ORTO3100 Lower limb and Spinal Orthoses Course description

This module has moved from third to second year of the programme and keeps the code ORTO3100.

The module primarily focuses on ankle foot orthoses (AFO) and knee ankle foot orthoses (KAFO), but also covers knee and hip orthoses, spinal orthoses, brace treatment and individually adapted seating products and wheelchairs as part of rehabilitation for all relevant diagnosis groups.

The table below shows the subjects covered by modul, with credits spesified:

Subjects covered in the AFO and KAFO parts of the module

• Prosthetic and orthotic practice (5 credits)
• Biomechanics (3 credits)
• Profession, psychology, interaction and communication (2 credits)

Total credits: 10 credits

Subjects covered in the spinal orthoses ans special seating part of the module

• Prosthetics and orthotic practice (3 credits)
• Biomechanics (1 credits)
• Anatomy (0,5 credits)
• Profession, psychology, interaction and communication (0,5 credits)

Total credits: 5 credits

The student must have passed the first year of the programme.

After completing the module, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The student has

• knowledge of the relationship between the anatomy, pathology, biomechanics and function of the lower limbs
• knowledge of follow-up plans and orthoses design
• knowledge of children's orthoses
• knowledge of functional and potential psychosocial consequences of disability
• knowledge of the structure of rehabilitation services and how to prepare individual plans
• knowledge of universal design and social participation

Skills

The student is capable of

• with some supervision, preparing and reflecting on orthopaedic follow-up plans for users in need of lower limb or spinal orthoses
• making critical assessments of biomechanical issues with a focus on ankle, knee and hip instability and linking this to gait and orthosis design
• assessing biomechanical factors of importance to spinal orthoses and special seating
• assessing and proposing measures relating to positioning in wheelchairs to prevent and treat pressure sores when spinal orthoses are used
• using research articles and specialist literature to analyse topics relating to lower limb and spinal orthoses
• preparing work descriptions and carrying out technical processes used in the production of lower limb and spinal orthoses

General competence

The student

• is capable of reflecting on the characteristics of communication with children and young people
• is capable of communicating with children, young people and relatives
• is capable of discussing interdisciplinary cooperation on orthoses treatment and seating clinics
• is capable of reflecting on challenges associated with communication and interdisciplinary cooperation in relation to users in need of treatment with lower limb orthoses, spinal orthoses and/or special seating
• is capable of documenting and communicating relevant clinical and biomechanical assessments in patient records and communicating such assessment orally
• is capable of reflecting on user perspectives, planning, implementation and the effect of treatment
• is familiar with challenges associated with orthoses treatment in developing countries

Approved by the Doctoral Committee 28.03.2019. Minor changes approved 27.04.2020.

This PhD-course is open for candidates at the PhD Programme in Educational Sciences for Teacher Education, PhD candidates from other relevant programmes, and academic employees.

Language: English (or Norwegian, dependent on the language of participants and course holders).

The classroom is the most important arena for research on learning and teaching. This includes the implementation of curricula, the teacher-student relationships, the students’ different learning conditions, the use of different teaching methods, classroom and group organization, students with special needs, teacher collaboration and more.

The course will focus on central research methods used in classroom research: Observation, including video observation, various forms of interviews, re-use of data and analysis of data. The main aim is to introduce the participants to observation and interview as research methods in the context of classroom research, to provide an insight into research designs and analytical approaches, and to build participants` capacity to create and implement adequate research designs on their own.

The course is organized by the research community "Classroom research" (Klasseromsforskning) and the Faculty of Education and International Studies,;Department of Primary and Secondary Teacher Education.

Students who complete the course are expected to have the following learning outcomes, defined in terms of knowledge, skills and general competence:

Knowledge:

On successful completion of the course, the student:

• has a good understanding of the latest developments in the field.
• has a deep understanding of the fundamental scientific theories, standards and methods that are applied in the field.
• can evaluate the appropriateness and application of various scientific methods and approaches to research and development in the field.
• can contribute to the development of new knowledge, theories, methods, standards,;interpretations and documentation in the field.

Skills:

On successful completion of the course, the student can:

• deal with complex technical questions and challenge established knowledge and practices within the field.
• formulate questions, and plan and carry out research development work at an international level in the field.

General competence:

On successful completion of the course, the student can:

• manage complex interdisciplinary tasks and projects;
• pursue their research ethically and with professional integrity.
• participate in debates in international fora.
• communicate research and development though recognised national and international channels

Lectures, seminars and workshops:

• in lectures, the focus is on theoretical and practical perspectives on observation, interviews and analysis of data in the context of classroom research
• in seminars, the candidates must be prepared to present and discuss their own research project and use of methods, and to provide feedback on other participants’ contributions
• in workshops, the candidates will receive comments on their paper from course leaders and fellow students. The paper should be linked to the candidate’s PhD-project, and focus on methodology and/or analysis of data relevant to classroom research

Preparations for the course

Students are expected to read the syllabus before the first part of the course to be able to participate actively in discussions.

The following required coursework must be approved before the student can take the exam:

• All planned seminars must be completed.
• The given exercises must be passed

Individual oral examination.

The exam cannot be appealed.

Studenten skal etter å ha fullført emnet ha følgende totale læringsutbytte definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studentene har

• fordypet kunnskap om anvendelse av biopsykososialt perspektiv i møte med barn og familie
• kjennskap til anvendelse av noen utviklingspsykologiske perspektiver i forståelse av barn og familieliv, samt salutogenese og resiliens
• kritisk fundert kunnskap om anvendte kategoriseringssystemer
• fordypet kunnskap om tilstandsbilder og behandlingsformer, herunder brukerinvolvering
• kunnskap om foreldreskap hvor foreldre er psykisk syke/har rusproblemer

Ferdigheter

Studentene kan

• ved hjelp av biopsykososiale forståelser og utviklingspsykologiske perspektiver analysere i behandlingsarbeid
• gjenkjenne ulike tilstandsbilder
• begrunne iverksettelsen av relevante behandlingstiltak for barn som strever, og for foreldre som strever
• vurdere nødvendigheten av samarbeid med andre instanser eventuelt adekvat videre henvisning til annen behandling eller utredning

Generell kompetanse

Studenten kan

• tenke kritisk på kunnskapsgrunnlaget innen psykisk helsevern for barn og unge
• evaluere egne handlinger og iverksette endringstiltak
• utøve faglig praktisk dømmekraft i behandlingsarbeid