A pilot study of the fundamental elements of osteopathic diagnosis as currently taught in the osteopathy course at Victoria University

908 639 84 3 8138 document 84 Chisari_et.al_2003.pdf application/pdf 554770 2011-09-09 10:20:46 https://vuir.vu.edu.au/908/1/Chisari_et.al_2003.pdf 908 1 application/pdf text en public

Chisari_et.al_2003.pdf

112031 2 2556883 document 112031 lightbox.jpg image/png 96765e5ee71234ee8f98098d7ed78ed9 MD5 22243 2023-12-17 13:10:01 https://vuir.vu.edu.au/908/2/lightbox.jpg 908 2 2 image/png other Thumbnails conversion from text to thumbnail_lightbox en public

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/84 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/84 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/document/84 archive 164 disk0/00/00/09/08 2008-08-08 2021-08-27 07:40:27 2008-09-04 01:18:37 thesis show Chisari Melina A pilot study of the fundamental elements of osteopathic diagnosis as currently taught in the osteopathy course at Victoria University unpub 320000 BiomedicalSciences Osteopathy Masters Project, osteopathic diagnosis, osteopathic education Historically, osteopathic diagnosis used concepts such as the osteopathic structural lesion (OSL), or somatic dysfunction. However, these osteopathic concepts are poorly understood by other health professionals. As a result, there has been pressure on the profession to adopt a more "orthodox" style of diagnosis. Unfortunately, osteopaths often deal with dysfunctional, rather than pathological states. In addition, recent research has called into question the validity and reliability of many of the tests commonly used in osteopathic diagnosis. This study investigated how clinicians and teaching staff at Victoria University (VU) currently write diagnoses. Results indicated that most subjects had moved away from traditional osteopathic diagnostic models, and felt it important to identify "tissues causing symptoms", despite the lack of reliability of tests aiming to achieve this. There appeared to be no relationship between years of experience and any change in the way subjects write diagnoses. It was also noted that subjects' opinions differed in many cases from what is actually taught in the course. This raises the question of whether the model taught at VU for writing diagnoses needs to be revised to reflect current research and actual clinical practice. This minor thesis was written by a post-graduate student as part of the requirements of the Master of Health Science (Osteopathy) program. 2003 submitted public 28 Victoria University School of Health Sciences cmaster includes references: pp. 24-26 FALSE