDO®.
the profession of essence of the
equine osteopathy profession and the Can provide the
EDO®.
science of equine essence of the
Know that in such osteopathy EDO® profession and the
cases it is
to express
science of equine
important to the
themselves in
osteopathy EDO® to
essence of the
word. Practice in transfer to others
profession and the the teaching
outside the
science of equine situation in giving profession. Can give
osteopathy EDO® presentations and simple and effective
to be able to
information.
presentations and
contribute to others
information.
outside the
profession. This
includes for
example doing
presentations and
sharing
information.
6.2.2 Know that some Identify issues of Demonstration to
situations in
importance to
show all relevant
practice are
equine health care aspects of equine
relevant to overall in a case.
health care in a
equine health care.
practice situation.
Recognizes
Knows that he, in actively in a simple Demonstrates in an
his own practice case the aspects education situation
situations, may
relevant to the
that he's able to
come across
entire equine
designate those
situations that are health care.
aspects relevant for
important for the
the entire equine
entire equine
health care.
health care
relevance.
78
Can act inside
and outside the
practice as a
representative of
the profession of
equine
osteopathy
EDO®.
Can act as a
representative of
the profession of
equine
osteopathy
EDO® and know
the essence of
the profession
and the science
of equine
osteopathy
EDO® to
transfer to others
outside the
profession.
Identifies
relevant aspects
in private equine
osteopathic
practice.
Knows how to
recognize
situations that
have relevance
for the entire
equine health
care in their own
practice.
6.2.3 Knows the
importance of
taking
responsibility by
the owner/trainer
themselves.
Can encourage
Motivates owner/
owner/trainers to take trainers to take
responsibility in the responsibility.
practice situation.
Encourages
Know which
Shows in an
owner/trainers to
aspects are
education situation
take
Knows how
important in
that he is able to
responsibility for
important it is that encouraging
encourage owner/
their equine’s
owner/trainers also owner/trainers to trainers to take
health.
take responsibility take responsibility responsibility for their
for their equine’s by themselves for equine’s health.
health.
their equine’s
health.
6.3
Knows the aspects
to encourage an
owner/trainer to
take responsibility.
Partial competence: the equine osteopath EDO® is familiar with the
current situation concerning the equine health insurance
KNOWS
KNOWS HOW
SHOWS HOW
79
DOES:
PERFORMANCE
INDICATORS
6.3.1 Knows global
Knows the
Is able to apply
lines equine
essence of the
the equine
health insurance. equine insurance insurance in
and knows about practice situation.
Knows in general how to apply them
lines what the
in equine
Is also capable of
equine health
osteopathic
applying the
insurance and the practice.
equine health
legislation on
insurance and the
supplementary
Is aware of the
legislation on
and liability
essence of the
supplementary
insurance means. equine health
and liability
insurance and the insurance within
legislation on
the equine
supplementary
osteopathic
and liability
practice.
insurance. Knows
in basic how those
laws and
regulations can be
applied within the
equine
osteopathic
practice.
6.3.2 Different
What
Apply
situations,
compensation
compensation
different
standard for which norm in a case.
compensation
equine
rules.
osteopathic
Knows which
assessment.
compensation
Knows that there
norms per equine
are different
Knows what each health insurance
compensation
compensation
are applicable in
standards for
norm per equine which equine
different situations health insurance osteopathic
for equine
is applicable for assessment and
osteopathic
which equine
knows how to
assessment
osteopathic
apply some
applied by equine assessment
compensation
health insurance.
norms in a case
80
Applies the equine
health insurance in
private equine
practice.
Shows himself aware
of the equine health
insurance and the
legislation on
supplementary and
liability insurance.
Apply compensation
standards for equine
osteopathic
assessment in
practice.
Shows himself aware
of equine health
insurance feestandards for equine
osteopathic
assessment.
6.3.3 Various equine
Accessing policy Shows to be
health insurance data from equine granted access to
policy details.
health insurance. policy information
from equine
Knows that there Knows how to
health insurers in
are different policy access policy data a case.
details for each
from equine
equine health
health insurers, Shows how to get
insurer.
can get this
access to policy
information and information from
can broadly
insurance
interpret what the companies, can
compensation for get adequate
equine
information and
osteopathic
can interpret the
assessment is.
good
compensation for
the equine
osteopathic
assessment
concerned in the
case.
81
Shows to be granted
access to policy
information from
insurance companies
in practice.
Knows how to access
policy data from
equine health insurers
can get this
information and can
interpret the
compensation for
equine osteopathic
assessment.
7.
CORE COMPETENCE: ORGANISATION
The organizational aspects include managing their own practice and managing the
logistical and administrative skills necessary for this practice to be effective. It also
includes necessary conditions for the practice. These conditions must meet the
appropriate criteria for quality compliance as defined in the International Register of
Equine Osteopathy (IREO) or the statutory requirements.
7.1 Partial competence: the organization and management principles are applied
adequate.
KNOWS
KNOWS HOW
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
7.1.1 General knowledge Effectively organizes Shows in a simple Can effectively
about organizing their own practice. practice situation to regulate and
their own practice.
effectively
organize his own
Knows how equine, organize.
practice so that
Knows roughly
owner and trainer
care can be
how equine, owner resources and
Shows in a simple continued.
and trainer
information within test situation that
resources and
their own equine
he can organize
Organizes equine,
information within osteopathic practice equine, owner and owner and trainer
their own equine can be organized, trainer resources resources and
osteopathic
so it works efficiently and information
information within
practice can be
and effectively.
within their own
their own equine
organized, so it
equine osteopathic osteopathic
works efficiently
practice, so it
practice in such a
and effectively.
works efficiently
way that it works
and effectively.
efficiently and
effectively.
7.1.2 Key requirements Requirements which Knowing how to
Designs its
to which a practice a practice must
realize the practice practice in
must comply.
comply.
area.
accordance with
guidelines IREO.
Can name the
Knows all the
Knows how he can
most important
requirements that a realize the
Knows which
requirements for a practice space for requirements that a requirements a
practice space for equine osteopathic practice area for practice area for
equine osteopathic assessment must equine osteopathic equine
assessment.
meet.
assessment must osteopathic
meet.
assessment must
meet according to
the guidelines of
the IREO. Can
design the
practice in
accordance with
these guidelines.
82
7.1.3 Guidelines owner/ Knows guidelines Obliged to comply
trainer’s and
owner/trainer’s and to the owner/
equine’s privacy. equine’s privacy.
trainer’s and
equine’s privacy
Is aware of the
Has established
guidelines.
established
guidelines for
guidelines for
protecting the
Is obligated to
protecting the
privacy of the
follow the set
privacy of the
owner/trainer and guidelines for the
owner/trainer and equine and knows protection of
equine.
why they are
owner/trainer and
important.
equine privacy.
Acts in
accordance with
guidelines owner/
trainer’s and
equine’s privacy.
Is obligated and
responsible for
protecting the
privacy of the
owner/trainer and
equine (in
accordance with
established
guidelines)
7.1.4 Accessibility
Familiar with
Shows awareness Is easily
equine osteopathy accessibility factors of factors that are accessible under
practice.
important in
important to
guidelines set.
practice.
accessibility
Is aware of the fact
practices in order. Ensures easy
that a good equine Knows that a good
access on clearly
osteopathic
equine osteopathic Through a case
marked days and
practice should be practice should be can show that he times (in
accessible on
accessible on
knows what a good accordance with
clearly marked
clearly marked days accessibility means established
days and times.
and times and what for an equine
guidelines)
that means.
osteopathic
practice.
7.1.5 Why evaluate and Content review and Can review and
Uses, evaluates
update work
update work
update work
and updates
agreements.
agreements.
arrangements
transparent (work)
during the
agreements.
Know why the
Know what to
education phase.
review and
evaluate and update
Uses, evaluates
updating of
transparent work
Shows during
and updates
transparent work arrangements
education he can transparent (work)
arrangements is
means.
make transparent agreements.
important.
(study)
arrangements with
fellow students and
teachers.
83
7.1.6 Inform owner/
Knows how to
Can inform owner/
trainers in time
inform owner/
trainers in time
about the
trainers in time
when the
cancellation of their about the
appointment is
appointment.
cancellation of their cancelled in
appointment.
practice situation.
Knows that he has
to inform the
Knows how to
Shows in a
equine owner/
inform the equine
practice situation
trainers as
owner/trainers as
that he can inform
adequate and early adequate and timely the equine owner/
as possible about as possible when
trainers adequate
the cancellation of the appointment is and timely when
the appointment. being cancelled.
there appointment
is being cancelled.
Informs owner/
trainers
adequately and
on time if the
appointment is
being cancelled.
7.1.7 Knows that he has Knows how to
to evaluate
evaluate his own
systematically and practice.
regularly
Knows how he can
Is aware of the fact appoint his own
that his own
practice
practice
management
management has systematically and
to evaluate
at regular intervals
systematically and to evaluate.
regularly.
Shows in practice
that he was
commissioned to
evaluate.
Regularly and
systematically
evaluate his own
practice.
Shows through a
contract which he
can apply this
information and
knows how to
systematically
evaluate their own
practice
management.
Planned and
regularly evaluate
his own practice
management in
accordance with
the guidelines of
the IREO and
allows the private
practice is
regularly reviewed
by the
professional
register (IREO).
The equine
osteopath acts
according to the
Law on
Accounting and
fulfil obligations to
tax authorities.
84
Will ensure the
adequate and
timely information
to the equine
owner/trainers in
case the
appointment is
cancelled.
7.2
Partial competence: the equine osteopath EDO® will effectively deal
with client & equine information.
KNOWS
KNOWS HOW
7.2.1 Why a fixed system Contents of fixed
of equine
system of equine
registration.
registration.
Know why an
established system
of equine
registration is
important.
7.2.2. Knows why
accurate
registration of
equine data.
He knows why a
systematic, careful
and confidential
manner to the
relevant equine
data in the (digital)
equine osteopathic
record to record.
Know what an
established
system of equine
registration and
may involve
different systems
enumerate.
The accurate
registration of the
equine data.
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
Working with
Choosing and
established
dealing with equine
system of equine registration system
registries in
in practice.
practice situation.
Is able to make an
Shows that he can informed choice for
work with an
the type of system
established
for equine within
system of equine their own practice
registration in a working in a
practice situation. structured and
skilled and knows
how to deal with this
system.
Display of
Accurate
accurate
registration of
registration data in equine data,
equine practice
demonstrated in
situation.
practice.
Know how a
systematic,
careful and
Shows in an
Records in a
confidential
education
systematic, careful
manner relevant situation that he is and confidential
equine data in the able to record in a manner relevant
(digital) equine
systematic,
equine data in the
osteopathic record careful and
(digital) equine
should / could
confidential
osteopathic record.
register.
manner, relevant
equine data in the
(digital) equine
osteopathic
record.
85
8. CORE COMPETENCW: PROFESSIONALISM
The equine osteopath EDO® applies a unique independent role in equine health care
and acts according to the equine osteopathic philosophy and principles. The equine
osteopath EDO® aims to maintain the health and welfare of equine. The equine
osteopath EDO® seeks the highest quality of equine care and behaves according to
the appointed code of ethics. The equine osteopath EDO® shows awareness of own
competence and professionalism.
8.1
Partial competence: the equine osteopath EDO® must be capable
of delivering the highest standard of equine care in an adequate,
integrated and involved manner.
KNOWS
KNOWS HOW
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
8.1.1 Familiarity with
Knows the issues Can offer an
Capable of
equine osteopathic that are important independent and
providing an
contribution to
to an independent specific equine
independent
independent
equine osteopathic osteopathic health equine
equine osteopathic health care.
care during an
osteopathic health
health care.
Knows the issues education situation. care.
Knows that an
that are important Is capable of
Able to deliver an
equine osteopath in providing
providing
independent and
EDO® should
independent and independent and
specific equine
contribute to
specific equine
specific equine
osteopathic health
independent and osteopathic health osteopathic health care that
specific equine
services that
care that contributes contributes to
osteopathic health contributes to
to improving the
improving the
care that
improving the
quality of life and
quality of life and
contributes to
quality of life and thus the overall
thus the overall
improving the
thus the overall
wellbeing of the
wellbeing of the
quality of life and wellbeing of the
equine, this initially equine.
thus the overall
equine.
in education
wellbeing of the
situations and later
equine.
in practice.
86
8.1.2 Familiar with
equine-oriented
work.
Knows that he has
to work equine oriented and that
he has to
centralize the
problematic
individual to the
equine.
Important aspects Shows capability of Works equine of equine-oriented working equine oriented.
work.
oriented during a
Works equine –
Knows the aspects practice situation. oriented,
that are important Shows within a
centralizes the
to work in an
practice situation
individual problem
equine -centered that he is able to
of the equine.
way and knows
work equine how the individual oriented and to
problem of the
centralize the
equine is set to this individual problem of
centrally.
the equine at all
time.
8.1.3 Knows how to bear Knows he has
Shows the
Shows the
responsibilities
responsibilities to responsibilities
responsibilities
towards owner,
the owner, trainer indicated in
stated in respect
trainer and equine. and equine.
comparison with
of owner, trainer
Know that he as
Know the
owner, trainer and and equine,
equine osteopath responsibilities he equine in a practice colleagues, the
EDO® has got
carries as an
situation.
profession and
responsibilities in equine osteopath Shows that during a equine
relation to owner, EDO® in relation to practice situations osteopathic health
trainer and equine, owner, trainer and he is capable
care.
colleagues, the
equine, colleagues, operating in a
Aware of its
equine osteopathic the equine
conscious way to
responsibilities
profession and
osteopathic
deal with his
towards owner,
equine health care profession and
responsibilities as trainer and
in general.
equine health care an equine osteopath equine,
in general.
EDO® he bears
colleagues, the
towards owner,
equine
trainer and equine, osteopathic
colleagues, the
profession and
equine osteopathic equine health
profession and
care in general.
equine health care
in general.
8.1.4 Acts goal-oriented Acts goal-oriented, Acts goal-oriented, Acts goaland solutionsolution-aimed.
solution-aimed in
oriented, solutionaimed.
Knows how he as practice situation. aimed in real life.
He knows that as an equine
Acts in a goalActs in a goalan equine
osteopath can act oriented, solution- oriented, solutionosteopath he must in a targeted,
aimed way and
aimed way and
act in a targeted, solution-aimed way independently in a independently.
solution-aimed way and independently. simulated practice
and independently.
situation.
87
8.2
Partial competence: the equine osteopath EDO® has adequate and
appropriate professional conduct in the intrapersonal and interpersonal
professional behaviours, and so described in full compliance with
professional ethics in veterinary medicine.
KNOWS
KNOWS HOW
SHOWS HOW
DOES:
PERFORMANCE
INDICATORS
8.2.1 Why completely
How to completely Shows to be fully
Is able to practice
independently
independently
able to function
the profession of
function as an
function as an
independently in a equine osteopathy
equine osteopath equine osteopath practice situation. EDO® fully
EDO®.
EDO®.
Works within a
independently.
Knows that as
Knows how he as practice case
Is completely
equine osteopath an equine
completely
independent in his
EDO® it is
osteopath EDO® independently in his profession and
important for the has to practice his profession and also can also practice
profession to
profession fully
shows that he is
and evaluate the
exercise fully
independently. Can able to practice and profession of
independently.
demonstrate how evaluate the
equine osteopathy
Preparing for the he prepares for the profession of equine EDO® in real life.
actual practice in actual profession in osteopathy EDO®.
the profession and practice and the
the associated
associated
evaluation.
evaluation.
88
8.2.2 Knows that there
are limits to their
own abilities.
He knows that as
an equine
osteopath EDO®
he is limited in his
options. Knows
that to discover
one's own
capabilities critical
insight is needed.
Roughly knows the Shows critical
Provides critical
limits to his own
understanding of its insight into his
capabilities in the possibilities in a
own capabilities
profession.
practice situation. and limitations.
Roughly knows as Shows that he has a Provides critical
equine osteopath critical
insight into his
EDO® what his
understanding of his own capabilities
own limits to his
own limits and
and limitations as
own possibilities possibilities in an
an equine
are. Has a critical education situation osteopath EDO®.
skill to gain insight or during education
into his own
in-school practice.
possibilities.
8.2.3 Knows the
Roughly knows the Ability to indicate
Critical during
possibility of
limits of his
limits and knows
equine
change in
capabilities in the whether to adjust his osteopathic
approach exists in profession of
approach to an
deduction and
equine osteopathic equine osteopathy equine osteopathic assessment.
restoration.
EDO®.
restoration.
Provides critical
Knows that as an Roughly knows as Is able to adjust
insight regarding
equine osteopath equine osteopath based an indication both the equine
he is limited in his EDO® where his of limits as an
osteopathic
options. Know that own limits are to equine osteopathic deduction as well
critical insight is
his capabilities.
assessment
as equine
needed to discover Has a critical skill following an
osteopathic
your own
to gain insight into assessment of the restoration and
capabilities.
his own
most important
can evaluate and
possibilities.
points. Uses
- if necessary insightful critical
adjust.
skills to achieve this.
8.2.4 Responsibility and How be
Has shown to be
Is responsible and
accountability of
accountable and responsible and
accountable in
the equine
take responsibility. accountable in
equine
osteopath EDO®. Knows how he as practice situations. osteopathic
Knows that the
an equine
Shows during
practice.
equine osteopath osteopath EDO® education situation Is responsible and
EDO® himself is can take
that he can take
accountable for
responsible and
responsibility and responsibility and
decisions, actions
accountable for
accountability for accountability for
and actual
decisions made, taken decisions,
decisions, act
consequences
actions taken and act genuinely and genuinely and its
and acts in
their
its consequences. consequences and accordance with
consequences.
Thereby knows
act in accordance the regulations of
Knows that he will how to act
with ethical and
the IREO.
act according to
according to ethical legal norms and
ethical and legal and legal norms
values.
norms and values. and values.
89
8.2.5 Importance of
How to consult
Can look up and
Is able to consult
consulting relevant information
consult information appropriate
sources of
resources.
resources.
information
information.
Knows how look up Shows within
sources.
Knows that it may additional
education or inIs willing and able
be important to
information in
school practice that to look up
look for additional literature or other he is willing and
additional
information in
sources of
able to look up
information in
literature or other information in case additional
literature or other
information, if there there is doubt or information in
sources of
is doubt or lack of lack of appropriate literature or other
information in
appropriate or
or relevant
sources of
case of doubt or
relevant
information.
information in case lack of proper and
information.
of doubt or lack of relevant
appropriate and
information.
relevant information.
8.3
Partial competence: The equine osteopath EDO® acts in
accordance with the professional code and ethics of equine osteopathy
EDO®.
KNOWS
KNOWS HOW
SHOWS HOW
8.3.1 Being familiar with Being familiar with
the existence of
the existence of
current legislation current legislation
and code of
in the area of
conduct.
ethical
Knows that there is consideration and
legislation in the
acting in practice.
field of ethical
Is familiar with
considerations
current legislation
relating to
and ethical
proceeding in
considerations
practice. Also
relating to
knows this includes proceeding in
the oath of
practice. This
secrecy, code of includes the oath
conduct, code of of secrecy, code of
ethics.
conduct, code of
ethics.
90
DOES:
PERFORMANCE
INDICATORS
Aware of code of
Is familiar with
conduct is relevant current legislation
to the profession.
and ethical
Knows of any
considerations
specific legislation in relating to trading
terms of ethical
in practice.
considerations
Is familiar with
relating to
current legislation
proceeding in
and ethical
practice there is. Is considerations
also aware of the
relating to
contents of the oath proceeding in
of secrecy, code of practice. This
conduct, code of
includes: the oath
ethics.
of secrecy, code
of conduct, code
of ethics.
8.3.2 Data Protection Act Essence Personal Acts during
Registration global Registration Act. education situation
knowledge.
Knows the
under Data
Is broadly aware of essence of the
Protection Act
what the Data
Data Protection Act Registration.
Protection Act
registration and
Is able to complete
Registration
how the
an osteopathic
means.
relationship
education situation
between the law to act in accordance
and the
with the Data
osteopathic
Protection Act
profession is.
Registration.
8.3.3 Global knowledge Essence
Acting in
Code of Ethics
Professional code accordance with
Equine Osteopathy Equine Osteopathy Code of Ethics
EDO® of the
EDO® of the
Equine Osteopathy
IREO.
IREO.
EDO® of the IREO
Is broadly aware of Know the essence during a practice
what the Code of of the Code of
situation.
Ethics Equine
Ethics Equine
Act in situations
Osteopathy EDO® Osteopathy EDO® such as exercise
of the IREO
of the IREO and
education and inmeans.
how the
school practice in
relationship
accordance with the
between the Code Code of Ethics
and the equine
Equine Osteopathy
osteopathic
EDO® of the IREO.
profession is.
91
Act in practice in
accordance with
the Data
Protection Act
Registration.
Acts in
accordance with
the Data
Protection Act
Registration.
Acts in
accordance with
Code of Ethics
Equine
Osteopathy
EDO® of the
IREO in practice.
Acts according to
the professional
code Equine
Osteopathy
EDO® of the
IREO.
5.4. Source Reference
CanMEDS care model
NRO/NVO beroepscompetentieprofiel
In addition, the following Internet sources were consulted:
www.theWAEO.org
www.vluggeninstitute.com
www.osteopathie-nro.nl
5.5. List of abbreviations
WAEO
The Worldwide Alliance of Equine Osteopaths
IREO
The International Register of Equine Osteopathy EDO®
VIEOE
The Vluggen Institute for Equine Osteopathy and Education
SCEO
The Standards Committee Equine Osteopathy
SEO
The Standards Equine Osteopathy EDO®
92
6. Entry requirements and length of education.
Introduction
The courses educate the prospective EDO® to operate as an independent
professional. Mandatory referral from a veterinarian is not usual, as no additional
skills are required.
The purpose of these standards is to ensure an education that leads to the level of
an independent professional, capable of examining the equine based on the
principles of equine osteopathy EDO®, making an equine osteopathic deduction and
set up an assessment based on the principles of equine osteopathy EDO®. The
education for equine osteopathy EDO® is an education for students who have
already received the relevant preparatory education. The content and length of the
education is determined by the inferential exemptions based on previous studies s
that are demanded as entry requirements.
In the current equine osteopathy education offerings there are considerable
differences both in the content provided and in duration versus cost . Equine
osteopathic education programs are private and not sponsored.
The intended length of study is also determined by the level of the education, which
depends on the content and educational level of teachers, the experience in practice
as an equine osteopath EDO® and the teaching materials available.
6.1 Entry requirements for equine osteopathy EDO®
education
The entry requirements for education are:
In Europe for the two year, ten modular education/study: veterinarians, osteopaths
D.O., Dr. of Chiropractic, physical therapists and animal physical therapists, all at
least at bachelor-degree.
For the three year, fourteen modular study/education: all other certified therapists
and body-workers and Degree holders that have successfully completed a final
propaedeutic or prerequisite exam after a four modular introductory education in
functional and structural anatomy, neuro-anatomy, physiology and basic equine
pathology, as they are offered by The Vluggen Institute of Equine Osteopathy and
Education.
In the USA for the two-year, ten modular education/study: veterinarians, osteopaths
D.O. and Dr. of Chiropractic.
For the three year, fourteen modular study/education: certified veterinary technicians
and physical therapists.
93
Certified animal body-workers, massage therapists, equine touch and Bowen
therapists, equinology, myofacial, craniosacral therapists, equine dentists and all
equal and comparable certified persons are allowed to enter the fourteen consecutive
modular education/study after satisfactory completing through a final propaedeutic or
prerequisite exam, a four modular education of four days per module in functional
and structural anatomy, neuro-anatomy, physiology and basic equine pathology, as
they are accredited to The Vluggen Institute of Equine Osteopathy and Education.
Contained in this professional competence is the description of the modular
education based on the education given at The Vluggen Institute of Equine
Osteopathy and Education (VIEO).
Other education institutions for equine osteopathy will be identified when there is
clear recognition of a request and achievement of these standards through the IREO.
Current Education
The current education of equine osteopathy EDO® in Europe and North America
(USA and Canada) is a professional education. There are modular education
programs in Europe (Waldfeucht- Obspringen, Nord Rhein Westphalen, Germany)
and in the USA (San Marcos, Texas).
In Europe there is currently taught:
A consecutive ten modular education-study of four days per module, four to five times
a year for: veterinarians, osteopaths D.O., Dr. of chiropractic, physical therapists and
animal physical therapists, all at least at bachelor-degree.
After graduation and award of the diploma EDO®, the graduate can register at the
IREO as a senior Equine Osteopath EDO®.
A consecutive fourteen modular education/study of four days per module, four to five
times a year for: all other certified therapists and body-workers and education holders
that have satisfactory completed through a final propaedeutic exam.
The four modular introduction course in functional and structural anatomy, neuroanatomy, physiology and basic equine pathology, as they are accredited by the IREO
to The Vluggen Institute of Equine Osteopathy and Education.
After graduation and award of the diploma EDO®, the graduate can register at the
IREO as a junior Equine Osteopath EDO®.
A junior Equine Osteopath EDO® has, to develop his knowledge on pre-clinical
subjects to the level of a senior Equine Osteopath EDO®, further take post-graduate
courses in pre-clinical subjects next to the regular post-graduate courses within a
period of five years.
To become senior Equine Osteopath EDO® satisfactory exam at the requested level
is required.
94
In the USA there is currently taught:
A consecutive ten modular education/study of four days per module, four to five times
a year for: veterinarians, osteopaths D.O. and Dr. of Chiropractic.
After graduation and award of the diploma EDO®, the graduate can register at the
IREO as a senior Equine Osteopath EDO®.
A consecutive fourteen modular education/study of four days per module, four to five
times a year for: certified veterinary technicians and physical therapists.
Certified animal bodyworkers, massage therapists, equine touch and Bowen
therapists, equinology, myofacial, cranio sacral therapists, equine dentists and all
equal and comparable certified persons are allowed to enter the fourteen
consecutive modular education/study after satisfactory completing, through a final
exam, a four module prerequisite education of four days per module in functional and
structural anatomy, neuro-anatomy, physiology and basic equine pathology, as they
are accredited by the IREO to The Vluggen Institute of Equine Osteopathy and
Education.
After graduation and award of the diploma EDO®, the graduate can register at the
IREO as a junior Equine Osteopath EDO®.
95
7. End qualifications of the education
7.1 List of subjects and minimal hours
Introduction
During the development of this professional competence, research has been done on
which subjects and how many hours theory, practice groups and clinical education
are being given at The Vluggen Institute of Equine Osteopathy and Education. Based
on these subjects with their numbers, a consensus with a certain variations,
concerning how much class time is required for graduation has been determined in
the field-level control.
Besides agreement on substantive standards regarding education for the
recognition / accreditation of education a clear indication of the amount of teaching
hours to achieve the desired level is required.
Eventually a system in which the entire education has been subdivided in main
sections was adopted. Education must teach all of the key components. The above
definition of equine osteopathy EDO® and the professional competence is for further
guidance.
Quantitatively two sizes have been chosen for these components:
• One piece, a required number of hours ,plus or minus 5%
• A component may have an absolute minimum number of hours. This mostly
concerns the direct equine osteopathic courses
Self-study
Tutorial, the approximate amount of self-study, the classroom- and practicum hours,
would be required to successfully handle the curriculum offered. Ultimately, the
following standards have been chosen:
• Theory
§ Preclinical subjects: for each classroom hour 3 hours self-study
is required
§ Clinical education: 1 classroom hour requires two hours
independent study
• Practical / Practice Groups:
§ 1 practical hour demands 3 study hours.
• Practicum:
§ 1 hour practical education study requires 1 hour.
Teacher-independent practice groups
The current program has recognized teacher-independent and teacher-dependent
practice groups. Given that teacher-independent practice groups get as many
96
assignments, that these will have equal terms to the amount of study hours as the
teaching-dependent practice groups has the right to consider equal, both as a lesson
as regarding the necessary additional study hours. The condition to this is the
method of testing of the assignments of the teacher-independent practice group
assignments. According to the instructions given, each method of testing will be
judged in order to give approval of education and if a similar count is being justified.
In sum, the School must require a certain number of hours for study, both teacherdirected and self study. School can choose how to administer these components.
This document provides a guideline only for fulfilling these requirements.
7.2. Exit qualifications of the education
List of subjects and minimal hours / requests
7.2.1: For the veterinarian (vet) curriculum:
Curriculum: veterinarian classes / ten-modules, two year curriculum
60% theory, 40% practice for all modules.
Module - I:
• Introduction to the equine osteopathy
• History of the equine osteopathy EDO®
• Functional anatomy and biomechanics of the front limb
• Generalities of the technics
• Examination and normalization of the front limb.
• Info: the students are introduced to the history, principles and concept of the
equine osteopathy EDO®, the understanding of the osteopathic disorder in
relation to the gamma loop.
• The students will be taught in structural and functional anatomy and
biomechanics of the front limb in general and in specific for the scapulothoracic junction, the art. scapulo- humeralis, the art. cubiti, the art. carpales.
• Introduction to the generalities and practical application of the examination and
normalizing technics:
Functional- structural technics:
- Direct- indirect, semi-direct technics
- Strain- counterstrain technics
- The concept of the jones- technics
- The general listening, the local listening.
• Extensive hands- on practical education and training of the examination,
functional and structural normalizing technics for the front limb.
• Duration: 36 hours
97
Module – II:
• Functional anatomy and biomechanics of the hind limb.
• Info:
• The students will be taught in:
• Structural and functional anatomy and biomechanics of the hind limb in
general, and in specific for the art. Coxae, the art. Genus, the art. Tarsales, the
art. Metatarso- phalangealis, the art. Interphalangealea proximalis et distales,
the ossae sesamoideae, and the patellae.
• The heamodynamic relations and the osteopathic relevance, of the art. Coxae.
• The biomechanics and osteopathic relevance of the menisci.
• Introduction to the examination and normalizing technics for the hind limb
• Extensive hands- on practical education and training of the examination,
functional and structural normalizing technics for the hind limb.
• Duration: 36 hours
Module – III:
• Functional anatomy and biomechanics of the sacrum
• Functional anatomy and biomechanics of the ilium
• Vegetative integration:
• The autonomic nervous system: the efferent system
• Physiology of the vegetative integration
• Info:
• The students will be taught in:
• Structural and functional anatomy and the biomechanics of the sacrum and ilii
in general and in specific of the art. Sacro-Iliacalae
• The osteopathic relevance of the autonomic integration in general, and in
specific the autonomic nervous system, the efferent pathway, and the
physiology of the autonomic integration from the osteopathic perspective in
relation to the osteopathic disorder
• Introduction to the examination and normalizing technics for the art. Sacroiliacalea, and ilio-sacralea
• Extensive hands- on practical education and training of the examination,
structural and functional normalizing technics for the art. Sacro- iliacalea and
Ilio- sacralea.
• Duration 36 hours
98
Module – IV:
• Functional anatomy and biomechanics of the spine
• Vegetative integration: the afferent system
• Info:
• The students will be taught in:
• Structural and functional anatomy, and the biomechanics of the cervical, the
thoracic and the lumbar spine
• The osteopathic relevance of the autonomic integration in general and in
specific the autonomic nervous system, the afferent pathway.
• Introduction to the examination and normalizing technics for the cervical,
thoracic, and lumbar spine
• Extensive hands- on practical education and training of the examination,
structural and functional normalizing technics for the cervical, thoracic and
lumbar spine.
• Duration 36 hours
Module –V:
• Cranio sacral osteopathy: the equine ten steps procedure
• Info:
• The students will be taught in:
• Structural and functional anatomy and the biomechanics of the neurocranium ,
the viscerocranium, the meningeal system, the sutures and the synchondrosis
spheno basilaris and the osteopathic importance to the parietal and visceral
system in relation to the physiology of the vegetative integration
• Introduction to the practical application through the ten steps procedure of the
cranio sacral osteopathy to the equine, examination and normalizing technics
for the cranio sacral system
• Extensive hands- on practical education and training of the examination and
normalizing techniques for the cranio sacral system.
• Duration 36 hours
Module – VI:
• The cranial nerves
• Cranio sacral osteopathy in function of the cranial nerves
• Info:
• The students will be taught in:
• The structural and functional anatomy and the osteopathic relevance of the
cranial nerves.
• Introduction to the examination and normalization in relation and function with
the pathways, entrapment possibilities and possible, symptoms within the
functionality of the cranio sacral osteopathy.
• Extensive repetition hands- on practical education and training of the
examination of the cranial nerves, the normalization of the possible
entrapments and symptoms in function of the cranio sacral osteopathy.
• Duration 36 hours
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Module – VII:
• Functional anatomy and biomechanics of the diaphragm, ribs and sternal
bone, the abdominal wall
• Info:
• The students will be taught in:
• Structural and functional anatomy, biomechanics of the diaphragm the ribs and
the sternal bone,
• Physiology and osteopathic relevance of the diaphragm in relation to the
parietal, visceral, cranio sacral, the vascular, and respiratory system and the
results in the adaptation systems of the body
• Introduction to the examination and normalizing techniques for the diaphragm,
ribs, and sternal bone.
• Extensive hands- on education and training in the examination and
normalizing techniques of the diaphragm, ribs and sternal bone.
• Duration 36 hours
Module – VIII:
• Visceral osteopathy part – I:
- Liver, spleen, pancreas, stomach, duodenum.
- The thoracic and abdominal wall, THE INGUINAL REGION.
• Info:
• The students will be taught in:
• Introduction to the principles of the visceral osteopathy, the visceral mobility,
motility and automatisms, the visceral articulation, the visceral disorder:
serosity and non- serosity.
• Structural and functional anatomy, the biomechanics and the osteopathic
relevance of the liver, spleen, stomach pancreas and duodenum in relation to
the autonomic integration, the circulatory and parietal system.
• Introduction to the examination and osteopathic normalizing techniques for the
liver, spleen, stomach pancreas and duodenum.
• Functional and structural anatomy of the thoracic and abdominal wall, the
inguinal region of the mare and stallion and the osteopathic relevance of
immasculation.
100
Module – IX:
• Visceral osteopathy part – ii:
- Kidneys, urethers, bladder, ovaries, uterus, ductus deferens, and
prostate.
• Info:
• The students will be taught in:
• Structural and functional anatomy, the biomechanics and the osteopathic
relevance of the kidneys, bladder, urethers, uterus, ovaries, prostate and
deferent duct in relation to the circulatory, the cranio sacral and the parietal
system.
• Introduction to the examination and osteopathic normalizing technics for the
pelvic room
• Functional and structural anatomy of the thoracic and abdominal wall, the
inguinal region of the mare and stallion and the osteopathic relevance of
immasculation for the gelding.
.
Module -X
• TMJ
• Examination protocol
• Final exams in front of an international jury , composed by the IREO.
• Info:
• The students will be taught in:
• Functional and structural anatomy, the biomechanics and osteopathic
relevance of the TMJ within the parietal, the visceral and the cranio-sacral
system.
• Introduction to the structural and functional osteopathic normalizing technics
for the TMJ
• Extensive hands- on practical education of the examination and osteopathic
normalizing technics for the TMJ.
• Introduction to the osteopathic examination and interpretation protocol.
• Duration: 18 hours
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The final exams in front of an international jury, composed by the IREO:
• Day one:
• Written exam:
Five written open questions,
20 points each question if answered right
False answering can lead to minus-points and will give reduction of earned points.
Ten multiple choice questions,
10 points each question if answered right
Ten false or true statements,
10 points each question if answered right
Total points for written exam: 300 points
To pass the written exam the candidate has to accomplish at least 65% of the points
as a minimum (195 points)
Day two:
• Practical exam
• Exam committee, an international jury composed by the IREO: minimum of:
1 Veterinarian DVM, EDO®
1 D.O.-MRO, EDO®
• 30 minutes up to a maximum of 1 hour practical exam through case
introduction and questioning and actual performance of examination and
normalizing technics by the student witnessed by the exam committee
• To pass the practical exam the candidate has to accomplish at least 65% of
300 points as a minimum (195 points)
• Duration:
• All students will be given the necessary time to accomplish their written exam,
as they need on the given day.
• The practical exam will take a minimum of 30 minutes up to a maximum of 1
hour each student.
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7.2.2: For the non- veterinarian (non-vet) curriculum:
Curriculum: non-veterinarian classes / fourteen-modules, three year curriculum
60% theory, 40% practice for all modules.
Module - I:
• Introduction to the equine osteopathy history of the equine osteopathy
• Functional anatomy and biomechanics of the front limb
• Generalities of the technics
• Examination and normalization of the front limb.
Info:
The students are introduced to the history, principles and concept of the equine
osteopathy, the understanding of the osteopathic disorder in relation to the gamma
loop.
the students will be taught in:
• Structural and functional anatomy and biomechanics of the front limb in
general and in specific for the scapulo- thoracic junction, the art. scapulohumeralis, the art. cubiti, the art. Carpales.
• Introduction to the generalities and practical application of the examination and
normalizing technics:
Functional- structural technics:
§ Direct- indirect, semi-direct technics
§ Strain- counterstrain technics
§ The concept of the jones- technics
§ The general listening, the local listening.
• Extensive hands- on practical education and training of the examination,
functional and structural normalizing technics for the front limb.
• Duration: 36 hours
Module – II:
Functional anatomy and biomechanics of the hind limb.
Info:
The students will be taught in:
• Structural and functional anatomy and biomechanics of the hind limb in
general, and in specific for the art. Coxae, the art. Genus, the art. Tarsales, the
art. Metatarso- phalangealis, the art. Interphalangealea proximalis et distales,
the ossae sesamoideae, and the patellae.
• The heamodynamic relations and the osteopathic relevance, of the art. Coxae.
• The biomechanics and osteopathic relevance of the menisci.
• Introduction to the examination and normalizing technics for the hind limb
• Extensive hands- on practical education and training of the examination,
functional and structural normalizing technics for the hind limb.
• Duration: 36 hours
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Module – III:
• Functional anatomy and biomechanics of the sacrum
• Functional anatomy and biomechanics of the ilium
• Vegetative integration:
- The autonomic nervous system: the efferent system
- Physiology of the vegetative integration
Info:
The students will be taught in:
• Structural and functional anatomy and the biomechanics of the sacrum and
ilea general and in specific of the art. Sacro-iliacalae
• The osteopathic relevance of the autonomic integration in general, and in
specific the autonomic nervous system, the efferent pathway, and the
physiology of the autonomic integration from the osteopathic perspective in
relation to the osteopathic disorder
• Introduction to the examination and normalizing technics for the art. Sacroiliacalea, and ilio-sacralea
• Extensive hands- on practical education and training of the examination,
structural and functional normalizing technics for the art. Sacro- iliacalea and
Ilio- sacralea.
• Duration 36 hours
Module – IV:
• Functional anatomy and biomechanics of the cervical spine.
• The occipito- atlanto- axial complex.
• Vegetative integration:
- The autonomic nervous system: the afferent system
- The osteopathic importance of the afferent system
Info:
The students will be taught in:
• Structural and functional anatomy, and the biomechanics of the cervical spine,
and the OAA-complex in particular.
• The osteopathic relevance of the autonomic integration in general and in
specific the autonomic nervous system, the afferent pathway.
• Introduction to the examination and normalizing technics for the cervical spine
and the OAA- complex.
• Extensive hands- on practical education and training of the examination,
structural and functional normalizing technics for the cervical spine.
• Duration 36 hours
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Module –V:
• Functional anatomy and biomechanics of the thoracic and lumbar spine.
• The urogenital tract.
Info:
• The students will be taught in:
• Structural and functional anatomy and the biomechanics of the thoracic and
lumbar spine.
• Introduction to the examination and normalizing technics of the thoracic and
lumbar spine.
• Extensive hands-on practical education and training of the examination and
normalizing technics for the thoracic and lumbar spine.
• Introduction to the physiology and anatomy of the urogenital tract from the
osteopathic prospective
• Duration 36 hours.
Module- VI:
• Equine cranio sacral osteopathy:
Info:
The students will be taught in:
•
-
The five elements of the equine cranio sacral system:
The sutures
The meninges
The cerebro spinal fluid
The primairy respiratory mechanism and the motions of the synchondrosis
spheno basillaris.
The inherent motion of the central nervous system and the sacrum
• The equine ten- steps procedure:
• Extensive hands on education and training of the examination and normalizing
technics specified for the equine cranio sacral system through a ten steps
protocol.
• Structural and functional anatomy and the biomechanics of the neurocranium,
the viscerocranium, the meningeal system, the sutures and the synchondrosis
spheno basilaris and the osteopathic importance to the parietal and visceral
system in relation to the physiology of the vegetative integration.
• Duration 36 hours
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Module – VII:
• The cranial nerves
• Cranio sacral osteopathy in function of the cranial nerves
info:
the students will be taught in:
• The structural and functional anatomy and the osteopathic relevance of the
cranial nerves.
• Introduction to the examination and normalization in relation and function with
the pathways, entrapment possibilities and possible symptoms within the
functionality of the cranio sacral osteopathy.
• Extensive repetition hands- on practical education and training of the
examination of the cranial nerves, the normalization of the possible
entrapments and symptoms in function of the cranio sacral osteopathy.
• Duration 36 hours
Module – VIII:
• The abdominal wall and the digestive tract.
• repetition of the examination and normalizing technics of the cervical, thoracic
and lumbar spine.
Info:
The students will be taught in:
• Structural and functional anatomy of the abdominal wall and in specific the
inguinal region and the relevance of this specific region within the equine
osteopathy
• Physiology of the digestive tract in function of the equine osteopathy
• Extensive revision, correction, and improvement of the examination and
normalizing technics of the spine.
• Duration 36 hours.
Module – IX:
• The diaphragm, ribs and sternal bone.
• The respiratory tract.
Info:
The students will be taught in:
• The functional and structural anatomy of the diaphragm, ribs and sternal bone.
• Physiology and osteopathic relevance of the diaphragm in relation to the
parietal, the visceral, the cranio- sacral, the respiratory and vascular system
and the results in the adaptation systems of the equine body.
• Extensive hands- on education and training in the examination and
normalizing technics of the diaphragm, ribs and sternal bone.
• Duration 36 hours.
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Module –X:
• The circulatory tract.
• Revision of the diaphragm and the sternal bone in relation to the heart, lungs
and mediastinum
Info:
The student will be taught in:
• The physiology of the circulatory tract in specific the physiology of the heart, its
attachments and relation to the parietal system, diaphragm ribs and sternal
bone
• Introduction to the examination and normalization of the sternal bone in
specific and the diaphragm in relation the heart
• Extensive training and hands- on education of the normalizing and
examination technics of the sternal bone in relation to the heart.
Module –XI:
• Visceral osteopathy part – i:
- Introduction to the principles of visceral osteopathy
- Liver, spleen, pancreas, stomach, duodenum.
Info:
The students will be taught in:
• Introduction to the principles of the visceral osteopathy:
- Mobility,
- Motility,
- Automatisms,
- The visceral articulation,
- The visceral disorder:
- Serosity and non- serosity.
Structural and functional anatomy, the biomechanics and the osteopathic relevance
of the liver, spleen, stomach pancreas and duodenum in relation to the autonomic
integration, the circulatory and parietal system.
• Introduction to the examination and osteopathic normalizing techniques for the
liver, spleen, stomach pancreas and duodenum.
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Module – XII:
Visceral osteopathy part – ii:
Kidneys, ureters, bladder, ovaries, uterus, ductus deferens, and prostate.
Info:
The students will be taught in:
• Structural and functional anatomy, the biomechanics and the osteopathic
relevance of the kidneys, bladder, ureters, uterus, ovaries, prostate and
deferent duct in relation to the circulatory, the cranio sacral and the parietal
system.
• Introduction to the examination and osteopathic normalizing technics for the
pelvic room
• Functional and structural anatomy of the thoracic and abdominal wall, the
inguinal region of the mare and stallion and the osteopathic relevance of
immasculation.
• Duration 36 hours.
Module –XIII:
• TMJ
• Osteopathic examination protocol
Info:
The students will be taught in:
• Functional and structural anatomy, the biomechanics and osteopathic
relevance of the TMJ within the parietal, the visceral and the craniosacral
system.
• Introduction to the structural and functional osteopathic normalizing technics
for the TMJ
• Extensive hands- on practical education of the examination and osteopathic
normalizing technics for the TMJ.
• Introduction to the osteopathic examination and interpretation protocol.
• Duration: 36 hours.
108
Module XIV:
The final exams in front of an international jury, composed by the IREO:
Day one:
• Written exam:
Five written open questions,
20 points each question if answered right
False answering can lead to minus-points and will give reduction of earned points.
Ten multiple choice questions,
10 points each question if answered right
Ten false or true statements,
10 points each question if answered right
Total points for written exam: 300 points
To pass the written exam the candidate has to accomplish at least 65% of the points
as a minimum (195 points)
Day two:
• Practical exam
• Exam committee, an international jury composed by the IREO: minimum of:
1 Veterinarian DVM, EDO®
1 D.O.-MRO, EDO®
• 30 minutes up to a maximum of 1 hour practical exam through case
introduction and questioning and actual performance of examination and
normalizing technics by the student witnessed by the exam committee
• To pass the practical exam the candidate has to accomplish at least 65% of
300 points as a minimum (195 points)
• Duration:
• All students will be given the necessary time to accomplish their written exam,
as they need on the given day.
• The practical exam will take a minimum of 30 minutes up to a maximum of 1
hour each student.
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7.3: Main subject
Drawn on general areas of competence and performance indicators, these
educations and teaching hours are considered necessary for the education as an
equine osteopath EDO®. The following classification is necessarily a compromise in
terminology and classification principles. The various programs have different terms
or combinations of regular lesson blocks. Based on the actual lesson content it is
easy to convert to the statement below and attached.
For standardization purposes all the theory, practice and practical education-hours
will be clock hours.
The following list is the bold main components of the levels at which qualitatively and
quantitatively will be tested.
1. Introduction, general theory
1. History
2. Philosophy and concepts
3. Code of fair practice (Code of Conduct and Ethics)
2. Preclinical subjects
1. (Palpation) anatomy, dissection
Dissection is a required component, with a minimum of 2
dissections of 3 hours including self-study, this is at least 10
hours dissecting time.
2. Cyto-histology - Biomedical Physics - Biochemistry - Physiology
(including local haemodynamics) - Pathology (including
deduction skills) <
3. Other preclinical:
1. Radiology
2. CAM (complementary and alternative
medicine)
3. Nutrition
110
3. Auxiliary Sciences / Other CanMEDS-subjects
1. Communication
1. Psycho- (patho-) logy
2. Introduction psycho deductions
3. Interview techniques, the anamnesis
2. Cooperation
3. Knowledge and science.
1. Maintaining their own continuing education
2. Contribution to the development equine osteopathy
and profession equine osteopathy
3. Consider clinical information
4. Social Competence
1. Equine Health Sciences
2. Knowledge Law
5. An organization.
1. Practice Management
2. Professionalism
The detailed content of these subjects may be derived from the description of the
competency areas.
4. Clinical subjects.
1. General skills manual deduction- and assessment methods. This is
a part of the required education. Admission to the education is
assumed that in the required pre-education program or elsewhere, a
significant number of hours of practice in which they gained practical
manual skills as well as general working knowledge and skills in
terms of equine health-care.
2. General clinical medical subjects
1. Neurology
2. Growth and development
3. First aid
Neurology and first aid courses are required
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3. Equine Osteopathy
Some equine osteopathic educations in addition to the following
three areas are also within the component integration. For the
uniformity this should be given in the current scheme to be placed in
or distributed to the three subareas
1. Equine Osteopathy in the parietal area
2. Equine Osteopathy in the visceral area
3. Equine Osteopathy in the cranial area
4. Clinic
See Chapter 10, transitional arrangement.
1. Clinic in general.
This part can also be called equine osteopathic
clinic. It is important to reach a sufficient amount of
clinical internship/externship.
2. Equine Osteopathic clinic
For further requirements for the clinical internship/
externship see chapter 8.1.e
5. Exams
For further examination requirements see chapter 8.1.c
6. Scientific education and thesis
1. Scientific Education
2. Thesis
For further requirements regarding the thesis see
chapter 8.1.d
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8. Quality assurance
Introduction
Quality assurance is an important topic for education/study. Below there’s first a
general overview. In the subsequent sections that follow are a few things in more
detail.
1. Teaching materials
a Theory
1. A curriculum framework should be present.
2. Per lesson or per block of lessons, the operational goals
should be described.
3. For all classes, the subject matter must be available in a
written version or digital version, either in syllabi, or by
referring to chapters of textbooks or computer.
4. For further substantiation applications for all subject matter
a regularly updated bibliography should be present, with a
distinction between compulsory and recommended
literature.
b Practical lessons
1. A curriculum framework should be present.
2. Each practical session or a block of practical operational
goals should be described.
3. The degree of presence of teachers (yes / no / rate)
should be described and linked to the method of control
skills to learn.
2. Peer supervision between teachers of education and evaluation by teachers
and students of the quality of teaching.
a With regard to teachers this falls under the topic "Criteria for
Teachers" (see chapter 8.1.b)
b Students should be given surveys about the teaching at least
once a year, the teachers (syllabi, teaching, exam questions,
exams, handling), the educational facilities, and logistics
environment. In addition, students, at least once per semester
have the opportunity to verbally exchange views on all aspects of
education through a form of student council with management
and teachers.
3. External review of procedural and substantive areas: visitation by the IREO,
based on the regulation of the IREO
a Procedural
1. IREO Registration Rules Committee, and adhering
policies
2. IREO-resolution education admission criteria IREO
b Content: this professional competency
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8.1.a: Scientific basis of teaching
The scientific basis of equine osteopathy has not been completely solidified yet. For
each subject, this is in a different stage.
The bulk of the content of the preclinical education of equine osteopathy is of equal
scientific quality as e.g. the education of physiotherapist (at bachelor level). In the US
this is equivalent to a pre-medical program.
Regarding education, the equine osteopathic deduction and restoration, it can be
stated that the basic principles have been determined, but there are still subjects
under development. . With many issues, there are several methodological
approaches, which have not been investigated in a systematic comparative way.
There are educational institutions who have based their education on ‘authority
based’ choices. Options for joint assessment haven’t been found yet. The choices
are a consequence of the discrepancy between evidence-based-practice and
practice-based-evidence.
Courses should aim to base their education on written recitals of the equine
osteopathy taught. It can be argued that educations should ground and justify their
choices as much as possible.
Attention to these problems in education is essential for the scientific development of
equine osteopathy.
From the above we can extract the following guidelines:
• Educational institutions should strive to ground every fact they teach according
evidence or practice.
• Teachers shall ensure that they add bibliographies to their syllabi, and that
they are regularly updated on the latest developments in science and
publications.
• In the qualitative teaching evaluations of the different classes and educational
materials should clearly be given attention.
• Courses have proven to seek to expand the grounding of the issues that are
being taught.
Education institutions must firmly anchor the preceding in their overall educational
development.
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8.1.b: Introduction to the professional competencies for the
teacher of Equine Osteopathy EDO®
Competence can be considered as meeting the qualifications of the individual
practitioner, in this case the teacher of equine osteopathy. Every equine osteopath
shows his own, unique interpretation of the professional competences.
Competencies are personal capabilities that are unambiguous. We see / hear / notice
what competencies an equine osteopath has and to what extent. A distinction is
made between general skills on one side and the integral set of competencies on the
other. Skills are mostly related to operating activities (those with a technical nature).
On the other hand, competencies integrate skills into the fullness of knowledge and
attitude. Competencies therefore extend much further than skill.
To achieve a more complete or even exhaustive list of competencies that apply to the
teacher of equine osteopathy, a division has been made between three levels of
competency, the starting teacher, the professional teacher and the senior
professional teacher. The following describes in broad terms the three levels
including content. It discusses the overall career development, relationships and
consistency, responsibilities and tasks that suit the different levels. The starting
teacher can develop into a professional teacher and later senior professional teacher
of equine osteopathy.
The starting teacher of Equine Osteopathy EDO®
The starting teacher stands at the beginning of his career. The EDO level of
education has been completed and work experience has been gained through
internships/externships and the first experiences of the actual function as an equine
osteopath EDO®. The starting teacher has at least 1 year of working experience as a
practicing equine osteopath EDO®. The starting teacher equine osteopathy EDO®
thinks regularly about his professional beliefs and his professional skills. Such a
teacher is gaining insight into what he considers important in his teaching and of
what values, norms and educational principles he presumes. The starting teacher is
formed gradually from an image of his skills, his strengths and weaknesses. This
image is composed mainly of feedback the starting teacher receives from the
professional teacher (the second and third level) and from first contact with the
owner/trainer and equine. In addition, the starting teacher equine osteopathy EDO®
works in a systematic way to further his (teaching) development under guidance of
professional teacher and senior professional teacher (level two and three).
The professional teacher Equine Osteopathy EDO®
To be called a professional teacher of equine osteopathy EDO® a good number of
years experience as a practicing equine osteopath EDO® is required. As guidance
we can say that the teacher should at least have gained three years of professional
experience in the field, at least one year as a teacher equine osteopathy EDO®. The
professional teacher knows where he stands in his professional understanding and
knows how to articulate his skills and can communicate to others in a constructive
way. Such a teacher has largely gained insight into what he considers important in
his teaching and what values, norms and educational principles he thereby imparts to
115
his students. The professional teacher is also able to share the experience he has
gained with others. The professional teacher has formed a catalog of his skills,
strengths and weaknesses, but knows that this catalog cannot be rigid but always
subjected to new insights based on growth in the professional experience. The
catalog is compiled mainly by analyzing the feedback the teacher professional
receives from the senior professional teacher (third level), the starting teacher
(especially when it comes to the dialog and the resulting questions that the starter
raises) and from contact with a wide range of patients. In addition, the professional
teacher works in a well-planned and intuitive way on his further development. The
professional teacher is able to use his own development in line with the policies of his
educational institute. He utilizes the opportunities the educational institute provides
for self-development.
The senior teacher professional Equine Osteopathy EDO®
The senior teacher professional equine osteopathy EDO® has a very broad
repertoire of skills and related experience. The senior professional has many active
years in practice as teacher Equine Osteopathy EDO® and is extremely proficient in
terms of skills, knowledge and attitudes. As a guide we can say that the senior
teacher professional has gained at least 5 years of working experience as a
practicing equine osteopath and lecturer. The senior teacher professional knows
exactly where he stands in his professional opinion and skills and can communicate
their associated knowledge and experience to others clearly and constructively. Such
a teacher has a very large extended insight into what he considers important in his
teaching and what values, norms and educational principles he presumes. The
teacher professional stands out with his inspiring way of sharing his knowledge and
experience with less experienced colleagues (levels one and two). The senior
professional teacher has formed a catalog of his skills, and his strengths and
weaknesses, but knows that this catalog cannot be rigid but will always be subjected
to new insights based on professional growth and new insights in equine osteopathy
EDO®. The catalog is composed mainly through (self) analysis and input from a
broad environmental context in which the senior professional teacher operates (i.e.
fellow teachers equine osteopathy EDO® in the first and second level, colleagues at
home and abroad, research-groups, etc.) and from contact to a wide range of owner/
trainers and equines. In addition, the senior teacher professional works on a
particularly intuitive way to further his development. The senior professional teacher
is able to adjust his own development in line with the policies of the school/
educational institute and vice versa. He utilizes the opportunities the school/
educational institute provides to arrive at match of his own development and the one
of the school/educational institute.
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COMPETENCIES of the TEACHER of EQUINE OSTEOPATHY EDO®
1. PROFESSIONAL AND PROFESSIONAL COMPETENCES
Competence
Level 1
Level 2
Level 3
definition
Professional and Starting teacher
Teacher professionalSenior teacher
subject
professional
concerning
content
competences
1.1 Content of
Basic theoretical Widening and
Comprehensive
competency of
knowledge.
deepening
theoretical
equine
Controls the
theoretical
knowledge.
osteopathy EDO® theoretical matter knowledge.
The senior
course of study that during the two- The professional
professional teacher
Properly
year curriculum of teacher shows
has a very broad
concerning
equine osteopathy himself to have a
and very deep range
content of
EDO® has been broad and deep
of knowledge about
(theoretical)
addressed. The
amount of
equine osteopathy
knowledge of the starting teacher
knowledge about
EDO®. Explores
full field of
has at the end of equine osteopathy alternatives and
science of equine his education EDO®. The
scenarios. He
osteopathy
according to the
professional teacher combines and
EDO®.
final examination - integrates with this makes connections
Knowledge of
shown himself to the knowledge he between theoretical
literature, opinion, be theoretically
has acquired from knowledge gained
origin of science. grounded.
the start of his
from years of
Gradually, the
career with the
experience. As a
starting teacher will knowledge later
collaborative group,
add practical
acquired on a higher senior professional
experience new
level.
teachers perform
insights regarding
equine osteopathic
equine osteopathy
research and
EDO® to his range
integration of equine
of knowledge.
osteopathic
relevance
information in the
broadest context.
117
1.2 Skill Competency Basic skills.
Advanced skills.
Highly advanced
equine
The starting
The professional
skills.
osteopathy
teacher has
teacher is an
He is an
EDO®.
mastered the
experienced equine experienced equine
Control of proper practical skills as osteopath EDO®, osteopath EDO®
teaching skills,
an equine
and is well aware of and has a rich
which the teacher osteopath EDO® equine osteopathic experience. He
should have to
and has for at least skills mastered.
controls and
practice the
two years of
Shows that in
demonstrates a high
profession at high practical
demonstrations to level equine
level.
experience, these students in clinical osteopathic skills
skills are mastered courses and
and is able to
and internalized. provides appropriate provide inspiring
feedback to students feedback to students
acquiring their
acquiring their
equine osteopathic equine osteopathic
skills.
skills. He is an
inspiration to other
teachers and gives
them feedback at
clinical lessons.
1.3 Attitude
Energetic and
Enthusiastic and
Inspiring
competency of
inquisitive attitude. constructive / critical constructive / critical
the equine
The starting
attitude.
attitude.
osteopath EDO®. teacher presents The teacher has a The senior teacher
Demonstrably
himself as
professional,
professional has a
constructive,
energetic and
enthusiastic attitude critical but
critical but
enthusiastic for his toward his
constructive look at
positive
new profession as profession. He is
positive attitude of
professional
a teacher and the capable of being
the profession of
attitude towards speciality of equine both constructive
teacher and the
the teaching
osteopathy EDO®. and critical to his
profession of equine
profession of
teaching and has
osteopathy EDO®.
equine
the discipline to
He is capable of
osteopathy
respond and act. He conveying this
EDO®. In
is able to stimulate attitude towards the
addition, the
students in the
specialty to the
same attitude for
attitude towards the students and starting
a speciality
specialty of equine teachers by
osteopathy EDO®. coaching them.
118
1.4 Life-long learning. Orientation to
Expression of
Inspiring to others
Demonstrated
understanding life- importance life-long- about long-lifepositive attitude long learning.
learning.
learning.
towards
The starting
The professional
The senior
processes around teacher is oriented teacher shows in his professional teacher
Life-long-learning towards the
daily activities that shows, as no one
in the practice of concept of lifehe believes life-long- else, a demonstrable
a teacher of
long-learning as a learning is
positive attitude
equine
major drive for his important. He makes towards life-longosteopathy
professionalism as sure he looks into learning. Despite his
EDO®. Shows
a teacher of equine new insights and
rich knowledge and
eagerness to
osteopathy EDO®. methods in both the experience he will
learn more,
speciality of equine explore new insights
convinced of the
osteopathy EDO® regarding equine
need for
as well as attending osteopathy EDO®,
continued
to the development and assist other
learning to make
of his other teacher teachers regarding
it easier for
competencies.
competencies, by
yourself and
translating them into
others in a lifeprograms and
long learning
courses, and
process.
transfer that attitude
to starting teachers.
119
2. DIDACTIC COMPETENCES
Competence Level 1
definition
Professional Starting teacher
and
concerning
content
competences
Level 2
Level 3
Professional Teacher
Senior Professional
Teacher
120
2.1 Program
Orientation on
Designs programs and Feedback on
development / program design.
learning arrangements. education designs.
development The starting
The professional
The senior
of learning
teacher is able to teacher is able to orient professional teacher
arrangement. orient himself to an himself on an existing can give inspiring
Design of
existing curriculum program of expertise in feedback to other
educational or learning
the specialism of
teachers in their
program (for arrangement. He equine osteopathy
educational designs
all years and can execute this
EDO®. He can design from his rich teaching
levels of
after being well
a curriculum based on experience, both
education).
prepared for this by both the current
concerning content
Understandin a professional
knowledge and insights (equine osteopathy
g the
teacher or senior regarding the field of EDO®) and from his
elements of professional
equine osteopathy
insights into the
powerful
teacher. He
EDO® and on the
elements of powerful
learning
immerses himself in other hand take his
learning
environments. the elements of
knowledge of powerful environments.
Can structure powerful learning learning environments
and execute environments and and put this into
education
tries to bring this
practice (proper
programs.
into practice
construction of the
(proper
lesson, establish
construction of the cooperative
lesson, establish
relationships with new
cooperative
students, clearly
relationships with articulate appropriate
new students,
boundary conditions,
clearly articulate
proper education and
appropriate
tools, assessment
boundary
methods, taking into
conditions, uses
account learning
proper education processes and learning
and tools,
styles, positive attitude
assessment
towards successful
methods, taking
education of students,
into account
etc.) He is capable of
learning processes evaluating and
and learning styles, adjusting education
positive attitude
systematically.
towards successful
education of
students, etc.)
121
2.2 Teaching
Teaching concept Designing,
Innovative ideas.
concept.
reading and
implementing and
He provides feedback
Design of
translating into
evaluating education to the teachers
teaching
educational
concepts.
professional on their
concept (for practice.
He is able to both
teaching concepts.
lessons,
He is capable to
theoretical and
Looks through
lectures, etc.) read and translate practical derive lessons processes, structures
within the
an existing teaching from a curriculum
and contents of the
common
concept into action design and taking into teaching concepts
practice of the in teaching, first
account the different and provides, if
teacher
under supervision, phases in the class
necessary, relevant
equine
later independently. structure of a lesson. alternatives. He has
osteopathy
He can execute the He can execute,
innovative ideas to
EDO®.
lessons. He studies evaluate and adjust the both the content and
Understandin the theory of strong lessons. He thereby
methods of the
g the
elements teaching shows himself to be
teaching concepts.
elements of concepts (proper fully aware of the
powerful
construction of the elements of a powerful
teaching
lesson, join in with learning environment
concepts.
initial state
by applying these in
Lessons can students, appealing design, execution and
be structured boundary
evaluation.
and executed. conditions, proper
education and
tools, assessment
methods, taking
into account
learning processes
and learning styles,
authenticity of the
learning
environment,
assessment
methods, taking
account of learning,
etc.)
122
2.3 Teaching
methods.
Have an
adequate
repertoire of
teaching
methods that
contribute to
forcefully
shape of the
equine
osteopathic
teaching in
practice.
Teaching
methods can
be flexibly set
at the
appropriate
moments.
Basic didactic skills. Advanced didactic
Inspiring and
He is guided on the skills.
innovative didactic
educational aspects He is professional and skills.
of the program he enthusiastic towards He has mastered all
will provide. He can groups of students,
relevant teaching
stand in front of a sets good questions to methods in the
group of
stimulate learning
education of equine
energetically and processes. He is
osteopathy EDO®
have an
experienced in
and knows how to
instructional
applying the various
use it in an inspiring
conversation with methods suitable for way. He is able to
students. He can the course for
transfer them to other
clearly interpret the theoretical and
teachers and / or give
subject matter. He practical equine
them feedback on the
can explain the
osteopathy EDO® and performance of their
syllabus to the
can clearly interpret the teaching of equine
students and use it subject matter. He
osteopathy EDO®.
as guidance for the knows when to apply He loves new
lessons. He is
the teaching methods developments in
willing to further
and is willing to look
teaching skills and
deepen and
into possible new
transmits at the right
become proficient methods taking into
moment the right
in other teaching
account learning styles proposals for
methods.
and motivation, if these improving the
learning situations can programs of the
further professionalize teaching. In his
his teaching. He can teaching skills and
vary and respond to
positive attitude with
unexpected situations regard to students, he
in the classroom.
shows himself an
example for other
teachers.
123
2.4 Didactic
Basic didactic
Applying didactic
Change and adapt
methodology. methodology.
methodology.
didactic methodology.
Understandin He studies the
He is aware of the
He gives, if
g and
existing didactic
main existing didactic necessary, inspiring
knowledge of methods for
methods, and can
feedback to other
educational education
adjust to the lessons teachers on the
methodology. requirements of
equine osteopathy, he didactic methods
Insight on
equine osteopathy is can asses new
used and is able to
pros and cons EDO® and will
developments in
critically attend
of specific
check up with them teaching methods at changes, to
teaching
in practice, under their value, and if
encourage and to
methods,
the guidance of an wanted translate to the establish this with
adjusted to
experienced
education situation.
others.
the
teacher. He draws
educational up lesson plans
practice of
experimentally,
equine
asking feedback,
osteopathy
turns feedback into
EDO®.
action, following
(new)
developments.
2.5 Learning
Basic learning
Apply knowledge of
Overall view of
processes.
processes.
learning processes and learning processes.
Understandin He immerses
styles.
He has fully
g how
himself in the
He knows the most
internalized
learning
theory of learning important theory of
knowledge about
processes
processes and
learning processes and learning processes
within the
remains reflective is able to apply them. and has an overview
student and and inquisitive. He He takes into account on learning and
the teacher has his own
different learning styles learning styles. He
interact.
learning style and is of his students and
applies this properly
Constructively familiar with the
their own learning style in all his teaching and
intervenes in other main learning during his lessons,
coaching activities of
the learning styles. He knows guidance and coaching students and other
process (of
the effect of his
activities.
teachers.
the student
own preferred
and himself). learning style to his
classes.
124
3. COACHING AND GUIDANCE COMPETENCIES (INCL. INTERNSHIP/
EXTERNSHIP- AND PRACTICE GUIDANCE)
Competence
Level 1
Level 2
Level 3
definition
Professional and Starting teacher Professional Teacher Senior Professional
content
Teacher
competencies
3.1 Guidance.
Respond to study React to complex
React to complex,
Being able to
questions of
questions of the
pluralistic learning
advise on a
students.
student.
questions.
whether or not Answers
Reacts adequately to He is able to
pre-formulated adequately the
study questions of the approach complex
question on
study questions of student, can
questions from
subject matter the student, can interpolate and clarify students and teachers
should be
interpolate and
and structure
from multiple
addressed in a clarify questions. information for the
perspectives. He
broader way.
Helps students to student. He can make helps students and
This guidance find answers, to connections between teachers in finding
focuses
which he initially different subjects and answers in the right
primarily
does not give the between theory and balance of advice and
questions from solution, but helps practice of equine
help finding the
the student.
students to find osteopathy EDO®.
answers themselves.
Secondly, there the solution
He helps the student He is an inspiring
is also the
themselves. He to find his own
source of knowledge
support of
can guide the
answers to study
and skills to
colleagues.
student clearly
questions. He can
colleagues and
concerning the
guide the starting
students, both in
study questions. teacher
terms of equine
enthusiastically while osteopathy EDO®
growing into his job and in the field of
as a teacher, can
education and
advice and give
guidance.
positive feedback.
125
3.2 Coaching.
Simple, clear
Multi-factor individual Complex, extensive
Primary
individual
and group coaching. coaching practice.
guidance based coaching. Under Can independently
Is able to
on a one-on-one the guidance of coach individual and independently coach
relationship. The the professional groups of students in individual students
student learns, teacher can
more complex and
and groups of
the teacher
coach the
multifaceted
students in extremely
provides support students
situations, in a long- complex and
during the
individually on
term trajectory.
multifaceted
learning
process in the
Knows above all how situations, into long
process. Goals course of several to clarify the
term coaching
will be defined in meetings in more predefined, jointly
trajectories. Knows
advance to
simple and
formulated clear
above all to jointly
achieve
unambiguous
learning goals in
with the student(s)
increased
situations. Knows collaboration with the explicit formulated
effectiveness of above all under student.
clear learning goals.
the student to the guidance of Can coach students Can serve as a
come. In case of the professional in developing and
model, mentor and
group coaching, teacher how to
writing their theses
inspiration to others
seeking
clarify the
and feel empathy for within the coaching
collective
predefined, jointly the learning questions practice. Can coach
patterns of
formulated clear they have. Knows the students and teachers
behavior and
learning goals in various stages of
in writing their thesis
thoughts within collaboration with writing the thesis and by supporting them.
the group. A
the student.
knows how to
special coaching Knows what
stimulate the student
task is to
requirements a finish within
support a thesis. thesis must meet reasonable time.
and can
empathize with
the situation of
students who
have to develop
and write their
own thesis
126
3.3 Internships and Simple practical Translation into
practical
demonstration.
practice.
guidance.
A simple
Translates new and
Can shape the demonstration of relevant
course of a
the various
developments in
potentially
equine
equine osteopathy
instructive
osteopathic
EDO® to the practice
(clinical)
techniques (see of the clinic. The
internship /
professional
student can prepare
practicum or
competence
for an internship /a
practical
equine osteopath practicum in the
experience of
EDO®) in the
practice of an equine
equine
clinic as a part of osteopath EDO®
osteopathy
practical lessons. (junior or senior) and
EDO®. Take into The student can guide the students by
account the
prepare for an
giving feedback on
phase in the
internship/ a
their internship /
education of the practicum or in
practicum
student. During practice with a
experiences, both
internship or
practicing (junior individually and in
practical
or senior) equine groups. Can
guidance being osteopath EDO®. organize, coordinate
able to steer the
and evaluate / adjust
student to the
and develop
learning
internship / practicum
achievements.
assignments. Directs
students to the
learning outcome.
3.4 Modeling.
Role
Aspects of
Powerful model consciousness. performance
for both the
Is aware of the
modeling.
student and the fact that he, as a Is aware of the fact
colleague in
teacher, is model that he, as a teacher,
terms of the
for the profession is model for the
professional
of equine
profession and the
image of the
osteopathy EDO® image students have
teacher of
and shows it by about equine
equine
exemplary
osteopathy EDO®.
osteopathy
behavior. He does Shows powerful
EDO®.
this with care and exemplary behavior.
Understanding enthusiasm.
Does this carefully
of and skills with
and with enthusiasm.
elements that
Is familiar with the
lead to powerful
aspects that are
modeling and
important in modeling
are able to
powerful, and can
handle these
handle flexibly.
constructively.
127
Integrated education
plan.
Develops alone or in
collaboration with
other teachers a
comprehensive
education plan for the
entire school, taking
into account different
levels of study.
Ensures that this plan
is implemented,
evaluated and
adjusted. Develops a
plan for education of
the equine osteopaths
EDO® to be able to
guide students in their
learning questions.
Is supporting role
model.
Is deeply conscious of
the fact that, as a
senior teacher
professional, he is an
inspiring model for the
profession and the
image students have
about equine
osteopathy EDO®. He
shows himself as a
powerfully inspiring
model and teacher for
other teachers and
students.
4. RELATIONAL AND COMMUNICATIVE COMPETENCES
Competency
Level 1
Level 2
Level 3
definition
Professional and Starting teacher Professional Teacher Senior Professional
subject
Teacher
concerning
content
competencies
4.1 Verbal
Concrete verbal Verbal transmission Inspiring and
communication. communication of information.
substantive verbal
Ideas, opinions skills.
Can transmit
communication.
and information to Is able to
information in a clear Can communicate
others transferred communicate
manner. Able to adapt with people at all
in plain language clearly and
to the level of
levels of language
(spoken and
understandably in language to students and from diverse
written). To adapt an individual
and colleagues with backgrounds well on
language and
interview, but also different levels and a content level. Can
terminology to
for / within a
different
write clearly, can
different levels. group of students. backgrounds. Is
display the essence
Make use of
Can bring across besides email able to of a subject in
modern IT
the essence of a use- and
written language for
applications.
message. Can
communicate by
all applications of the
communicate by beamer, website, and educational institute
email clearly and is familiar with the
that are important. Is
knows what the principle of eable to communicate
mail can and
learning. Can design in inspiring way in
cannot be used and adjust a
individual
for. Can use of a PowerPoint
conversations and in
presentation in
presentation. Able to groups. Is familiar
PowerPoint.
write teaching
with the various
materials.
possibilities of using
IT and keeps up with
all renewals, thinks
ahead.
128
4.2 Non-verbal
Specific nonNon-verbal
Inspiring and
communication. verbal
transmission of
substantive nonBeing able to
communication. information.
verbal
utilize gestures, Knows the
Is able to
communication.
facial
difference
communicate
Is able to bring
expressions,
between content effectively on a
across a message in
voice volume and and relationship relational level, and an inspiring way on
tone in a way that levels of
handle gestures,
a professional level
they work
communication. facial expressions,
of language. Shows
additionally on the Can touch the
voice volume and
himself a master of
content of the
right chord while tone in such a way
communication.
verbal message, speaking on
that students and
and also have
professional level. colleagues want to
communicative
listen and to the
power on its own.
message /
information across
clearly.
4.3 Empathize and Show
Feel understanding Express
feel.
understanding for for others.
understanding for
Tactfully and
others.
Can empathize with others.
effectively
Can take students the various personal Expresses
respond to needs and colleagues situations of students understanding to
and feelings of
into account. Is and teachers.
different situations,
others. Can
willing to take
without becoming
emphasize in the students and
personally involved.
situation and the colleagues into
perspective of the account.
other. Can take
that into account.
4.4 Collaborate.
Contribution to
Approach and to be Explicit expectations.
Urging others to results.
approached
Actively seeks
achieve results Follow
Exchange information collaboration with
and thus
commitments,
and ideas, requests others, involves
contribute to a
inform others
responses, asks for others in making
common goal.
about their own help from others, from decisions. Is yielding
Think and act in activities, shows opinions of others, he knowledge actively,
common
interest in
forms his own
motivates and
interests.
colleagues /
thoughts / actions in, enthuses others to
students, helping, looking for
cooperate, creates
asking opinion
opportunities to solve shared responsibility,
and gives opinion problems together,
finds team interests
of his own.
uses team as a word more important than
of sound.
their own interests,
speaks to
teammates about
their behavior.
129
4.5 Feedback.
Both being
capable of giving
constructive
feedback as well
as wanting to
receive an open,
constructive
feedback. In both
cases connecting
with students and
colleagues.
Giving and
receiving
feedback.
Is able to both
provide feedback
to colleagues as
well as to receive
feedback from
colleagues.
Knows what
requirements the
giving and
receiving of
constructive
feedback should
meet.
Working with the
giving and receiving
feedback.
Can provide and
receive feedback
from colleagues and
students in a
constructive way. Is
able to convert
received feedback
into new forms of
behavior and act in a
qualitatively higher
level.
130
Understanding the
giving and receiving
of feedback.
Can assist
colleagues and
students in giving
feedback, knows
how to give specific
instructions which
are useful when
giving and receiving
feedback.
5. Organizational competentions
131
Competence
definition
Organizational
competentions
5.1 Analyzing.
Doing
systematical
research and
mapping
problems and
questions.
Dissecting
relevant
information,
backgrounds and
structures.
Establishing links
between figures
and estimating
the
consequences/
results.
Level 1
Level 2
Level 3
Starting teacher
Teacher
Senior teacher
professional
professional
Collecting and
Linking and
Researching
structuring information. integrating.
alternatives.
The starting teacher
The teacher
The senior teacher
identifies concrete
professional
professional is
questions. He may put semaphores
capable to
more questions to
complex
understand
people to obtain
questions,
processes and
additional information or integrates existing structures. He looks
information that was
information and at complex
specifically asked for. explains links,
questions from
He is able to apply
integrates theory, different points of
structure to the
practice and
view, researches
collection of
different
other alternatives
information.
disciplines,
and tests his own
separates
presumptions at the
problems into
same time.
different sections;
perceives
essential and
accessory matter.
5.2 Organizing.
Structure and
Understanding
organization.
structures of
The starting teacher is
organizations and able to structure
associated
concrete information
agreements and and therefore
procedures within organizing the matter.
the educational He is able to make a
institute. This is simple but yet effective
favorable for a
planning that results in
systematic and an improvement in the
methodical
educational process.
control and
improvement of
the educational
process.
132
Organization and Planning and
planning.
integration.
The teacher
professional is
The senior teacher
able to work with professional knows
organization
the highest levels of
structures at a
organizational
higher level and is structures and has
able to edit these deep and broad
based on acquired knowledge of
notion. Is able to processes of
make a
planning. In this he
contribution on
can address his long
this basis to the experience in the
management and field of equine
improvement of osteopathy EDO® in
the educational
favor of the
process.
organizational
improvement. In this
way the senior
teacher professional
reaches the highest
levels of planning
leading to a deep
control and
improvement of the
educational process.
6. Competencies in the field of research and development.
Competency
Level 1
Level 2
Level 3
definition
Competencies in the Starting teacher
Professional
SeniorProfessional
field of research and
Teacher
Teacher
development.
6.1 Research analytical Starting concrete Systematically
Integrative
(basic) attitude.
research.
research.
research.
A positive and
Has a positive
The professional The senior
supportive attitude (basic) attitude in teacher identifies professional
about the execution relation to the
complex questions teacher
and application of execution and
within the
understands
(scientific) research. application of
educational
processes and
Represents
research. Can build practice of equine structures that are
research and
on own experience osteopathy EDO® connected to the
research results
from executing
and is able to
editing and
systematically.
research while
design and execute executing of
Having a
studying. Is able to more complex and research. He
hypothesis tion and indetify concrete quantity driven
identifies and
being convinced of research questions research based on examines complex
the importance of
within the equine these questions. questions from
research to the
osteopathic practice He takes up
different points of
equine osteopathic and thus
issues , integrates view, researches
practice.
formulating a
existing information alternatives and
simple research
and theory and
tests own
plan.
while doing so
assumptions. He is
keeps an eye on able to do
the work floor and research that is of
the applicability of integrative nature
the research there. and comments on
parts and entireties
with a high
complexity.
133
6.2 Discerning attitude. Discerning attitude Discerning attitude Balance in creation
Developing a critical of wonder and
towards creation of hypotheses.
view on the practice question.
of hypothesis.
The senior
of equine
The starting teacher The professional professional
osteopathic
is open to the ideas teacher can teacher is able to
research . A selfof others, adapts
based on years of create his own
researching attitude, own behaviour but experience in the very critical and
approach based on is critical as well
educational
precise hypothesis
wonder and
concerning taking in practice of equine based on a wide
question. Able to
new information
osteopathy EDO®- store of
work inductively as and revision of
get to higher levels knowledge and
well as deductively. already
of discerning the experience from
incorporated
correct hypothesis . the equine
knowledge. He is He can separate osteopathic
driven by wonder main and
educational
and questions, from accessory matter practice. In doing
a critical, not a
but is at all times so he incorporates
naïve perspective. aware of the bias his own opinions
that he applies to and those of others
the matter. To do to get to a wellso, he uses
balanced (final)
principles of
hypothesis . To do
induction and
so, he uses
deduction of
complex principles
average complexity of induction and
level.
deduction.
134
6.3 Integrating results of Working with
Using results of
Integration of
research in
results of research. research optimally. research results.
educational
The starting teacher The professional The senior
program.
is aware of the fact teacher focuses on professional
Being able to use
that results of
the implementation teacher is aware of
results evolving from research can be
of his own results the importance of
research to optimize used in an
of research and the the usage of the
the equine
advantageous way results of others. results of the
osteopathic
within the equine He looks for an
research within the
educational
osteopathic
improvement in
equine osteopathic
program.
educational
approach and
educational
program. He can - knows, in doing so, practice. He is
together with
to estimate and
knows methods
others- get to
use the (applied) and techniques to
implementation of value of the results use the research in
results of research of the research
the most effective
in a basic, tangible optimally within the way possible within
way.
equine osteopathic the educational
educational
context. Next to
practice. This in
that he is well able
both simple and
to interpret and
more complex
implement the
scientific research. most complex
results of research
accordingly within
his own practice.
135
7. Competency in testing and evaluation
7.1
Analysis and
Superficial analysis Depth analysis of
awareness of test of test results.
test results.
results to asses
rough data of
The starting
The professional
tests to its value. teacher
teacher knows
Be able to
understands that from experience
compare
different tests also to deduce the
reciprocal test
have different test essence, mainresults. To be
results. He knows and accessory
able to analyse that in that initially, results. Also on
combinations of different results
occasion of more
test results and cannot be
complex test
process on a
compared based results. Based
deeper level.
upon qualitative
upon this
and quantitative
understanding he
differences.
is able to make
adequate
comparisons
between different
test results.
136
Deep and complex
analysis and notice
of test results.
The senior
professional teacher
is able to give a rich
in content and valid
data analysis, even
in case of very
complex test results.
He knows to asses
each separate result
on its value, as to
make comparison
between different
results possible.
With that he
penetrates right onto
the deepest levels of
the test data.
7.2
Education
evaluation.
Analyse and use
test results as to
optimise the
educational
practice. Being
able to use test
results to reflect
on qualities and
study points.
General reflection.
The starting
teacher is able to
make adjustments
within the equine
osteopathic
educational
practice based
upon test results.
These will lead to
optimising the
educational
practice.
137
Optimising
Complex education
qualities and
evaluation.
study points.
The senior
The professional professional teacher
teacher shows
knows because of
that he, based
his extensive
upon his
experience in his
experience in his field the best way to
field of study, can link generated test
adequately link results and the most
generated test
constructive
results and can adjustments within
make constructive the equine
adjustments
osteopathic
within the equine educational practice.
osteopathic
He is able to shape
educational
this entire process
program. With
and can simulate
that he is able to others to an
transfer
individual
evaluative output contribution. The
into educational quality level of
content
reflection is high and
improvements.
focuses on both the
width and depth of
the quality and study
points.
7.3
Student growth Understanding in Choice of content
process tools. study progress.
in student
Making growth The beginning
progress system.
of study process teacher knows his The professional
of students
responsibility when teacher takes
insightful for
it concerns
individual
both the student following the
responsibility
and the team of individual student when it concerns
teachers.
and his study
following the
Making progress progress. In that he individual student
in study results has insight in the and his study
from clear and most valid form of progress. He has
accessible
a student progress knowledge and
means for
system. He knows insight into any
assessment.
the role
student growth
assessment plays processes and
in ascertaining
can make a
such progress.
choice of content
for the most
suitable system
within his own
equine
osteopathic
educational
practice. He
knows to
integrate the
chosen system at
a practical,
convenient level
within the forms
of assessment.
138
Designs of complex
student growth
process tools.
The senior
professional teacher
takes individual
responsibility when it
concerns following
the students that
were trusted to him
and their growth in
the study process.
Because of his
extensive knowledge
and insight in
existing tools and
systems he is able to
specifically design
what fits his own
educational practice.
He knows to occupy
and integrate fully
this self-designed
and most fitting set
of tools and systems
within all valid forms
of assessment.
8. Undertaking competentions
Competency
Level 1
definition
Underlying
Starting teacher
competencies s
8.1
Working Market
based.
Developing feel
and notion for
the market
mechanisms
and the market
demand in the
field of equine
osteopathy
EDO®. Is able
to anticipate
(commercial)
problems,
attraction from
the market and
new trends and
development.
Level 2
Senior
Professional
Teacher
Relation of market and Using a
Proper market
educational practice.
commercial link. forces.
The starting teacher
The
Senior teacher
understands that the
professional
knows the
work and attention field teacher knows equine
of the equine osteopathic how to respond osteopathic
educational practice
to the
educational
aren’t an isolated field. commercial
practice and the
He knows that there
functions that
surrounding
always is a relation to
are sometimes market
the market, of which the more and
mechanisms
educational practice is sometimes less and is able to
part . He has basic
hidden in the
respond
notion of communication connection
optimally to the
processes and
between market demand and
interdependence
and equine
supply between
between the market field osteopathic
both fields. Next
and the educational
educational
to that, he
practice.
practice. He is knows both the
able to respond equine
to the market
osteopathic
demands in a
educational
commercial way. practice and the
He notices new market from
trends and
within and from
developments. own experience.
He also
He is able to
responds to
respond actively
them in a
and innovatively
suitable way.
on thesis and
attraction from
the market.
139
Professional
Teacher
Level 3
8.2
Promotion of
Aware of
Actively
Integrative
program and the attractiveness of
generating
approach around
field of equine program and field. goodwill and
the forming of
osteopathy
The starting teacher understanding.
decisions.
EDO®.
is aware of the
The professional The senior
Getting the
attractiveness of the teacher knows
professional
usefulness of
program and field of that the promotion teacher knows how
the science of the equine
of the program
important it is to
equine
osteopathic
and the field of
promote the
osteopathy
educational practice. the equine
interests of the
EDO® brought He knows how
osteopathic
branch of equine
to the attention important it is to use practice is an
osteopaths EDO®
of connected
this attractiveness in instrument in the within the market
fields and the
promotion of the
generating of
and the audience
larger audience. equine osteopathic goodwill and
based on years of
Able to make
through research
understanding for experience. He
the power and practice to form
that practice. He knows how to
use of the
internal drive and in is able to shape transfer this into an
program visible, concert with
and direct this
active and target
also to those
extremes.
promotion in an oriented approach
who are not
active way and
in which it is all
directly involved
thereby serving about the
in the program.
the interests of
promoting of the
Able to generate
both the
equine osteopathic
goodwill and
professional
educational
understanding.
group and the
practice.
field of the
audience (the
market).
140
8.3
Enterprise.
Able to think
and act
commercially.
Able to make
considerations
within costs
and assets
(both material
and
immaterial).
Able to take
responsibility
about action
field, as well
able to hold
account on it.
Able to take
initiative in
overall and
specific way.
Commercial
feeling.
The starting
teacher develops a
feeling for
commerce during
his education and
during the first
years in function.
He has notion of
economic
processes- both
material and
immaterial – that
have been proven
beneficial with the
equine osteopathic
research practice.
He knows that his
own initiative is
very important.
141
Practical
Accomplished
enterprise.
enterprise.
The professional The senior teacher is
teacher knows
capable of acting in
that the integral an accomplished
equine
and adequate way
osteopathic
within the equine
research practice osteopathic
has a clear
educational practice.
practical
In doing so he
enterprising side. generates new ideas
He knows, based and knows how to
on experience
convert them in an
with that market, enterprise orientated
how to provide
approach. In doing
guidance in the so he is capable of
enterprise. He
operating fully
develops his
independent.
initiative and
tracks what
demands the
market places and
translates these to
the educational
practice.
Bibliography
1. Competence of teachers and educators in the life long medical learning (2008).
Workgroup teacher professionalizer medical education OCGDMW and VNMO.
2. Elshout-Mohr, M. Oostdam, R., & Overmaat, M. (2002)
Student assessment within the context of constructivist educational settings. Studies
in Educational Evaluation. Volume 28, issue 4, pages 369-360.
3. Goedhart, M. en B. van de Laar (2005). Academical competence. How to
transcribe into concrete learning targets. Groningen: IDO/ScO-RuG.
4. Standards of Osteopathic Education & Education.
5. Subject benchmark statement osteopathy (2007). Draft for consultation. Quality
Assurance Agency for Higher Education (QAA).
6. Teaching, learning and assessment. The European Framework for Standards of
Osteopathic Education & Education (EFSOET)
7. Wojcicki, T.P. (2003). Implementing teacher Competencies as a Professional
Development Activity. PAACE Journal of Lifelong Learning, Vol. 12, pa
142
8.1.c: Minimum demands for exams
• All rules of education institutions regarding exams are to be published in
written form.
• For the award of EDO® 4 types of exams are obligatory.
a “Preliminary” examinations at the end of every education year.
b Final theoretical exam at international jury , composed by the
IREO
c Final practical exam at international jury , composed by the IREO
d Thesis exam
• Preliminary examinations at the end of every education year
a All subjects that have been taught, theoretically and practically,
are to be tested written every education year, all practical
subjects that have been taught in practical education, are to be
tested orally and practically.
b Final exams have to meet the subsequent rules. (Sectional)
preliminary examinations may meet a less stringent regime.
c Of every exam, the type of questions or in case of a practical
exam the practical skills and attitude tested have to be reported
in advance.
1. The method of assessment is to connect
systematically with the topic and is to be
known in advance.
2. The questions are to cover the entire matter
studied.
3. The questions are to correspond to the level
in the concerning year.
4. The answers are to be described in advance.
5. The preliminary exam questions are to be
ratified in advance by the exam commission.
(N.B: the exam commission consists of
professional teacher and higher)
6. Feedback student council
d The sectional preliminary examinations can be given by the
teacher or by the exam commission of the own education
institution.
e To pass the written exam, the candidate has to accomplish at
least 65% of the point as a minimum, which is at least 195 points
out of 300 points.
f As main classes are at least considered:
I.
Principles, history and philosophy of the equine
osteopathy.
II.
Anatomy, palpation and dissection.
III.
Physiology,
IV.
Neurology
143
V.
VI.
Pathology and differential deductions and equine
osteopathic deductions.
All equine osteopathic theory and techniques.
• Assessment CanMEDS-competence
a The student has to be assessed at least once a year based on
the presentation-indicators of the general competence areas as
described by the SEO by the IREO.
b The assessments are registered annually and if necessary the
student will be provided with recommendations and requirements
for continuation in the program. The student signs for his
assessments, the student signs his receipt of his evaluation.
c At the end of the program the candidate has to:
1. Considering core competencies 1 and 2, which describe
the equine osteopathic skill, for all aspects on the fourth
level (Does) have a sufficient. (Score of at least 65% on
each)
2. Considering core competencies 3 up to and including 8
per core competition on the fourth level (Does) have
passed them all. (Together an average of at least 65% in
which it is acceptable to have 50% on one or 60% in two
core- competences if it is compensated sufficiently).
d The student has to keep a portfolio of his own development in the
education of equine osteopathy. The portfolio shows that this has
been evaluated and maintained systematically throughout the
years of study.
• The final exam at international jury , composed by the IREO
A Is first possible in case they
1.
Have finished with sufficient result the sectional
preliminary examinations
And
2.
Met the demands for CanMEDs-assessment
B Embraces matter of the entire program and takes place at
the end of the educational program.
C Embraces both theoretical and practical examination and
considers a precise testing of all knowledge and practical
skill.
144
• Final evaluation of clinical practicum.
a.
The clinical practicum can only be completed with a positive
assessment of the evaluating tutor(s).
b.
The first rejection leads to a prolongation of the clinical
practicum, or a clinical practicum elsewhere (the educational
institute can decide to offer a practicum elsewhere, but this is not
mandatory)
c.
After three negative assessments (in total for one or more
practicums) the candidate will be rejected.
d.
There is a right for an appeal procedure.
• The case exam at international jury , composed by the IREO
a.
It is possible after achieving a positive result of the
theoretical exam and after the evaluating tutor has submitted a
positive evaluation.
b.
Has to take place with an equine.
c.
Embraces at least a complete first or continuation consult:
anamneses, differential deductive considerations, exclusion
deduction of contra- indicators, work deductions, plan of
restoration, restoration, considerations about possible outcomes
when restored and when not restored.
d.
Corroborates a test of ability considering the responsibility in
relation to the work field equine osteopathy EDO®.
e. Evaluates:
1.
Knowledge
2.
Focus
3.
Practical skills
4.
Intension
5.
Differential deductions
6.
Excluding deductions
7.
Editing plan of restoration
8.
Attitude
9.
Safety
The evaluation criteria are to be described in advance, and be available to the
candidate in advance.
A regular international jury composed by the IREO has a minimum of:
1 Veterinarian DVM, EDO®
1 D.O.-MRO, EDO®
The international jury can have one external judge, not EDO®
• The thesis exam meets the demands set to the thesis.
• Retakes and appealing
a.
There is only one retake per exam. Retakes are only possible in case of
failure.
b.
In case of failure of the retake of the exam, the education institution
decides whether the student has the right to repeat the year. Should the
145
c.
d.
student fail the exam after repeating this year and the retake, he will be
not allowed to further participate.
In case of repeating the year, the student is not allowed to concurrently
attend the modules of the next year.
Independent appeal possibility may be applied for. (i.e. the IREO)
• Any form of fraud will not be accepted and will immediately lead to expulsion.
• Admission and rights commissioner IREO at the institutions exams. (This is
not the final exam at the international jury, composed by the IREO!)
a.
At the institution’s theoretical exam, the practical exam and the thesis
exam the education institution is obliged at oral exams to welcome the
IREO appointed commissioner attend at the request of the IREO. He
has the right to be present and if the educational institution allows it,
rights to question the candidate. The education institution distributes
the institution exams to the students and the IREO at the same time.
The IREO should inform the institution at least a month in advance if
they wish to send a commissioner
b.
A commissioner has the right to look into written exams and all written
assessments up to 5 years after administration. This right is also given
to the visitation commission of the IREO.
c.
A commissioner doesn’t have any authority during individual exams.
His conclusions can only influence, by advising the registration and
accreditation commissions of the IREO, the education institution as a
whole.
d.
A commissioner is a person who, according to the judgment of the
IREO, is a neutral person and judges based on an in advance list of
criteria. Commissioners are obliged in their function to give constructive
feedback afterwards based on the aforementioned list of criteria. A
commissioner is to be competent according to reasonable standards.
• In case of an above average failure or low score results in certain exams the
education institution is obliged to research the cause.
146
8.1.d: Demands of the thesis
1.
The program
a.
Has a complete description of all things considering the
thesis, which are available in advance of the activities of
the student in relation to the thesis.
2.
Target
a.
b.
c.
d.
e.
3.
Good passive and some active knowledge of scientific
research in equine osteopathy EDO®.
The developing of scientific attitude and skills.
Learning to reflect on the theoretical aspects of equine
osteopathy EDO®.
Contributing to the critical attitude of the student
considering his own thinking patterns and actions
and the executing of a scientific work piece.
Able to defend concerning research
Possibilities:
The demands concerning form of the thesis have not been tightly
written down.
Possibilities are here, not limited to, named.
a.
b.
c.
d.
e.
f.
g.
Clinical research of at least 5000 words (excl.
supplements, front-page, table of contents, summary,
word of thanks, etc.)
Case study of at least 5000 words (excl. supplements,
etc.)
Comparing literature research with the main emphasize on
equine osteopathic qualitative assessment, with at least
5000 words (excl. supplements, etc.)
A scientific article instead of a thesis with at least 5000
words publicized in a international renowned magazine.
A study has to be preferably part of a research line of the
educational institute, either this or encapsulating
international research guidelines.
A dissertation about a subject, serious related to equine
osteopathy EDO®, of at least 5000 words (excl.
supplements, front-page, table of contents, summary,
word of thanks, etc.).
A dissertation of the subject has to be presented for
approval of execution by the education institution.
147
4.
Minimum demands
a.
The subject of the thesis has to have a clear connection
with the equine osteopathy EDO® or the equine
osteopathic practice as described in the standards equine
osteopathy EDO®. The subject can contain one or more
CanMEDs-subjects.
b.
The structure of the thesis has to be edited according to
the IMRAD protocol (introduction, methodic, results,
discussion) or a more extensive way. The education
institution has a detailed obligatory format.
c.
The content has to be endorsed by an up-to-date
bibliography. The thesis has to contain an evaluation or in
case of a big subject a summary of all research that has
already been published on the subject of the scripture.
d.
Applied techniques have to be deepened and explained,
and if possible, evaluated.
e.
The anatomical and physiological approach of the subject
will not cover more than one third of the whole and have to
be relevant to the subject.
f.
The conclusion drawn in the end has to be the result of the
obtained data and is able to support or invalidate claims
done in the literature.
h.
The text has to be presented in a consequent layout.
i.
In case more than one person are making one thesis
together.
1.
The education institution needs to give
permission in advance
2.
It needs to be clear in advance who will be
examined on which part of the thesis.
5.
Tutoring
a.
b.
c.
Tutor(s) is (are) to be qualified, but also matching the
intended level, for the chosen subject. All tutors are equine
osteopaths EDO®.
The tutor needs to meet the general demands of the
concerning program and has to be ratified by the program.
Tutoring means:
1.
Advising the candidate whilst picking the
subject.
2.
Advising the candidate whilst picking the
problem considering the subject and the
editing of a work schedule.
3.
Advising the candidate whilst choosing the
shape of the thesis.
4.
The recommending of literature in relation to
the subject.
5.
The advising of persons who provide
information and/or organization in relation to
the subject.
148
d.
e.
f.
6.
Minimum tutoring: 4 times face to face contact of at least
one hour and in total a minimum of 4 hours between
supervisor and students.
The tutor acquaints oneself to the judges in written text
both qualitatively and quantitatively on the thesis. The
tutors judgment is included in the final judgment.
Result
a.
7.
The candidate has to take the recommendations of the
tutor into account. A tutor can possibly explain his choices
in front of a jury.
The choices of a tutor who has been approved by the
program, cannot work as a disadvantage
to the candidate.
The thesis proves a serious critical attitude concerning the
topic. One is able to judge articles at their own value and
has contributed to a general critical attitudes towards their
own actions and the results of those.
Minimum number of hours of work.
For the thesis, 50 hours of independent studying and 4 hours of tutoring
are calculated.
8.
Examination
a.
Presentation for entrance to the examination (including
retakes) of the thesis is possible until a maximum 1 year
after finishing the final exams of the education institution
(= theoretical and practical exam)
b.
The qualitative and quantitative judgment criteria are
unambiguously divided over the different sections of the
thesis, and known in advance. Minimum quantitative
demands per section (one has to acquire a minimum
number of points per section) are to be formulated.
c.
The examination has 2 sections.
1.
The judgment of the tutor
2.
The judgment of the reading commission
d.
e.
Both the tutor and the reading commission are to give a
positive appreciation of the thesis independently.
Reasons for rejection:
1.
Insufficient quality of the thesis.
2.
Plagiarism is defined as fraud and results in
expulsion.
149
9.
Appeal procedure.
The program has to have an appeal procedure with an independent
mediator. The appeal commission has to decide if the examination took
place according to the rules of the school and according to the criteria
known in advance. They don’t make the judgment regarding the
content.
10.
Retakes.
The thesis exam will have a maximum of two retakes within the year.
150
8.1.e: Minimum requirements for practicum.
Introduction
Practicum means assessment in a practice for equine osteopathy EDO®, under
supervision of a senior EDO®. The practicum is one of the most difficult things to
complete due to economical and time restraints.
Number of hours of clinical practicum.
The number of clinical practicum hours is as follows.
• In the two years (ten modules) program a minimum of 50 hours.
• In the three years (fourteen modules) program a minimum of 100 hours
Practicum needs to meet certain requirements as defined.
1. The clinical practicum needs to be followed by a practicum tutor senior equine
osteopath EDO®.
2. In a practicum clinic, 1 tutor should be present for every 4 students.
3. It is up to the tutor to decide whether the student can put “hands on” the
equine to evaluate or more.
4. Every student is responsible for his own actions.
5. The student is not allowed to act beyond his education level. The student’s
personal portfolio has to be up to date.
6. Clinical practicum may be spread out over the entire program, and will be
adjusted to the student’s competence level.
7. The supervisor needs to meet certain requirements.
a.
He needs to have worked in an equine osteopathic practice for
at least 3 years, on regular basis as an equine osteopath EDO®
b.
Supervising accordingly to written agreements with the
programs, which have to comply with standards from this SEO.
c.
A clear readiness to spend extra time on reviewing with students.
Indicators concerned:
1.
At the beginning of every consult.
2.
Afterwards at every consultation
3.
And thereby ½ hour each full working day equine-independent
general discussion.
d.
Assessments taking place are under responsibility of the
supervisor, for as far as he is adequately informed by the
student. This is compulsory for the student. It is up to the
supervisor to decide whether to allow the student or not.
8. The practicum needs to meet the following standards.
a.
There are enough equines to see, at least 1 equine every
full working day.
b.
In the supply of equines in the practice there is enough
variation of problems, age and gender.
151
9.
The type of practice hours varies during the program on the whole range of
looking up to and including working fully independently.
10. The student is a guest in the tutor’s practice. Therefore he will not go in
discussion with the owner/trainer of the equine without permission of the tutor.
In case of violating this rule, the tutor can decide to expel the student from his
practice. The tutor gives a written motivation of his decision. Expulsion from the
practicum and will be rewarded as insufficient.
Two insufficient practicums at two different practices, as result of exclusion for the
same reason, can lead to expulsion of the entire education program.
Requirements for the education program:
a.
The program has extensive practicum regulations in which all-valid
rights; duties and agreements have been written down.
b.
The program has a written form of the agreed content and aims of the
practicum, which has been adjusted accordingly to the
CanMEDS- model. The aims will be distinguished into the phases of the
practicum.
c.
The practicum supervisor uses a by the program edited assessment
form in which all aspects of CanMEDS have been integrated.
152
8.2.a: Decision program equine osteopathy EDO®
(Part of acknowledgement criteria program and continuing education equine
osteopathy EDO®)
Equine Osteopathy EDO®
Article B1
Equine Osteopathy EDO® is the specific application of the principles and standards
developed in the human osteopathy, translated, adapted and modified to the special
structural and physical needs of the equine. It is the art of assessing self-correction
on the part of the organism through manual access and stimulation of the whole
system, to mount its defense and draw from its own reserves, calling forth a self
corrective re-harmonizing response to find health and balance within the concept of
function and structure, based on the scientific knowledge of the behavior of the
anatomic and physiologic systems.
Act education program for equine osteopathy EDO®
Article B2
The act education program for equine osteopathy EDO® is integral part of the
acknowledgement criteria for the education program and post-graduate education
equine osteopathy EDO®, named recognition criteria.
Recognition of education programs for equine osteopathy EDO®
Article B3
1.
For registration at the registry of the International Register of Equine
Osteopathy EDO® one has to have completed an educational program
recognised by the IREO and have passed the exams in front of an
international jury, composed by the IREO, with success. The by the
IREO accredited education institutions will hand out diplomas with the
text: “Is hereby awarded the diploma equine osteopathy EDO®”. To the
registration commission two copies of the diplomas will be given as an
example.
Clarification: To be awarded the diploma equine osteopathy EDO® does not give the
graduate the privilege of calling himself “Equine osteopath EDO®”. This privilege is
prohibited and exclusively reserved for those who are registered by the IREO.
2.
The education institutions of equine osteopathy EDO® programs apply
for recognition at the registration commission of the IREO. They also
need to make evident to the registration commission of the IREO that
the quality of education of equine osteopathy is according the
standards.
Clarification: Meant are the programs as described in article B15.
153
3.
Other programs and education institutions can ask for recognition.
Recognition will be awarded according to equal values. To do so, the
applicant has to, if asked by the registration commission, make sure the
asked documents are being reliably translated.
4. Exemption
a.
It is allowed to individuals, based on the exemption regulations like
meant in article B11 part c to transfer from one to the other accredited
education institution.
Clarification: education institution will hereby refer to the overall head
organisation as a whole.
Individuals who have done (part of) their program at a not accredited
program of an education institution, can, based on the exemption
regulations as meant in article B11 part c obtain a accredited diploma
by, after possible extra education, obtaining a diploma at a accredited
program, or organisation unity of a different accredited education
institution.
Clarification: the fact that the quality and content of the courses of the
not accredited program have not been tested according to the same
standards gives extra problems in this case over the previously stated
in part a.
c.
The exemption regulation as mentioned in article B11 part c may not be
used within an accredited educational institution with organisation
unities for transfers from a non accredited to a accredited organisation
unity without explicit, per individual deposited written permission from
the registration commission IREO. An obtained diploma may be
declared invalid by the registration commission IREO based on the
lacking of a solid declaration for the register IREO.
Clarification: it has to be avoided that factually, invisible to the outside world a
different program (or part of a different program) than accredited has been followed.
d.
A complete, by the considering individual and the considering
examining accredited educational institution signed statement
considering the exemption, which proves that the rules have
been followed satisfactory according to the registration commission of
the IREO, has to be deliberated as register member when applying. An
obtained diploma may be declared invalid by the registration
commission IREO based on the lacking of a solid declaration for the
register IREO.
154
5.
The registration commission is also allowed to permit accreditation to
another organisation organ of program, if the other organ handles
criteria that are at least of the same weight.
6.
Individual accreditation of a diploma of another, not accredited
programs can take place based on a request of a person who is to
attend this program, attends or has attended with the goal to obtain a
diploma in the context of registration in the IREO.
7.
The IREO can decide at any moment, when accreditation of a diploma
of another, not accredited programs is requested, to take a complete
exam from the requesting individual in front of an international jury,
composed by the IREO. A date for the exams will be set by the IREO
and can be combined with the next upcoming examining at an
accredited curriculum. All costs of the exam will be charged to the
examinee and have to be paid in advance.
The final exams in front of an international jury, composed by the IREO:
Day one:
• Written exam:
Five written open questions,
20 points each question if answered right
False answering can lead to minus-points and will give reduction of earned points.
Ten multiple choice questions,
10 points each question if answered right
Ten false or true statements,
10 points each question if answered right
Total points for written exam: 300 points
• Duration:
• the candidate will be given the necessary time to accomplish the written exam,
as needed on the given day, up to 4 hours.
• To pass the written exam the candidate has to accomplish at least 65% of the
points as a minimum (195 points)
155
Day two:
• Practical exam
• Exam committee, an international jury composed by the IREO: minimum of:
1 Veterinarian DVM, EDO®
1 D.O.-MRO, EDO®
• 30 minutes up to a maximum of 1,5 hour practical exam through case
introduction and questioning and actual performance of examination and
normalizing technics by the candidate witnessed by the exam committee
• To pass the practical exam the candidate has to accomplish at least 65% of
300 points as a minimum (195 points)
• Duration:
• the candidate will be given the necessary time to accomplish the written exam,
as needed on the given day, up to 4 hours.
• The practical exam will take a minimum of 30 minutes up to a maximum of 1,5
hour each candidate.
Clarification: Reason for this special position of other programs is that there are no
world wide rules on the mutual accreditation of equine osteopathy programs and a
demand that the considering program would have to apply for accreditation
themselves would lead to a factual obstruction.
a.
b.
c.
d.
Accreditation will take place based on equal values. The applicant has
to take care of all the data demanded for evaluation of the concerning
program by the registration commission IREO. The applicant has to
make sure that, if demanded by the registration commission,
documents are translated reliably.
Accreditation only considers the diploma of the considering person and
not of the considering program. If the program wants accreditation, part
4 applies.
In case of doubt of the registration commission IREO the applicant may
be asked to take an exam in front of an international jury composed by
the IREO, the next upcoming exams at one of the accredited programs.
In doing so he immediately meets the demands of part 1. It is up to the
concerning program if one will give no partial, or complete exemption of
program based on the exemption regulation B11 part c.
Considering the possibilities to (with exemption for (part of) the
program) still obtain a diploma at an accredited program all the costs
connected to the evaluation for this procedure will be for the considering
person himself. These are to be paid in advance.
156
Article B4
1.
2.
3.
Accreditation may be given to educational location of an institution for a
program for equine osteopathy, which offers a complete program.
The program has to be prepared to be inspected and researched by the
organisation by whom they want to be accredited, in this case the
IREO.
An accredited program has to meet the demands named in the testing
context below.
Testing cadre programs
Article B5
1.
The program will be tested on the following subjects
a.
Goals program (article B6)
b.
Scheme (article B7)
c.
Attitude of staff (article B8)
d.
Provisions (article B9)
e.
Intern quality care (article B10)
2.
Subjects mentioned before know facets and testing criteria like
mentioned in article B6 up to and including B10, and can be derivated
from or specified in the SEO and the discretion rule of the register
committee testing criteria acknowledgement and visitation programs.
Article B6
The intended end qualification of the program meets the demands set by colleagues
and the professional practice, and will be further specified in the SEO as set by the
IREO and the SCEO
Article B7
1.
The intended scheme, the didactical concept, the ways of working and
the way of testing reflect the to be accomplish final qualifications of the
program. The to be accomplished final qualifications are demonstrably
translated into learning goals of (parts of) the intended scheme.
a.
The scheme clearly represents in which parts of the
education will be taught by teachers and which parts are
teacher independent.
b.
The scheme clearly represents how the education has
been arranged in practicum. c. The scheme describes the
demands that are set considering the thesis and the
tutoring while writing the thesis.
c.
The scheme clearly represents the way of testing during
the course of the entire program.
157
2.
The entrance demands for the part time program are as described in
the SEO.
3.
Students coming from other pre-education programs have to meet
further demands. A description of these has been recorded in the SEO
and/or is accepted by the registration commission IREO exemptions.
Article B8
1.
2.
Article B9
1.
The education will be provided for an important part by the staff, that
makes a connection between the education program and the
professional practice.
The education in the practical subjects (equine osteopathy,) has to be
given for at least 75% by a teacher who spends at least 8 hours a week
executing considering osteopathic practice (=human) or equine
osteopathic practice.
The teachers and practice tutors are sufficient in number and qualified
for a contently, educational and organisational realisation of the
scheme. Minimum demands as such are recorded in the
previously named SEO.
The accommodation and material provisions are sufficient to
accomplish the scheme.
- The accommodation has to meet the normal hygienic demands.
- A for general standards too small accommodation can be a
reason in the overall image for non-accreditation.
- The isolation in places where equines are seen considering
sound, visibility and temperature needs to be adequate like a
health practice.
2.
On behalf of the practical education there is sufficient and effective
practice orientated devices present as well as practical material and
equines. For practice groups there has to be at least 3 education equine
and 1 tutor per 18 students available and fit for use.
3.
There is anticipated on staff capacity for student tutoring and providing
of information to students who are adequate with interest on study
progress.
- For problems with the progress of the study, the in principle
capable student needs to have the opportunity to address the
main educator or an assigned person (student dean).
- The school needs to have a library facility in which they have at
leas all books, articles, CDs, DVDs, and so on to which they refer
in the educational material or in the exam demands.
- There has to be a copying facility available for the copying of
articles that would otherwise be a disproportionate financial
burden per person and for books that aren’t available anymore.
158
Article B 10
There has been provided for a system of intern quality care, in which improvements
will be made based on testable target goals and periodic evaluation.
Article B11
As supplementary demands the following apply:
a.
The program needs to be prepared for one of the by the registration
commission IREO appointed person to be present at preliminary
exams. On request of the registration commission, a program will
divulge the dates of intended preliminary exams and list of names of the
considering candidates two months in advance.
b.
A program like mentioned in article B3 part 2 can provide exemption if
this happens based on well objective grounds.
c.
It is necessary for recognition that the exemption policy of the program
is recorded in written text and accepted by the registration commission
IREO. If there is no validated exemption policy, the program is not
allowed to provide exemption.
Change decree program equine osteopathy EDO®
Article B12
This decree of standards can, as part of the accreditation criteria program and postgraduate education equine osteopathy be changed if the IREO decides so, heard the
registration commission IREO, the Accreditation commission IREO, the SCEO and
the board of the WAEO.
Transitional arrangement decree program equine osteopathy EDO®.
Article B13
All those who are registered in the IREO register or have graduated and rewarded
the diploma equine osteopathy EDO® per commencing date, keep their right on
registration. Considering the other demands for registration and re-registration one
has to meet the new demands starting may 1st 2013.
Article B14
1.
For all who are in education per commencing date of the decision to the
profession competence profile at one of the institutes in B15 applies a
transferring period.
2.
Within two months of the commencing date of the SEO, the RC-IREO
will require a limitative list (signed by the board of the educational
institution) to be formulated and sent in which all students in education
at the considering program location, which year of the program they are
in and on which date (or month+ year) they will finish their program
without interruption with a EDO® (for the thesis only one extra year may
be included) will be recorded.
The programs have to make the asked information available within two months after
this request. This list has to contain per person: Full name, current address and town,
date of birth and place of birth. There needs to be a copy of a passport or an other
legitimate identification token in possession of the program. It is also allowed that the
program sends a numbered list (numbers instead of NAW-known facts) with
159
concerning data, with which the procuring stays property of the program. When
presenting his diploma the student makes his number known to the IREO. The list is
also available for inspection during the inspection visit.
3.
4.
5.
6.
7.
8.
Those who have already successfully finished all parts of the program
except the thesis have to obtain the equine osteopath EDO® diploma
within one year of the individually calculated datum as meant in part 2.
Other people who want to be included in this passing clause are to
obtain the equine osteopath EDO® diploma within two years of the
individually calculated date as meant in part two. With reference to the
extension of one year there is space for retakes, illness, pregnancy and
extension for personal reasons.
All these individual people will get the end date for which one can still
qualify oneself according to this passing clause for acknowledgement of
their diploma as mentioned in part 3 and part 4 by mail for sake of
registration commission IREO. Diplomas obtained afterwards will have
to meet the demands of these new regulations.
All those who meet the passing clause demands, meet the diploma
demands for application in the register IREO. Considering other rules
they have to meet the new demands as formulated in these regulation
and in the valid regulations registration commission IREO.
In case the programs do not make a list and information available or
staff is not on the list like meant in part two, the register IREO can not
guarantee that the diploma of considering people is valid through
passing clause for admission to the register.
Those who do not meet the demands of this passing clause and those
who are on the aforementioned limitative list but obtain their diploma
later that the calculated date in part 5, do not have access to the
register IREO based on the considering diploma. One has to deliberate
a diploma valid according to the new admission criteria.
Article B15
The recognized locations of the educational institution as meant in article B14 of
passing clause are:
a.
The location of the educational institution in the USA is hosted at:
'The Whole Horse’ veterinary clinic educational center for equine and rider
Dr. LuAnn Groves DVM.
3330 Harris Hill road
78666 San Marcos Texas
b.
The location of the educational institution in Europe is hosted at:
The Vluggen Institute for Equine Osteopathy and Education
Janek Vluggen D.O.- MRO, EDO®
Ringstrasse 32
52525 Waldfeucht- Obspringen,
Nord Rhein Westphalen, Germany
160
8.2.b: Policy rule RC Testing criteria acknowledgement and
inspection programs.
At:
Regulations Registrations commission policy rule:
Acknowledgement and inspection programs.
Number: RC 2011-01
Starting date: 01-12-2011
Policy Rule Registration Commission
1. This policy rule is an elaboration of article B5 lid 2 of the decision to the
equine osteopathic EDO® program, part of the regulations recognition
criteria programs and education equine osteopathy EDO®. This policy rule
contains together with the other policy rules and other parts, which are
referred to the entire procedure and content concerning the recognition and
inspection of programs. Amongst others are applicable:
- Regulations recognition criteria programs and education equine
osteopathy EDO®.
- Standard Equine Osteopathy EDO®
- Regulations registration commission IREO
- Policy rule RC procedure recognition and inspection programs.
2. This policy rule describes the definitive admission rules that are fully valid
directly
- For inspection purposes, a worked out questionnaire plus
a request to send documents will be sent before
inspection.
- In the policy rule RC testing transition regulation
acknowledgement and inspection programs the growing
scenario to this is described.
Testing criteria
3. Programs need to give education as described in the Standard Equine
Osteopathy EDO® (SEO).
4. Further specified needs (the organization of) the education in Equine
Osteopathy EDO® arranged as defined in the chapters.
- The definition of Equine Osteopathy EDO®
- Standards Equine Osteopathy EDO®
- Entrance requirements and length of the program
- Ending terms of the education program
- Applied requirements of educational programs and
educational institutes and as worked out below.
161
International definition Equine Osteopathy EDO®
5. The education in equine osteopathy EDO® needs to fit within the
international definition of equine osteopathy EDO® of the Standards
Equine Osteopathy EDO®, further specified in the 5 models which in
concerning chapter are described. Worldwide, other models of equine
osteopathy (not EDO®) are also taught.
Standard Equine Osteopathy EDO®.
6. Education needs to be given in every working area of the CanMEDSmodel.
7. Acquirement indicators.
1.
At the end of the education program the student needs to suffice
to all detailed acquirement indicators as described in chapter 7.2.
2.
Education programs need to have a form available and use it,
based upon this chapter (7.2) in which can be scored which skills
and in which degree (knows, Knows how, shows how, does) are
controlled. The degree of detailing on this form is to be minimum
that of the part competence.
3.
Education programs are forced to fill in a score-form of each
student minimally once a year and discuss it with the student.
The teacher corps scores, together with the student, where
needed, the most important areas/aims written on the form, the
student minimally signs for having seen.
4.
The first assessment needs to take place within 12 months after
the start of the program and validates as score.
5.
In the modular program there will naturally, on a number of part
competences, be the possibility to score higher than in a full-time
program after high-school. Also at the modular program one
needs at previously called first assessment first investigate per
student their part competences. Not every student graduates
from his physiotherapy-program with the same competences.
6.
Exemption of parts of the education won’t be given before it has
been investigated if student masters the part competences.
Entry demands and length of the program
8.
9.
Programs are to utilise the described entry demands.
The required minimum length of the program is worked out in
chapter 7.2.1 and 7.2.2 of the profession competentions profile.
Final terms of the program
10.
In the chapter final terms of the program of the profession
competentions profile are the numerical demands for the
program. The program needs to prove transparently that they
meet these demands
162
Quality control
11.
12.
Programs have to meet the demands considering the quality
control as described in chapters 8 up to and inclusive 8.2a of the
profession competentions profile.
Considering chapter 8
• With 1.a.4. A regularly updated literature list for the equine osteopathy is
meant, that should be clear that the school keeps track of the scientific
development concerning all levels of content. For an adaptation of the
literature list, every teacher needs to consider once every four years if
considering the topic the last literature has been used.
For inspection purposes old literature lists need to be kept with starting date.
In which like the passing regulations the first date is similar to the first date of
the first accredited school year.
• All documents with outcomes need to be available for inspection to the
inspection committee.
13.
Considering chapter 8.1a (scientific basis of teaching) there
is referred to “the regularly updated literature list for equine
osteopathy” (see previous article).
14.
Considering chapter 8.1. b. (Introduction to the professional
competencies for the teacher of Equine Osteopathy EDO®)
• Does an undefined request of arrangement of all her regular and non-regular
teacher and possible vacancies about 3 kinds of teachers described in this
chapter (starting, professional, senior): during her inspecting petition.
• Mentions the program as well what the intentions are for the upcoming 5 years
considering skill education and the way in which the considering person
realizes them.
• Has to be trained to teach at least 10 of the main courses like mentioned in
chapter 7.3 a final responsibility carrying teacher professional (or higher) as
main teacher.
The next teacher professionals carrying final responsibility are to be a minimal part of
the program. One teacher can be teacher professional in more than one field.
-
One in the field of (palpatory) anatomy and dissection
One in the field of Cyto-histology – biomedical physics –
biochemistry- physiology (including local hemodynamic) –
pathology (including deduction skills).
One in the field of supporting sciences / other CanMEDSsubjects part communication
One in the field of neurology
3 in the field of respectively parts in the parietal, visceral and
cranial range.
One in the field of scientific development and thesis
163
• The program has to be led as regards to content of the subject by a senior
teacher professional.
15.
Considering chapter 8.1c (making demands towards exams) article 3 c
2 (entire to cover subject matter) and 3 c 3 (to connect to the level of
the considering year of study) has to be random sampling liable.
Decision education program equine osteopathy EDO®
16.
Education programs have to meet the demands as put in the decision
program equine osteopathy EDO® as presented in chapter 8.2 b of the
SEO.
17.
Next to the there mentioned standards and demands the following
criteria apply.
• Art. B8 part 1: the education in the practical subjects (equine osteopathy,) has
to be given for at least 75% by a teacher who spends at least 8 hours a week
executing considering osteopathic practice or equine osteopathic practice.
• Art. B9 part one (accommodation and material appropriations)
- The accommodation has to meet the normal hygienic demands.
- A for general standards too small accommodation can be a
reason in the overall image for non-accreditation.
- The isolation in places where equines are seen considering
sound, visibility and temperature needs to be adequate like a
health practice.
• Art. B9 part 2 (furniture and material)
- For practice groups there has to be at least 3 education equine
and 1 tutor per 18 students available and fit for use.
• Art B9 part 3 (tutoring of students and provision of information)
- For problems with the progress of the study, the in principle
capable student needs to have the opportunity to address the
main educator or an assigned person (student dean).
- The school needs to have a library facility in which they have at
leas all books, articles, CDs, DVDs, and so on to which they refer
in the educational material or in the exam demands.
- There has to be a copying facility available for the copying of
articles that would otherwise be a disproportionate financial
burden per person and for books that aren’t available anymore.
Visitation
18.
In case of visitation the program is responsible to demonstrate that the
standards and demands like described in this discretion rules and
matched documents are met.
164
19.
It is standard that all standards and demands are met. The registration
commission has the right to base themselves solely on them.
20.
In case a shortage on one or more details is compensated elsewhere,
the registration commission has the right to, on proposal of the
inspection committee, to divert from the standard. But only if the
shortages are limited and if reliable appointments can be made that
these shortcomings will be fixed within a year time. Recognition will take
place for one year. After one year this recognition can be extended to
the normal term if it has been proved that the shortcomings have been
corrected. (Other parts will not be re-evaluated.) To decision making
connected with this rule, programs cannot be give any rights. It is a one
sided good-hearted right on the side of the registration commission. For
this special procedure with extra work for the IREO the IREO board can
decide as term that there will be some additional costs.
21.
Transferring of own information to the testing model are to be delivered
by the program at the inspection request. The transferring mode has to
be transparent which means that the inspectors will be fully able to test
the method of transferring based on the original, transferring and
modus.
22.
Required business needs to be ready, available, and planned starting
from the educational year in which the accreditation applies. This
means that:
• Considering education needs to be given in the program to the considering
year class.
• All forms need to be available.
• Indicative for the entire program of the considering year class, it is clear what
is being done when.
23.
There is an own development area: things that aren’t arranged yet at
the moment that the accredited year starts, can be planned in later
years of the considering year class. This means an accreditation under
restriction of the implementation that has truly taken place. In that case
diplomas cannot be acknowledged earlier than re-inspection that proves
that this has actually happened.
Confidentiality and degree of openness in case of an appeal or a case in court.
24.
It is not useless to mention that the inspecting committee has a
silencing plight considering all details of a education program, this plight
also applies to the members of the registration commission to which
they may report in detail.
165
25.
The registration commission makes only her decision and
argumentation in main lines public. The board of the IREO has in
principle only inspection of this version. To the considering program, the
detailed argumentation will be revealed where useful.
26.
In case a education program starts an appeal against (a part of) a
decision of the registration commission, the registration commission has
all rights concerning the argumentation of her decision to make the by
her considered relevant information considering the concerning part that
she has in her possession to the appeals committee.
27.
In case a education program starts a court case against (one part of)
the foundation the IREO, than the board is in its right to inspect all
information considering the court case for her defense or the defense of
the accused organ.
166
9. Bibliography
Because this standard is based on the standard of human osteopathy in the
Netherlands all the references can be found at their bibliography.
www.osteopathie-nro.nl
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
21.
22.
23.
24.
Job profile model medical specialists.
Job model sports doctor 2004
CanMEDS 2000 project: “skills for the new millennium: report of the social
needs working group.” September 1996
CanMEDS project overview
CanMEDS Care model
Competences of teachers in the medical program centre continuum (2008)
workgroup teacher professionalising medical education OCG-DMW and
VNMO
Curriculum volume 1. School structure the international academy of
osteopathy Gent, 2005
Curriculum volume 2. Academic-structure. the international academy of
osteopathy Gent version may 2005
Draft version European Framework for Standards of Osteopathic Education
and Education (EFCOP)
Draft version osteopathy of the WOHO
Eishout-Mohr, M. Oostdam, R. & Overmaat, M (2002). Student assessment
within the context of constructivist educational settings. Studies in Educational
Evaluation. Volume 28, issue 4, pages 369-360.
European framework for standards of Osteopathic Education &Education
(EFSOET)
Goedhart, M. en B. van de Laar (2005). Academical competences. How to
translate into a concrete aim? Groningen: IDO.ScO-RuG.
Model competence aimed studying.
Educational plan College Sutherland, Aims 2004
KNMG: General competences of the medical specialist.
Educational plan FICO 2005.
Paul van Dijk. Ways of assessment in the Netherlands. Publish. Ankh Hermes,
Deventer, 2003
Window educational plan, material and organizational material of CS, FICO
and IAO (internal pieces, not publicly available)
Standards of Osteopathic Education and Education.
Subject benchmark statement osteopathy (2007). Draft for consultation.
Quality Assurance Agency for Higher Education (QAA).
Teaching, learning and assessment (2007) the European Framework for
Standards of Osteopathic Education & Education (EFSOET)
Wojcicki, T.P.(2003) Implementing Teacher Competencies as a Professional
Development activity. PAACE Journal of Lifelong Learning, Vol. 12, pages
59-67.
167