Unit specifications

The unit addresses patient groups and clinical situations that are common in naprapathic practice, where the shared starting point is the assessment, treatment and rehabilitation of musculoskeletal complaints and function across all stages of life. Multimodal and interdisciplinary treatment strategies are analysed with a focus on how naprapathic manual medicine can be integrated into broader care interventions and care pathways. Particular attention is paid to how musculoskeletal management must be adapted to different stages of life, care contexts, public health perspectives and preventive interventions. This includes specific clinical considerations concerning musculoskeletal health in the growing individual (children and adolescents), women's health and reproductive stages (including pregnancy), and healthy ageing and geriatric rehabilitation. The unit also covers how systemic diseases, such as cardiovascular and respiratory conditions, and recovery after hospital care or surgical procedures affect the musculoskeletal system and naprapathic management.

The signature component of the unit integrates sports medicine at an advanced level into naprapathic manual medicine. Students are trained to design multimodal interventions for both acute injuries and longer-term complaints.

The unit also covers theoretical perspectives on manual medicine, focusing on relational and contextual factors that may influence clinical outcomes. This includes key concepts in person-centred care, such as therapeutic alliance, shared decision-making and the patient's narrative in clinical reasoning.

Furthermore, the unit includes in-depth study of clinical reasoning in complex patient presentations, comorbidity and long-term conditions. This includes analysis of functional limitations, risk assessment, referral and professional responsibility in relation to patient safety.

The unit includes work-integrated learning (WIL) in the form of practice-based education (PBE), focusing on deepening the student's clinical skills, clinical reasoning and professional approach in a supervised clinical context. Through a clear progression towards greater independence in patient care, students are given the opportunity to integrate, apply and critically evaluate theoretical and practical knowledge in relation to clinical practice. The unit also includes internal observation with reflective co-assessment and external observation with practising healthcare providers in manual medicine, in order to deepen understanding of clinical practice, professional working methods and collaboration in healthcare. Within the module, Entrustable Professional Activities (EPA) are used as a tool to highlight key clinical tasks, feedback and progression in relation to the content and intended learning outcomes of the unit.

The unit addresses the clinical integration of naprapathic manual medicine in acute to more complex and long-term neuromusculoskeletal pain and functional conditions. Teaching focuses on how naprapathic diagnosis, manual treatment and specific rehabilitation strategies can be combined in different treatment approaches, and how collaboration with other healthcare professions can be considered and integrated. Furthermore, clinical and differential diagnostic reasoning is analysed in complex patient presentations where neuromusculoskeletal complaints occur in relation to sports injuries, traumatology, comorbidity and chronic pain. This includes pain analysis, assessment of functional limitations, risk assessment, referral considerations and clinical priorities in direct relation to patient safety.

Particular attention is paid to how person-centred care and health-promoting interventions can be integrated into naprapathic clinical practice. Concepts of key importance for naprapathic person-centred care, such as therapeutic alliance, shared decision-making, pain physiology and the patient's history, are analysed in relation to clinical reasoning and treatment strategies. Clinical components include in-depth practice in neuromusculoskeletal examination, biomechanical assessment and the adaptation of naprapathic treatment techniques and rehabilitation strategies to the patient's demand profile, functional presentation and treatment response. Particular emphasis is placed on sports medicine assessments, including physical tests adapted to different sports and evidence-based criteria for safe return to sport after injury. This also includes internal and external observation, legally correct clinical documentation, quality assurance, evaluation via e-portfolio and cross-professional collaboration.

The unit also addresses professional, health economic and ethical issues in naprapathic practice, including medical responsibility, patient autonomy, informed consent, sustainable clinic leadership, and equitable care and diversity in interactions with patients. Furthermore, it examines how social determinants, intersectionality, norms, grounds for discrimination and different living conditions can influence health, access to care and the encounter between patient and healthcare provider.

The unit includes work-integrated learning (WIL) in the form of practice-based education (PBE), focusing on further developing the student's ability to apply clinical skills, clinical reasoning and a professional approach independently, safely and analytically in a supervised clinical context. Through progressively increasing responsibility in patient care, students are given the opportunity to integrate, apply and critically reflect on theoretical and practical knowledge in relation to complex clinical situations. The unit also includes internal observation with reflective co-assessment (peer learning) and external observation with practising naprapaths and other licensed healthcare providers, in order to broaden and deepen understanding of clinical practice, professional working methods and the naprapath's role in the healthcare context. Within the module, Entrustable Professional Activities (EPA) are used as a tool to highlight key clinical tasks, formative feedback and progression in relation to the content and intended learning outcomes of the unit. In this unit, EPA are addressed and assessed at an independent and integrated level.

Clinical teaching also includes the practical use and critical evaluation of AI-based tools in manual medicine, with a particular focus on clinical decision support, record-keeping and documentation. Opportunities, limitations and risks are addressed from the perspectives of patient safety, data protection and professional responsibility, with an emphasis on independent review and quality assurance of AI-generated content.

The unit addresses perspectives from the theory of science that are relevant to clinical research in manual medicine, focusing on the relationship between qualitative and quantitative approaches and their suitability for different types of research questions. Key concepts such as validity, reliability, bias and generalisability are analysed in relation to clinical studies. Students deepen their ability to identify, delimit and justify a problem area from patient, professional and societal perspectives.

The unit further addresses the structure and content of a scientific project plan, including background, aim, research questions, choice of design and method, sampling procedure, data analysis and timetable. Research ethics principles and guidelines for clinical research are covered in depth, including informed consent, confidentiality and applications for ethical review. Students carry out an empirical study, with a literature review of the chosen area as the basis for the project plan.

Students independently and under supervision carry out a scientific study within the subject area of manual medicine with a naprapathy pathway, working in pairs or, where special circumstances apply, individually. The scientific basis for the subject area encompasses health and ill health related to the musculoskeletal system, preventive measures, and assessment, diagnosis, treatment and rehabilitation. Projects carried out in pairs must be designed so that each student's individual contribution can be distinguished and assessed individually.

The work must comprise a clear research process, including problem formulation, literature review, critical appraisal of the literature, formulation of research questions, methodological considerations, data collection, data processing, analysis and interpretation, and presentation in the form of an oral presentation and a written report. Critical appraisal is practised when students provide feedback, through opposition, on another student's oral presentation and written report, and themselves receive feedback.

The unit integrates in-depth theoretical knowledge, clinical diagnostics and practical application in the assessment and management of complex patient presentations within chiropractic practice. The content addresses health and disease in patient groups commonly encountered by chiropractors, with particular emphasis on life-course and public health perspectives. This includes clinical considerations relating to children and adolescents, women's health and reproductive health, as well as geriatrics and rehabilitation in older people. Multimodal and interprofessional approaches are analysed in relation to how chiropractic can contribute to public health and be integrated into broader healthcare pathways.

A central component of the unit is the in-depth study of clinical reasoning in complex patient presentations, informed by biomechanical and neurophysiological models of spine-related pain and functional conditions. Students further develop their use of imaging and laboratory diagnostics as integrated components of differential diagnosis, risk assessment and clinical decision-making. The content also includes critical analysis of chiropractic traditions of knowledge in relation to the theory of science and current evidence, together with the refined application of chiropractic examination and treatment strategies.

During work-integrated learning (WIL), students integrate and apply theoretical knowledge in supervised patient care. Particular emphasis is placed on advanced diagnostic reasoning, biomechanics, public health and professional judgement in chiropractic practice. Students critically reflect on the role of the chiropractor within an interprofessional healthcare landscape and develop their ability to communicate and collaborate with other healthcare professionals to support person-centred, equitable and safe care.

Through progressively increasing responsibility, students further develop their ability to design, justify, implement and evaluate individualised management plans that integrate chiropractic manual therapy with exercise-based rehabilitation and other appropriate interventions. The unit also includes observation of practising healthcare professionals to deepen students' understanding of interprofessional collaboration and the chiropractor's role within the Swedish healthcare system. Entrustable Professional Activities (EPA) are used to structure feedback and support progression towards increasingly independent professional practice.

The unit covers the clinical integration of chiropractic practice in complex and long-term musculoskeletal conditions. Teaching focuses on how chiropractic examination and treatment can be integrated into multimodal treatment strategies in collaboration with other healthcare professionals. Furthermore, clinical and differential diagnostic reasoning is analysed in complex patient presentations where musculoskeletal complaints occur in relation to systemic diseases, comorbidity and chronic pain. This includes analysis of functional limitations, risk assessment, referral and clinical priorities in relation to patient safety.

Particular attention is paid to how person-centred care can be integrated into chiropractic clinical practice. Concepts of significance for person-centred chiropractic care, such as therapeutic alliance, shared decision-making and the patient's narrative, are analysed in relation to clinical reasoning and treatment strategies. Clinical components include in-depth training in chiropractic examination methods, palpation and the adaptation of chiropractic treatment strategies in relation to the patient's functional presentation and response to treatment. This also includes internal and external observation, clinical documentation, referral considerations, systematic quality assurance and improvement, and interprofessional collaboration.

The unit also addresses professional and ethical issues in chiropractic practice, including professional responsibility, patient autonomy, informed consent, equitable care, equality, diversity and inclusion. Furthermore, it examines how social determinants, norms, grounds for discrimination and different living conditions can influence health, access to care and the interaction between patient and healthcare provider.

The unit incorporates work-integrated learning (WIL) in the form of clinical placements, with a focus on further developing students' ability to independently and analytically apply clinical skills, clinical reasoning and professional judgement in a supervised clinical context. Through a gradual increase in responsibility for patient care, students integrate, apply and critically reflect on theoretical and practical knowledge in relation to complex clinical situations. The unit also includes internal observation with reflective co-assessment, as well as external observation with practising healthcare professionals, with the aim of broadening and deepening students' understanding of clinical practice, professional working methods and the chiropractor's role within the wider healthcare context. Within the unit, Entrustable Professional Activities (EPA) are used to highlight key clinical activities and support feedback and progression in relation to the content and intended learning outcomes. EPA are applied at an independent and integrated level.

The unit covers theoretical and methodological perspectives relevant to clinical research within chiropractic, with particular emphasis on qualitative and quantitative approaches and their suitability for different types of research questions. Key concepts such as validity, reliability, bias and generalisability are considered in relation to clinical research. Students further develop their ability to identify, delimit and justify a problem area from the perspectives of the patient, the profession and society.

The unit also covers the development of a scientific project plan, including background, aim, research questions, study design and methodology, sampling procedure, data analysis and timetable. Principles of research ethics and guidelines for clinical research are addressed, including informed consent, confidentiality and ethical review. The empirical study is based on a literature review of the chosen area.

Students undertake, in pairs or, where special circumstances apply, individually, a scientific study within chiropractic under supervision and with a high degree of independence. The subject area encompasses health and ill health related to the neuromusculoskeletal system, and prevention, assessment, diagnosis, treatment and rehabilitation. Where the work is undertaken in pairs, each student's individual contribution must be clearly distinguishable and assessable.

The degree project comprises a coherent research process culminating in a written degree project report and an oral presentation and defence. Critical appraisal and scholarly dialogue are further developed through structured opposition on another student's work and through responding to feedback on the student's own degree project.

The unit covers patient groups and clinical situations commonly encountered in osteopathic practice. Multimodal and interprofessional treatment strategies are analysed with a focus on how osteopathic manual medicine can be integrated into broader care interventions and care pathways. Particular attention is paid to clinical considerations when treating patients at different stages of life and in various healthcare contexts, taking into account public health perspectives and preventive care interventions. This includes musculoskeletal conditions in relation to women's health and reproductive health, the health of children and adolescents, and musculoskeletal function and rehabilitation in older people. Furthermore, the unit covers clinical considerations in systemic diseases such as cardiovascular and respiratory conditions, as well as in connection with recovery following illness, hospital care or surgical procedures.

The unit also covers theoretical perspectives relevant to osteopathic practice, focusing on relational and contextual factors that may influence clinical outcomes. This includes key concepts in person-centred care, such as therapeutic alliance, shared decision-making and the patient's narrative in clinical reasoning. Osteopathic traditions of knowledge are analysed in relation to the theory of science and evidence-informed practice.

Furthermore, the unit includes in-depth study of clinical reasoning in complex patient presentations, comorbidity and long-term conditions. This includes analysis of functional limitations, risk assessment, referral and professional responsibility in relation to patient safety.

The unit includes work-integrated learning (WIL) in the form of clinical placements, focusing on deepening students' clinical skills, clinical reasoning and professional judgement within a supervised clinical context. Through a clear progression towards greater independence in patient care, students integrate, apply and critically evaluate theoretical knowledge in relation to clinical practice. The unit also includes internal observation with reflective co-assessment, as well as external observation with practising healthcare professionals, with the aim of deepening students' understanding of clinical practice, professional working methods and interprofessional collaboration. Within the unit, Entrustable Professional Activities (EPA) are used to highlight key clinical activities and support feedback and progression in relation to the content and intended learning outcomes. EPA are applied at an independent and integrated level.

The unit covers the clinical integration of osteopathy in complex and long-term musculoskeletal conditions. Teaching focuses on how osteopathic examination and manual treatment can be integrated into multimodal treatment strategies in collaboration with other healthcare professions. Furthermore, clinical and differential diagnostic reasoning is analysed in complex patient presentations where musculoskeletal complaints occur in relation to systemic diseases, comorbidity and chronic pain. This includes analysis of functional limitations, risk assessment, referral and clinical priorities in relation to patient safety.

Particular attention is paid to how person-centred care can be integrated into osteopathic clinical practice. Concepts of significance for osteopathic person-centred care, such as therapeutic alliance, shared decision-making and the patient's narrative, are analysed in relation to clinical reasoning and treatment strategies. Clinical components include in-depth training in osteopathic examination, palpatory assessment and the adaptation of manual treatment strategies in relation to the patient's functional presentation and treatment response. This also includes internal and external observation, clinical documentation, referral considerations, systematic quality assurance and improvement, and interprofessional collaboration.

The unit also addresses professional and ethical issues in osteopathic practice, including professional responsibility, patient autonomy, informed consent, equitable care and diversity in interactions with patients. Furthermore, it examines how social determinants, norms, grounds for discrimination and different living conditions can influence health, access to care and the interaction between patient and healthcare provider.

The unit includes work-integrated learning (WIL) in the form of clinical placements, focusing on further developing students' ability to independently and analytically apply clinical skills, clinical reasoning and professional judgement within a supervised clinical context. Through a gradual increase in responsibility for patient care, students integrate, apply and critically reflect on theoretical and practical knowledge in relation to complex clinical situations. The unit also includes internal clinical observation with reflective co-assessment, as well as external clinical observation with practising healthcare professionals, with the aim of broadening and deepening students' understanding of clinical practice, professional working methods and the osteopath's role within the wider healthcare context. Within the unit, Entrustable Professional Activities (EPA) are used to highlight key clinical activities and support feedback and progression in relation to the content and intended learning outcomes. EPA are applied at an independent and integrated level.

The unit covers theoretical and methodological perspectives relevant to clinical research within osteopathy, with particular emphasis on qualitative and quantitative approaches and their suitability for different types of research questions. Key concepts such as validity, reliability, bias and generalisability are considered in relation to clinical research. Students further develop their ability to identify, delimit and justify a problem area from the perspectives of the patient, the profession and society.

The unit also covers the development of a scientific project plan, including background, aim, research questions, study design and methodology, sampling procedure, data analysis and timetable. Principles of research ethics and guidelines for clinical research are addressed, including informed consent, confidentiality and ethical review. The empirical study is based on a literature review of the chosen area.

Students undertake, in pairs or, where special circumstances apply, individually, a scientific study within osteopathy under supervision and with a high degree of independence. The subject area encompasses health and ill health related to the neuromusculoskeletal system, and prevention, assessment, diagnosis, treatment and rehabilitation. Where the work is undertaken in pairs, each student's individual contribution must be clearly distinguishable and assessable.

The degree project comprises a coherent research process culminating in a written degree project report and an oral presentation and defence. Critical appraisal and scholarly dialogue are further developed through structured opposition on another student's work and through responding to feedback on the student's own degree project.