The courses are structured according to a 3+1 model, consisting of three years of foundational education followed by one year of profession-specific specialisation at a level equivalent to second-cycle level.
Years 1–3 establish a comprehensive academic and professional foundation common to the three courses, while the fourth year builds on this foundation through advanced studies and a profession-specific pathway.
The course is structured around three integrated subject areas that run throughout the course.
The subject area introduces the course and comprises studies of the anatomical structure and physiological functions of the human body. Fundamental anatomical knowledge forms a central foundation for the main field of manual medicine as well as for the medical components of the course.
This subject area comprises integrated studies of health and disease across different organ systems, with an emphasis on content relevant to manual medicine. Studies focus on incidence, risk factors, symptoms, diagnostic processes, principles of management and preventive health measures.
Manual Medicine is the principal subject area of the course and constitutes its largest component. Teaching includes components addressing manual assessment and treatment techniques such as palpation, soft-tissue techniques, stretching, mobilisation and manipulation.
In addition to the common course learning outcomes, each degree has its own learning outcomes. Here you can see them side by side.
For the Naprapathy Degree, the student should be able to:
For the Naprapathy Degree, the student should be able to:
For the Naprapathy Degree, the student should be able to:
For the Chiropractic Degree, the student should be able to:
For the Chiropractic Degree, the student should be able to:
For the Chiropractic Degree, the student should be able to:
For the Osteopathy Degree, the student should be able to:
For the Osteopathy Degree, the student should be able to:
For the Osteopathy Degree, the student should be able to:
The course is structured around five areas of competence. Choose an area and follow how it deepens year by year – from the common foundation to the profession-specific pathway in the fourth year.
Medical competence encompasses the biomedical and clinical medical knowledge required for safe assessment and management within manual medicine.
Health promotion competence encompasses the knowledge, skills and approaches required to promote health, prevent ill health and support sustainable health behaviours at both individual and population levels.
Scientific competence encompasses the knowledge, skills and approaches required to understand, critically evaluate, apply and contribute to scientific knowledge within manual medicine.
Professional competence is a longitudinal area of competence throughout the course and encompasses the development of professional identity, professional judgement, communication, ethical and legal responsibility, patient safety and collaboration within healthcare.
Clinical competence constitutes an integrative area in which knowledge, skills and professional judgement from the course's different components are applied in patient care and other clinical contexts.
Studies comprise fundamental biomedical sciences with a focus on the structure and function of the human body. The content includes anatomy, embryology, neuroanatomy and the musculoskeletal system, as well as functional anatomy, biomechanics, physiology, homeostasis and regulatory mechanisms. Applied physiology, nutrition, microbiology and infectious disease contribute to a broad understanding of normal human function and of factors affecting health.
Students develop the ability to relate anatomical structure to function and movement and to understand physiological processes from the cellular and tissue level to integrated organ systems. Biomedical knowledge also begins to be applied in clinically relevant contexts, including through an introduction to infection, healthcare hygiene, differential diagnostic considerations and the need for further medical assessment. This provides a foundation for subsequent studies in pathophysiology, health and disease and clinical assessment.
Studies in health and disease are deepened and comprise general and organ-specific pathology, pain physiology and pain mechanisms, neurology, psychiatry and pharmacology. The content also includes orthopaedics, rheumatology, diagnostic imaging and medical conditions affecting the head and neck region, sensory organs and skin.
Students develop the ability to integrate medical knowledge with medical history, physical examination, laboratory investigations and diagnostic imaging. The competence encompasses differential diagnostic reasoning, recognition of clinical warning signs and risk factors, and evaluation of indications and contraindications for manual medical management. Students also develop the ability to identify conditions requiring further investigation, referral or emergency medical management, and to take biological, psychological and social factors into account in medical assessment.
Studies are characterised by increased integration of previously acquired medical knowledge, manual medicine and clinical practice. The content includes the application of biomedical, pathophysiological and diagnostic knowledge to a broader and more complex range of neuromusculoskeletal conditions and pain presentations. Prognostic factors, risk factors and clinical uncertainty are given progressively greater weight.
Students develop the ability to integrate medical history, examination findings and relevant contextual factors into a coherent clinical assessment. The competence encompasses distinguishing conditions suitable for manual medical management from those requiring further investigation or referral, and making safe and well-founded decisions regarding examination, treatment, rehabilitation and interprofessional collaboration.
Studies focus on an in-depth medical understanding of neuromusculoskeletal pain conditions, injuries and functional impairments within naprapathic practice. Particular emphasis is placed on the interplay between pain physiology, neurodynamics, joint mechanics, biomechanical loading and tissue adaptation and healing processes, with relevance to both acute and chronic conditions.
Students develop the ability to independently integrate medical knowledge with clinical findings and differential diagnostic considerations in complex patient presentations. The competence encompasses evaluating risk factors, identifying the need for further medical investigation or referral, and making safe decisions within the scope of naprapathic diagnosis, treatment and rehabilitation.
Studies focus on an in-depth medical understanding of complex spinal and neuromusculoskeletal conditions. Particular emphasis is placed on the relationship between biomechanics, neurodynamics, pain physiology and psychological factors, and on the integration of neurological assessment, diagnostic imaging and other relevant medical investigations.
Students develop the ability to independently analyse and evaluate complex clinical presentations, manage diagnostic uncertainty and make well-founded differential diagnostic assessments. The competence encompasses identifying conditions that can be managed within chiropractic practice and those requiring further investigation, referral or interprofessional collaboration, with a particular focus on patient safety and a primary care perspective.
Studies focus on an in-depth medical understanding of complex, multifactorial and long-term health conditions within osteopathic practice. Particular emphasis is placed on the integration of biomedical, neuromusculoskeletal and biopsychosocial knowledge and on understanding how multimorbidity, individual circumstances and contextual factors influence the patient's health and clinical presentation.
Students develop the ability to independently weigh medical information, clinical findings and relevant diagnostic investigations in a holistic and person-centred assessment. The competence encompasses managing medical and diagnostic uncertainty, identifying the limits of osteopathic management and assessing the need for further investigation, referral and interprofessional collaboration.
Studies comprise fundamental knowledge of physical activity, exercise physiology, nutrition, recovery and other factors influencing health, function and physical capacity. The content also includes basic principles of exercise planning, injury prevention and the relationship between lifestyle, physical activity and health.
Students develop the ability to design simple, individually adapted exercise programmes and to provide basic guidance on physical activity and health. The competence also includes an emerging understanding of how motivation, participation and psychosocial factors can influence health-related behaviours and outcomes.
Studies comprise a more in-depth application of health promotion and prevention in connection with patient assessment, treatment and rehabilitation. The content includes exercise prescription, functional analysis, injury prevention, patient education, motivational interviewing and other person-centred communication strategies.
Students develop the ability to identify modifiable risk factors and integrate preventive measures into individually adapted patient management. The competence also includes considering biopsychosocial and contextual factors that may influence health, recovery, participation and adherence, and supporting patients in changing health-related behaviours.
Studies are characterised by increased integration of health promotion, clinical management, rehabilitation and long-term patient care. The content includes prognostic and modifiable factors, self-management, preventive strategies, behaviour change and the significance of psychosocial factors for recovery.
Students develop the ability to integrate health-promoting and preventive strategies into individually adapted treatment and rehabilitation plans. The competence encompasses supporting patients' self-management and participation, applying motivational approaches and taking into account factors that influence both the individual's health and the possibility of sustainable long-term health behaviours.
Studies focus on the advanced application of health-promoting and preventive strategies within naprapathic practice. The content includes physical activity, load management, injury prevention, rehabilitation and long-term functional improvement, taking into account the individual's physical capacity, lifestyle and psychosocial context.
Students develop the ability to independently design and integrate individually tailored interventions that promote sustainable movement function, self-management and return to activity and work. The competence also includes identifying modifiable risk factors and applying preventive and health-promoting strategies in a broader public health perspective.
Studies focus on health-promoting and preventive interventions within chiropractic practice, with particular relevance to spinal function and neuromusculoskeletal health. The content includes physical activity, rehabilitation, patient education and self-management, as well as how life-course, socioeconomic and behavioural factors influence health, function and access to care.
Students develop the ability to independently integrate preventive and health-promoting strategies into the management of complex patient cases. The competence encompasses supporting patient participation and long-term self-management, and applying health-promoting interventions at individual and population levels in collaboration with other healthcare professions.
Studies focus on the integration of health-promoting and preventive interventions within osteopathic practice. Particular emphasis is placed on how biological, psychological, social and contextual factors interact and influence health, recovery and long-term function across the different stages of life.
Students develop the ability to independently integrate health-promoting strategies into person-centred and multimodal care. The competence encompasses supporting patient participation, self-management and sustainable health behaviours, and adapting interventions to individual needs, multimorbidity and long-term health conditions.
Studies introduce the theory of science, scientific methodology, the research process and basic information retrieval. The content includes different types of scientific literature, levels of evidence and principles of evidence-informed practice within manual medicine.
Students develop the ability to identify and interpret scientific literature, reflect on research ethics and understand how scientific evidence, clinical expertise and the patient perspective together contribute to professional decision-making.
Studies deepen scientific competence through epidemiology, critical appraisal, research methods and study design. The content includes epidemiological concepts and measures, common study designs and the assessment of methodological strengths, limitations and potential sources of bias.
Students develop the ability to systematically search for, critically evaluate and apply scientific evidence in relation to clinical and professional questions. The progression prepares students to formulate research questions and select appropriate methodological approaches for subsequent scientific work.
Studies comprise a 15-credit Scientific Project in Manual Medicine, integrating medical statistics, project planning, literature retrieval, critical appraisal and scientific reporting. The project is carried out as a literature review with elements of a systematic review and addresses a delimited research question using a scientifically justified methodology.
Students develop the ability to independently plan and undertake scientific work, critically appraise and synthesise literature, interpret findings and discuss their relevance and limitations. The project is assessed through a written scientific report and an oral poster presentation and prepares students for more advanced scientific work in Year 4.
Studies comprise advanced scientific methodology and an independent 15-credit degree project in naprapathy, at a level equivalent to second-cycle level. Particular emphasis is placed on the critical appraisal of scientific evidence relevant to naprapathic diagnosis, manual treatment, rehabilitation and prevention.
Students develop the ability to independently formulate and investigate profession-relevant research questions, select and justify scientific methods, and analyse, interpret and critically discuss findings. The competence also encompasses research ethics, scientific communication and the ability to identify needs for further development of knowledge and methods within naprapathy.
Studies comprise advanced scientific methodology and an independent 15-credit Degree Project in Chiropractic, at a level equivalent to second-cycle level. Scientific questions are addressed with particular relevance to chiropractic diagnosis, spinal and neuromusculoskeletal conditions, and evidence-informed treatment and rehabilitation.
Students develop the ability to independently plan and undertake scientific work, critically appraise research methods and findings, and assess the clinical relevance and limitations of scientific conclusions. The competence encompasses research ethics, scientific communication and a critical approach to the development of knowledge within chiropractic.
Studies comprise advanced scientific methodology and an independent 15-credit Degree Project in Osteopathy, at a level equivalent to second-cycle level. Particular emphasis is placed on the critical appraisal of scientific evidence within osteopathic manual medicine, person-centred care and multimodal treatment strategies.
Students develop the ability to independently formulate and investigate profession-relevant research questions, apply scientific methods and critically analyse findings from clinical and contextual perspectives. The competence also encompasses research ethics, scientific communication and the ability to evaluate how research findings can contribute to evidence-informed osteopathic practice.
Studies introduce the foundations of professional practice, with a focus on ethics, communication, evidence-informed practice and professional responsibility. The content includes communication in healthcare and reflection on the developing professional role.
Students develop basic self-awareness and an understanding of professional responsibility in patient encounters, with particular attention to physical contact, confidentiality, communication and the balance of power within the therapeutic relationship. Through reflection and feedback, students develop the ability to identify their own learning needs and take responsibility for their continued professional development.
Studies deepen professional competence through behavioural and psychosocial perspectives and increased application in authentic patient encounters. The content includes person-centred communication, active listening, therapeutic alliance, patient participation, shared decision-making and motivational approaches in relation to assessment, treatment and rehabilitation.
Students develop the ability to apply ethical principles, professional communication and reflective practice in supervised patient care. Greater emphasis is placed on documentation, confidentiality, data protection, equitable care, patient safety and professional judgement.
Studies broaden the professional perspective from the individual patient encounter to the organisational and societal context of healthcare. The content includes the organisation of the healthcare system, legislation and regulation, patient safety, quality improvement, health economics and leadership, as well as the profession's responsibilities within healthcare.
Students develop the ability to exercise professional responsibility in a broader healthcare context, with particular emphasis on documentation, equitable care, interprofessional collaboration and patient safety. A deeper understanding of organisational structures, professional relationships and responsibilities towards patients, colleagues and society strengthens independent judgement and a more advanced professional responsibility.
Studies focus on deepening the naprapath's professional role, responsibilities and professional identity in preparation for independent practice. The content includes ethical and legal responsibility, patient autonomy, informed consent, patient safety, professional communication, and questions of equitable care, diversity and inclusion.
Students develop the ability to independently make ethical and professional judgements, critically reflect on the naprapath's scope of practice and identify the need for interprofessional collaboration. The competence also encompasses responsibility for quality assurance, sustainable professional practice and continuous professional development.
Studies focus on deepening the chiropractor's professional role and responsibilities within modern healthcare. The content includes ethical decision-making, patient autonomy, informed consent, clinical documentation, patient safety and professional responsibility, with particular relevance to chiropractic practice and collaboration within primary care.
Students develop the ability to critically evaluate their own scope of practice, make well-founded professional decisions and identify situations requiring collaboration or referral. Particular emphasis is placed on equitable care, quality improvement, interprofessional collaboration and responsibility for continued professional development.
Studies focus on deepening the osteopath's professional role, responsibilities and professional identity within a person-centred and collaborative healthcare context. The content includes ethical and legal responsibility, patient autonomy, informed consent for examination and manual treatment, professional boundaries, patient safety and relevant professional standards.
Students develop the ability to independently make professional judgements with particular regard to the therapeutic relationship, the patient's individual circumstances and the need for shared decision-making. The competence encompasses critical reflection on the osteopath's role and scope of practice, interprofessional collaboration, and responsibility for quality assurance, continued professional development and lifelong learning.
Studies comprise basic clinical examination and treatment skills and early exposure to patient care. The content includes patient interaction and communication, history-taking, physical examination, palpation and functional assessment, and an introduction to manual and exercise-based interventions. A person-centred, biopsychosocial and evidence-informed perspective is introduced alongside fundamental principles of clinical reasoning, patient safety, healthcare hygiene, documentation and professional conduct.
Students develop the ability to combine theoretical knowledge with practical skills through simulated clinical situations, structured skills training and supervised patient encounters. Through observation, practical training and feedback, competence progresses from initial exposure and assisted performance to carrying out basic clinical activities under direct supervision, documenting findings and recognising situations requiring further assessment.
The WIL components in Year 1 comprise 4.5 credits, corresponding to 120 hours of learning.
Studies involve a more integrated application of clinical examination, diagnostic reasoning, treatment and rehabilitation. Clinical examination becomes more systematic and regionally focused, with increased emphasis on interpreting findings, differential diagnostic considerations and the assessment of indications, contraindications and clinical warning signs. The content includes in-depth training in manual techniques, exercise-based rehabilitation, patient education and person-centred communication.
Students develop the ability to integrate history-taking, examination, clinical reasoning and treatment planning into coherent patient consultations. Through clinical skills training and supervised patient care, they develop the competence to plan, carry out, document and follow up patient management and to adapt interventions to clinical findings and the patient's needs. Structured feedback and competence assessment support progressively greater independence, with particular emphasis on patient safety, patient participation and evidence-informed decision-making.
The WIL components in Year 2 comprise 9 credits, corresponding to 240 hours of learning.
Studies comprise the assessment and management of a broader and more complex range of neuromusculoskeletal conditions and pain presentations. Medical, scientific and contextual information is integrated into clinical reasoning, differential diagnosis, treatment and rehabilitation planning and prognostic assessment. Greater emphasis is placed on multifactorial conditions, chronic pain, multimorbidity, patient safety, referral, interprofessional collaboration and continuity of care.
Students develop the ability to carry out clinical assessments with increasing independence and, under supervision, to take greater responsibility for coherent patient management. The competence encompasses integrating biological, psychological, social and health-promoting perspectives, adapting and evaluating interventions, and managing diagnostic uncertainty and the need for further care. Through varied patient encounters, structured competence assessment and reflection, students develop clinical judgement, evidence-informed decision-making and professional responsibility.
The WIL components in Year 3 comprise 9 credits, corresponding to 240 hours of learning.
Studies focus on the advanced clinical application of naprapathic diagnosis, manual treatment and rehabilitation in complex and recurrent neuromusculoskeletal pain and functional conditions. Particular emphasis is placed on functional examination, load analysis, clinical reasoning and individually tailored treatment and rehabilitation strategies.
Students develop the ability to carry out coherent patient assessments with a high degree of independence, design and evaluate treatment plans and adapt clinical interventions to the patient's functional capacity and goals. Through extended work-integrated learning (WIL) and supervised clinical practice, competence is consolidated in patient safety, professional judgement, interprofessional collaboration and preparation for independent naprapathic practice.
Studies focus on the advanced clinical assessment and management of complex spinal and neuromusculoskeletal conditions. The content includes in-depth clinical and differential diagnostic reasoning, neurological assessment, interpretation of relevant diagnostic investigations, chiropractic treatment methods, rehabilitation and patient safety.
Students develop the ability to carry out comprehensive patient assessments with a high degree of independence, formulate individual treatment plans and make well-founded clinical decisions in complex situations. Through extended work-integrated learning (WIL) and supervised clinical practice, competence is consolidated in professional judgement, referral decisions, continuity of patient care and collaboration with other healthcare professions.
Studies focus on the advanced clinical integration of osteopathic manual medicine within person-centred and multimodal care. Particular emphasis is placed on clinical reasoning and the management of complex, multifactorial and long-term conditions, where multimorbidity, the therapeutic alliance and individual circumstances influence assessment and choice of treatment.
Students develop the ability to carry out coherent patient assessments with a high degree of independence, integrate osteopathic examination and treatment methods, and design and follow up individually tailored care. Through extended work-integrated learning (WIL) and supervised clinical practice, competence is consolidated in patient safety, shared decision-making, professional judgement and collaboration within broader healthcare contexts.
Clinical training (WIL/PBE) begins as early as semester 2 and takes place under supervision at NIMM Clinic at Odenplan in Stockholm. The student clinic is the largest of its kind, with 47 treatment rooms and around 30,000 treatments a year.
Work-integrated learning (WIL; Swedish: VIL) comprises 36 credits, corresponding to 960 hours, and begins in semester 2.
Practice-based education (PBE; Swedish: VFU) refers specifically to supervised clinical training in authentic practice settings and is delivered primarily through clinical training at NIMM Clinic. WIL/PBE begins in semester 2 and continues through semester 8.
Alongside clinic-based learning, supervised clinical observation with practising licensed healthcare providers and other relevant healthcare professionals is included throughout the course.
Clinical responsibility develops from observation and assisted performance towards increasingly independent patient management within an appropriate supervised scope of practice.
Entrustable Professional Activities (EPA) show how the competences are integrated and applied in core professional activities with progressively increasing independence.
Teaching is student-centred and problem-based, with progressively increasing responsibility for your own learning.
A learning method based on authentic, complex problems explored collaboratively in small groups. Learning involves problem analysis, self-study and synthesis.
In TBL, students work in permanent teams and take part in individual preparation, readiness checks and teacher-led group discussions with a focus on applying the content.
The flipped classroom approach involves students accessing web-based lectures, preparatory materials and assignments individually or in groups prior to scheduled contact sessions.
Teacher-led training in specific practical or clinical skills outside direct WIL/PBE settings.
Students are expected to broaden their knowledge, skills and attitudes within various subject areas.
Learning activities and situations increase in complexity and difficulty and place greater demands on students to integrate knowledge, skills and approaches.
An increasing degree of expected responsibility in relation to teaching and supervision, i.e. the student's ability to take responsibility for their own learning in relation to the intended learning outcomes.
Clinical examinations include patient simulations, structured patient case discussions and standardised skills-based examinations, such as Objective Structured Clinical Examinations (OSCE). Students' progress is documented through a structured learning portfolio, which is used for reflection, feedback and monitoring of development over time.
The Scientific Project provides in-depth study within the main field of manual medicine and comprises 15 credits, corresponding to approximately ten weeks of full-time study. The project is carried out as a literature review with systematic elements and must address a clearly formulated and delimited research question.
The assessment consists of a written report and an oral presentation.
The degree project builds on the first-cycle project and constitutes a more advanced and in-depth study. The project may adopt either a quantitative or a qualitative approach.
The completed degree project is assessed by an external examiner with at least docent-level competence (associate professor) or equivalent scientific competence. The assessment consists of a written thesis and an oral defence, including opposition.
The course learning outcomes encompass Knowledge and Understanding, Skills and Abilities, and Judgement and Approach in relation to preventive healthcare, diagnosis, treatment and rehabilitation of pain conditions and functional disorders within the neuromusculoskeletal system.
Approved by the Education Board on 6 May 2026. Revised every five years, or earlier if required.
In the event of any discrepancy between the language versions, the Swedish text shall prevail.
