Contents1. 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 Pg. 63.1: Global history Pg. 63.2: European history Pg. 83.3: History of Equine Osteopathy EDO® Pg. 9

4. The definition and principles of Equine Osteopathy EDO® Pg. 104.1: Definition Pg. 104.2: Five models Pg. 124.3: Osteopathic principles Pg. 13

5. Composition professional competency profile/standards, CanMEDS Pg.145.1.1: Brief explanation of the CanMEDS competency model Pg. 145.1.2: The CanMEDS model 2000 Pg. 155.1.3: Level indicator according to the medical-specific model,

the Pyramid of Miller (1990). Pg. 165.2: Explanation of definitions. Pg. 17General competency areas and performance-indicators for the professional competency standards equine osteopath EDO® Pg. 18 5.3: Index Pg. 18

5.4: Source Reference Pg. 925.5: List of abbreviations Pg. 92

6. Entry requirements and length of education. Pg. 936.1 Entry requirements for equine osteopathy EDO® education Pg. 93

7. End qualifications of the education Pg. 967.1 List of subjects and minimal hours Pg. 967.2. Exit qualifications of the education Pg. 977.2.1: For the veterinarian (vet) curriculum: Pg. 977.2.2: For the non veterinarian (non-vet) curriculum: Pg. 1037.3: Main subject Pg. 110

8. Quality assurance Pg. 113

8.1.a: Scientific basis of teaching Pg. 1148.1.b: Introduction to the professional competencies for

the teacher of Equine Osteopathy EDO® Pg. 1158.1.c: Minimum demands for exams Pg. 1438.1.d: Demands of the thesis Pg. 1478.1.e: Minimum requirements for practicum. Pg. 1518.2.a: Decision program equine osteopathy EDO® Pg. 1538.2.b: Testing criteria acknowledgement and inspection programs, RC. Pg. 161

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.

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The arrangement of the formation of the SCEO was as follows:IAEO standards board now replaced by the WAEO standards board IREO boardEducational 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.

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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 co-assistants 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.

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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 state-subsidized, 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 self-healing 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.

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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

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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 modelThis 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 modelThis 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 modelThe 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 modelThis model cares about the reaction of the body to environmental, socio-psycho somatic or physiological stress.

Bio-energetic modelThe 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 principlesOsteopathy 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 self-healing 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 modelCanMEDS 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 2000With the CanMEDS-approach seven competency areas are distinguished:

Medical practice Medical expert / clinical decision makerCommunication CommunicatorCollaboration CollaboratorKnowledge and science ScholarSocial action Health advocateOrganization ManagerProfessionalism 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.

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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®.

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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.

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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: PRESENTATION-INDICATORS

1.1.1 Can identify physical and psychological requirements made of the equine.

Has a general Recognition based on acquired knowledge and skills, of the physical and psychological requirements made of the equine. . Is capable of using history, provocation tests and research in that field.

Knows how the requirements made of the Equine are identified.

Knows how to recognise the physical, and psychological requirements made of the equine and identify its uses based on acquired knowledge and skills of these areas. Is capable of using history, provocation tests and research in that field.

Can make an equine osteopathic deduction in a simulated consultation situation.

Can, in a simulated consultation situation make an equine osteopathic deduction and take in account the physical, and psychological requirements made of the equine. Is capable of making an appropriate restoration that responds to these requirements using history, provocation tests and research.

Can make an equine osteopathic deduction in a consultation situation.

Is capable of making an equine osteopathic deduction based on all relevant physical and psychological requirements made of the equine in order to prepare an equine osteopathic restoration plan. Is capable of making an appropriate restoration that responds to these requirements using history, provocation tests and research.

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1.1.2 Understands the necessity of sources for an osteopathic deduction on equines.

Understands that to make a correct equine osteopathic deduction the collecting and recording information from different sources and from a variety of methods (such as history, medications, , medical reports, etc.) is important.

Knows resources for an osteopathic deduction on the equine.

Knows how to advance the equine osteopathic deduction information from different sources and from a variety of methods (such as history, medications, medical reports, etc.) Can collect and record.

Uses appropriate sources in simulated consultation situation.

Is able to assess in a simulation situation prior to the equine osteopathic deduction, relevant information from different sources and from a variety of methods (such as history, medications, medical reports, etc.) and can collect and record this information.

Uses s appropriate sources in Consultation situation.

Is fully capable within the equine osteopathic practice prior to the equine osteopathic deduction of integrating relevant information from different sources and from a variety of methods (such as history, medications, medical reports, etc.) and of collecting and recording with the result of an adequate and appropriate equine osteopathic deduction.

1.1.3 Need for overall history.

Understands that to make a correct equine osteopathic deduction, a general history of the present level of health (quality and quantity) of the equine is necessary.

General scope of history.

Knows the role and importance of an overall history of the present level of the health and well being (quality and quantity) of the equine. Recognises the scope of the findings from this assessment.

Is able to take a general history in a simulated consultation situation.

Is capable, in a simulated equine osteopathic consultation situation, of taking an adequate history of the overall health and the level (quality and quantity) of well being of the equine to perform. Acts within the scope of the findings from this assessment.

Is able to take a general history in a consultation situation.

Within the equine osteopathic consultation practice, is able to take g a general history of the health situation and the level (quality and quantity) of the well being of the equine and his ability to perform. Is fully aware of the scope of the findings from this assessment.

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1.1.4 Knows importance of analysis and synthesis of data.

Understands that data that emerges from an assessment of the overall health and welfare of the equine must be analysed and synthesised before the findings of the assessment can be adequately applied to the Osteopathic Restoration.

Knows the analysis and synthesis methods.

Knows methods and techniques of analysis and synthesis that can be used with findings from the overall assessment of the health and welfare situation of the equine.

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.

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.

1.1.5 Understands the Need for differential deduction information.

Understands that based on all equine osteopathic deductive information, differential deduction considerations should be made.

Knows methods of employing differential deduction information.

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.

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.

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.

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1.2 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 DOES: PRESENTATION-INDICATORES

1.2.1 Interest centred equine.

Is aware of the importance of the centrality of the equine in the provision of care and osteopathic restoration.

How equine-centred.

Know how the owner/trainer is asked to be involved the provision of care and assessment.

Equine-centred assessment in simulated situations.

Sets the equine in the centre of a simulated assessment situation.

Equine at the centre of equine osteopathic practice.

Is able to keep care of the equine central within the equine osteopathic practice.

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1.2.2 Importance right decisions.

Is aware of the importance of weighing the information to arrive at the correct decisions, setting goals and constructing specific plans to achieve these goals in terms of the equine osteopathic restoration situation. Knows that the situation in which the equine and owner/trainer resides may in principle influence the achievement of these goals.

Conscious of right decisions.Has learned some strategies to weigh the information gathered in order to make correct decisions, setting goals and constructing specific plans to achieve these goals in terms of the equine osteopathic restoration situation. Knows, for example, that the situation in which the equine and owner/trainer resides may in principle influence the achievement of these goals.

Makes correct decisions in simulated restoration situation.

Can, in a simulated restoration situation make the correct decisions, set goals and construct specific plans to achieve these goals in terms of the equine osteopathic restoration situation. Knows that for example a role for other contextual factors that influence the situation in which the equine and owner/trainer resides may be one factor that can influence the achievement of these goals.

Makes correct decisions in equine osteopathic restoration situation.

Within the equine osteopathic practice can select factually- specific goals and plans to achieve these goals when it comes to the restoration situation. Knows for example a role for other contextual factors that influence the situation in which the equine and owner/trainer resides may influence the achievement of these goals

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1.2.3 Familiar with applied problem- solving.

Familiar with principles of applied problem-solving and clinical-rational thinking regarding the findings of the history in order to achieve planning, setting priorities and implementing the appropriate restoration

Knows principles of applied problem-solving.

Knows the principles of applied problem-solving and clinical-rational thinking in terms of the findings from the history. Can, based on this, plan, set priorities and implement the appropriate restoration in basic education situations.

Apply principles of problem-solving in simulated environment.

Applies principles of applied problem-solving and clinical-rational thinking with regard to the findings from the history. Can, based on this skill within a simulated restoration situation, plan, set priorities and implement the appropriate restoration.

Apply principles of problem-solving in equine osteopathic practice.

Applies principles of applied problem-solving and clinical-rational thinking regarding the findings of the history within the equine osteopathic restoration integral to practice. Can, based on this, plan, set priorities and implement the appropriate restoration.

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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 KNOWS HOW SHOWS HOW DOES: PRESENTATION-INDICATORS

1.3.1 Familiar with the inventory of complaints and requirements of the equine.

Familiar with the fact that an inventory should be made of the problems, complaints, demands of work, welfare and equine health, and that should be communicated with the owner/trainer. Knows that in this context the question of the owner/trainer with regard to physical, mental and energetic health (i.e. energy housekeeping, metabolic) in an opinion is answered.

How demand and situation patient inventory.

Knows how the inventory of problems, complaints, possibilities in work, welfare and equine health should be made and be communicated with the owner/trainer. Know how in this context the question of the equine with regard to physical, mental and energetic heath (i.e. energy, metabolic) in an opinion is answered.

Can demand and situation inventory equine in simulated assessment situation.

Shows in a simulated assessment situation how the inventory of problems, complaints, possibilities in work, welfare and equine health is made, and how should be communicated with the owner/trainer Shows that in this situation also how in this context the question of the equine with regard to physical, mental and energetic (i.e. energy, metabolic) in an advisory answered is.

Inventory situation equine in equine osteopathic practice and provide practical advice.

Shows in the equine osteopathic assessment how the problems, complaints, possibilities in work, welfare and equine health are adequately and actively identified and communicated with the owner/trainer. Shows how in this situation also within this context the question of the equine regarding the physical, mental and energetic health (i.e., energy metabolism, metabolic) in an appropriate and efficient answer is provided in advisory.

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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.

Knowing the guidelines advisory.

Knows how the advice can be positioned so that the guidelines for an individual assessment and counselling that includes the health and welfare situation of the equine.

Drafting advice in simulated assessment situation.

Is able to treat in a simulated situation and make the advisory in a way to draw up the guidelines for an individual and counselling thatincludes the health and welfare situation of the equine.

Drafting advice into practice.

Is able to, within the equine osteopathic assessment practice, make the advisory in a way to draw up the guidelines for an individual and counselling thatincludes the health and welfare situation of the equine.

1.3.3 Relationship advice and owner/trainer acceptance.

Orients himself on the fact that good advice can only be effective if it is accepted by the owner/trainer. Knows that the wording of the advice and embedding this into context within the advisory should be taken.(Advisory = quality x acceptance)

Aware of owner/trainer acceptance and relationship advice.

Is well aware of the fact that good advice can only be effective if it is accepted by the owner/trainer. Knows how the wording of the advice and embedding within the context of more comprehensive advice is to take them into account. (Advisory = quality x acceptance)

Dealing with relationship advice and acceptance owner/trainer.

Shows that within a simulated education situation to take into account - and can play on - the fact that good advice can only be effective if it is accepted by the equine’s owner/trainer. Shows in the same situation that he was formulating the opinion and the embedding in the advisory context to act to this fact

Dealing with relationship advice and acceptance owner/trainer.

Shows in the equine osteopathic assessment practice that he always takes into account - and can play on - the fact that good advice can only be effective if it is accepted by the equine/owner/trainer. Shows in the same situation that he was formulating the advice and embedding within the advisory context to act to this fact.

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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:

PRESENTATION-INDICATORES

1.4.1 Familiar with evaluation of the restoration process.

Knows that for the evaluation of the restoration process the use of equine osteopathic-rational thinking is the foundation for passing selection, justification and review and / or adaptation of appropriate restoration.

Knows the evaluation of the restoration process from equine osteopathic-rational thinking.

Knows how the equine osteopathic foundation-rational thinking is used in the foundation of selection, justification and review and / or adaptation of appropriate assessment.

Perform evaluation assessment process from equine osteopathic -rational thinking in simulated practice.

Leave in a simulated situation equine osteopathic assessment to see how the foundation equine osteopathic-rational thinking is commitment to the implementation of selection, justification and review and / or adaptation of appropriate assessment.

Perform evaluation assessment process from equine osteopathic-rational thinking in practice.

Shows in the equine osteopathic assessment practice fully how the foundation of equine osteopathic rational-thinking commitment to the implementation of selection, justification and review and / or adaptation of appropriate assessment.

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1.4.2 Familiar with the principles generating evaluation data of the assessment.

Knows the principles of the generation and application / utilization of evaluation measure-outcomes for the evaluation of equine osteopathic assessment.

Knows the principles of evaluation data generated by the assessment.

Knows how the principles of the generation and application / utilization of evaluative outcome measures for the evaluation of equine osteopathic assessment are prepared and can be used appropriately and efficiently.

Apply principles of evaluation-data generated from the assessment in simulated practice situations.

Shows in a simulated assessment situation how the principles of the generation and application / utilization of evaluative measure-outcomes for the evaluation of equine osteopathic assessment are prepared and can be used appropriately and efficiently

Apply principles generate evaluation data of the assessment in practice.

Sets within the equine osteopathic assessment practice always to the principles of the generation and application / utilization of evaluative outcome measures for the evaluation of the equine osteopathic assessment adequately and efficiently used.

1.4.3 Orientation on evaluated act.

Aware of the fact that in Equine osteopathic practice the performance of the restoration requires prioritization depending on information from history and exam, for example.

How act evaluated.

Knows how the equine osteopathic practice performance of the restoration requires prioritization depending on information from history and exam, for example.

Can act evaluating in a simulated restoration situation.

Demonstrates how within a simulated education situation t the performance of equine osteopathic practice the performance of the restoration requires prioritization depending on information from history and exam, for example.

Can act evaluating in equine osteopathic practise.

Demonstrates smoothly, properly and completely, within the equine osteopathic practice,how he prioritizes the information collected to effect his restoration.

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1.4.4 Familiar with basic principles of an examination question and concept.

Is familiar with the basics of formulating an examination question, development and design of a examination concept and implementation of the final examination process.

Knows the basic principles of an examination question and concept.

Knows the basics and more advanced principles of formulating an examination question and the development and establishment of an examination concept. Knows how to actively cooperate to achieve the final implementation of the examination process.

Applies the basic principles of an examination question in a simulated education situation.

Shows that he can be capable of formulating an examination question and the development and establishment of an examination concept and can actively use in a simulated assessment situation to achieve the implementation of the final examination process.

Applies the basic principles of an examination question in equine osteopathic practice.

Shows in the equine osteopathic practice that, adhering entirely to the principles of formulating an examination question and the development and establishment of an adequate examination concept and shows active efforts to achieve the final implementation of the examination process.

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2. Core competence: equine osteopathic clinical restoration skillsThe 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 KNOWS HOW SHOWS HOW DOES: PRESENTATION-INDICATORES

2.1.1 Basic skills equine osteopathic examination techniques.

Basic skills related to the general and specific ability to apply equine osteopathic research and examination techniques in a safe, functional and technically high level.

More extensive skills equine osteopathic examination techniques.

More extensive practical and applicable skills on the general and specific terms apply to equine osteopathic research and examination techniques in a safe, functional and technically high level.

Apply skills equine osteopathic examination techniques in practice situation.

In a simulated education situation regarding the applicable skills in general and specific terms apply to equine osteopathic research and examination techniques in a safe, functional and technical high level.

Fully mastering skills equine osteopathic examination techniques in practice.

Professional skills related to the general and specific ability to apply equine osteopathic research and examination techniques in a safe, functional and technical high level.

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2.1.2 Applicable equine osteopathic skills related to the ability of examination of the entire equine body. Basic skills related to the ability to examine the whole equine, specifically in relation to mobility and respect for the equine osteopathic principles of relationship between structure and function, importance of mechanical, neurological, vascular and metabolic interrelationships within the equine’s symptoms and the potential for auto correction by the equine).

More extensive and practically applicable equine osteopathic skills related to the ability of examining the equine body. More extensive and practically applicable skills related to assessing the performance of the whole equine, specifically in relation to mobility and respect for the equine osteopathic principles (relation between structure and function, importance of mechanical, neurological, vascular and metabolic interrelationships within the equine’s symptoms and to auto correct options for the equine).

Master skills related to the equine osteopathic examination of the whole equine body in a practice situation. In a simulated education situation applicable skills on being able to examine the whole equine, specifically in relation to mobility and respect for the equine osteopathic principles (relation between structure and function, importance of mechanical, neurological, vascular and metabolic inter- relationships within the equine’s symptoms and the possibility of auto correction options for the equine)

Fully mastering skills related to the equine osteopathic examination of the whole equine body in practice.

Professional skills related to the ability to examine the whole equine, specifically in relation to mobility and with respect to mobility and respect for the equine osteopathic principles (relation between structure and function, importance of mechanical, neurological, vascular and metabolic interrelationships within the equine’s symptoms and the possibility of auto correction options for the equine)

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2.1.3 Basic assessment skills of detected equine osteopathic dysfunctions in the service of an effective restoration strategy.

Basic skills related to the ability to evaluate observed equine osteopathic dysfunctions and to differentiate between primary and secondary equine osteopathic dysfunctions (as regards urgency and therefore the restoration regimen) in order to arrive at an effective restoration strategy.

More extensive evaluation skills of equine osteopathic dysfunction detected at the service of an effective restoration strategy.

More extensive and practically applicable skills related to evaluating the observed equine osteopathic dysfunction and to differentiate between primary and secondary equine osteopathic dysfunction (as regards urgency and therefore the restoration regimen) in order to arrive at an effective restoration strategy.

Mastering skills of a more comprehensive evaluation detected equine osteopathic dysfunction in the service of an effective restoration strategy in a practice situation.

In a simulated education situation demonstrates the applicable skills to evaluate equine osteopathic dysfunctions and found 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.

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.

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2.1.4 Basic skills to adjust examination techniques to the equine and their situation.

Basic skills related to the adjustment of osteopathic examination, ability to observe, evaluate and analyse, examination, techniques using, adjusted to age and gender of the equine and the nature of his complaint and equine osteopathic dysfunctions.

More extensive skills to adjust examination techniques to the equine and his situation.

More extensive and practically applicable skills related to the adjustment of osteopathic examination, ability to observe, evaluate and analyse, and apply techniques adjusted to age and gender of the equine and the nature of his complaint and equine osteopathic dysfunctions.

Extensive examination skills to master examination techniques applied to the equine and his situation in a practice situation.

In a simulated education situation based on the applicable skills to adapt examination, ability to observe, evaluate and analyse, using osteopathic techniques, adjusted to age and gender of the equine and the nature of his complaint and equine osteopathic dysfunctions.

Complete control of all skills to master examination techniques on equine and their impact on equine and owner/trainers in equine osteopathic practice.

Professional skills related to the ability to adapt history, ability to observe, evaluate and analyse, and examinations of osteopathic techniques using, adjusted to age and gender of the equine and the nature of his complaint and equine osteopathic dysfunctions.

2.1.5 Basic skills and knowledge contraindications.

Basic skills and knowledge of contraindications for a full equine osteopathic assessment and contraindications to specific equine osteopathic techniques.

More extensive skills and knowledge contraindications.

More extensive and practically applicable skills and knowledge of contraindications for a full equine osteopathic assessment and contraindications to specific equine osteopathic techniques.

Mastering skills contraindications simulated practice.

In a simulated education situation applicable skills and knowledge of contraindications for a full equine osteopathic assessment and contraindications to specific equine osteopathic techniques.

Fully mastering skills contraindications equine osteopathic practice.

Professional skills and knowledge of contraindications for a full equine osteopathic assessment and contraindications to specific equine osteopathic techniques.

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2.2 Partial competence: equine osteopathic normalizations

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

2.2.1 Basic skills in equine osteopathic normalisation. Basic skills in handling both general and specific ability to apply equine osteopathic normalisation techniques in a safe, functional and technically high level.

More extensive equine osteopathic normalisation skills. More comprehensive and practical on the applicable skills in general and specific ability to apply equine osteopathic normalisation techniques in a safe, functional and technically high level.

Mastering skills in a education situation equine osteopathic normalisation Apply skills in simulated practice situation on the applicable skills in general and specific ability to apply equine osteopathic normalisation techniques in a safe, functional and technically high level.

Complete control equine osteopathic normalisation skills in equine osteopathic practice.

Professional skills related to general and specific terms may apply equine osteopathic normalisation techniques in a safe, functional and technically high level.

2.2.2 Basic skills to normalisation of the equine. Basic skills to perform equine osteopathic normalisations for the complete equine.

More extensive normalisation skills for the equine. More extensive and practically applicable skills to perform equine osteopathic normalisations for the equine.

Manage extensive normalisation in practice situation. In a simulated education situation applicable skills to perform osteopathic normalisations for the entire equine.

Fully manage extensive normalisation in osteopathic practice.

Professional skills to perform osteopathic normalisations for the equine.

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2.2.3 Basic skills to adapt normalisations to the situation of the equine.

Basic skills to adapt to equine osteopathic normalisation techniques to age and sex of the equine and the nature of his complaint.

More extensive normalisation skills to adapt to equine’s conditions.

More extensive and practically applicable skills on equine osteopathic view of altering equine osteopathic normalisation techniques to age and sex of the equine and the nature of his complaint

Mastering skills to adapt normalisations to the situation of the equine fit in a practice situation. In a simulated education situation applicable equine osteopathic skills related to customizing of the equine osteopathic normalisation techniques to age and sex of the equine and the nature of his complaint.

Fully mastering skills to adapt normalisations to the situation of the equine fit in osteopathic practice.

Professional skills related to customizing of the equine osteopathic normalisation techniques to age and sex of the equine and the nature of his complaint.

2.2.4 Basic skills, knowledge contraindications.

Basic skills and knowledge of contraindications in terms of equine osteopathic normalisation techniques.

More extensive skills and knowledge contraindications.

More extensive and practically applicable skills and knowledge of contraindications in terms of equine osteopathic normalisation techniques.

Mastering skills contraindications in a practice situation. In a simulated education situation applicable skills and knowledge of contraindications in terms of equine osteopathic normalisation techniques.

Fully mastering skills contraindications in a practice situation.

Professional skills and knowledge of contraindications in terms of equine osteopathic normalisation techniques.

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2.3 Partial competence: equine osteopathic mobilisations

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

2.3.1 Basic equine osteopathic mobilisation. Basic skills related to the general and specific ability to apply equine osteopathic mobilisation techniques in a safe, functional and technically high level.

More extensive equine osteopathic mobilisation skills.

More extensive and practically applicable skills related to the general and specific ability to apply equine osteopathic mobilisation techniques in a safe, functional and technically high level.

Mastering skills equine osteopathic mobilisation in a practice situation.

In a simulated education situation regarding the applicable skills in general and specific ability to apply equine osteopathic mobilisation techniques in a safe, functional and technically high level.

Complete control equine osteopathic mobilisation in equine osteopathic practice.

Professional skills related to the general and specific ability to apply equine osteopathic mobilisation techniques in a safe, functional and technically high level.

2.3.2 Facilitation skills and restore movement and function.

Basic skills around the facilitation and restore movement and function in terms of mobilizing equine osteopathic techniques that improve the function.

More extensive facilitation skills and restore movement and function.

More extensive practical and applicable skills around the facilitation and restore movement and function in terms of mobilizing equine osteopathic techniques that improve the function.

Mastering facilitation skills and restore movement and function in a practice situation. In a simulated education situation applicable skills around the facilitation and restore movement and function in terms of mobilizing equine osteopathic techniques that improve the function.

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.

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2.3.3 Basic Skills mobilisation techniques.

Basic skills to perform equine osteopathic techniques on mobilizing the whole equine body.

More extensive skills mobilisation techniques. More extensive and practically applicable skills to perform equine osteopathic techniques on mobilizing the whole equine body.

Mastering skills mobilisation techniques in a practice situation. In a simulated education situation applicable skills to perform equine osteopathic techniques on mobilizing the whole equine body.

Fully mastering skills mobilisation techniques in practice.

Professional skills to perform equine osteopathic techniques on mobilizing the whole equine body.

2.3.4 Basic Skills: adapt mobilizing techniques to the situation of the equine.

Basic skills related to the adaptation of mobilisation techniques to age, gender and type of tissue from the equine and the nature of his complaint.

More extensive skills: adapt mobilizing techniques to the situation of the equine. More extensive and practically applicable skills related to the adjustment of mobilisation techniques to age, gender and type of tissue of the equine and the nature of his complaint.

Comprehensive master basic skills: adapt mobilizing techniques to the situation of the equine in a practice situation.

In a simulated education situation on the applicable skills to adapt mobilisation techniques to age, gender and type of tissue of the equine and the nature of his complaint.

Fully expanded basic control: adjust mobilisation techniques to the situation of the equine in practice.

Professional skills related to the adjustment of mobilisation techniques to age, gender and type of tissue of the equine and the nature of his complaint.

2.3.5 Basic contra-indications related to mobilisation.

Basic skills and knowledge of contraindications in terms of mobilizing equine osteopathic techniques.

More extensive skills contraindications related to mobilisation.

More extensive and practically applicable skills and knowledge of contraindications in terms of mobilizing equine osteopathic techniques.

Apply skills contraindications related to mobilisation in a practice situation.

In a simulated education situation applicable skills and knowledge of contraindications in terms of mobilizing equine osteopathic techniques.

Fully mastering skills contraindications related to mobilisation in a practice situation.

Professional skills and knowledge of contraindications in terms of mobilizing equine osteopathic techniques.

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2.4 Partial competence: Muscle Energy Techniques (MET)

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

2.4.1 Muscle Energy Technique (MET) applying skills generally.

Basic skills related to general and specific sense of MET can apply to a safe, functional and technically high level.

More extensive skills in applying MET.

More extensive and practically applicable skills related to general and specific sense of MET can apply to a safe, functional and technically high level.

Apply MET skills in a practice situation. In a simulated education situation applicable skills on the general and specific sense, MET on use of safe, high level technical and functional.

Mastering MET skills in equine osteopathic practice.

Professional skills related to general and specific sense, MET on use of safe, high level technical and functional.

2.4.2 Restore basic movement and MET function.

Basic skills around the facilitation and restoration of motion and function in terms of MET.

More extensive skills recovering movement and function MET.

More extensive and practically applicable skills around the facilitation and restoration of motion and function in terms of MET.

Apply skill recovering movement and function MET.

In a simulated education situation applicable skills around the facilitation and restoration of motion and function in terms of MET.

Master skills recovering movement and function MET.

Professional skills around the facilitation and restoration of motion and function in terms of MET.

2.4.3 Perform MET over entire equine body.

Basic skills to perform MET over the entire equine body.

Perform more extensive skill MET over entire equine body.

More extensive and practically applicable skills to perform MET over the entire equine body.

Applying MET skills over the entire equine body.

In a simulated education situation applicable skills to perform MET over the entire equine body.

Mastering MET skills to adjust equine body.

Professional skills to perform MET over the entire equine body.

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2.4.4 MET adapt skills to equine situation.

Basic skills related to MET adapt to age and gender of the equine and the nature of his complaint.

More MET extensive skills to adjust to equine situation.

More extensive and practically applicable skills related to MET adapt to age and gender of the equine and the nature of his complaint.

Applying MET skills to adjust to equine situation in a practice situation.

In a simulated education situation on the applicable skills of MET to adjust to age and gender of the equine and the nature of his complaint.

Mastering MET skills to adjust to equine situation in practice.

About the professional skills of MET to adjust to age and gender of the equine and the nature of his complaint.

2.4.5 Basic MET contraindications.

Basic skills and knowledge of contraindications in terms of MET.

More extensive MET skill contraindication.

More extensive and practically applicable skills and knowledge of contraindications when it comes to MET.

Apply MET skills, contraindications techniques in a simulated real-life situation.

In a simulated education situation applicable skills and knowledge of contraindications when it comes to MET.

Mastering MET skills in practice.

Professional skills and knowledge of contraindications when it comes to MET.

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2.5 Partial competence: Spontaneous Release Techniques (SRT) also named Jones’ techniques.

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

2.5.1 Apply basic SRT in general. Basic skills related to general and specific terms apply to SRT in a safe, functional and technically high level.

More extensive use SRT skills in general.

More extensive and practically applicable skills related to general and specific terms apply to SRT in a safe, functional and technically high level.

Apply skills SRT generally in a practice situation.

In a simulated education situation regarding the applicable skills in general and specific terms apply to SRT in a safe, functional and technically high level.

Mastering SRT skills in general practice.

Professional skills related to general and specific terms apply to SRT in a safe, functional and technically high level.

2.5.2 SRT to apply basic movement and function.

Basic skills around the facilitation and restore movement and function when it comes to SRT.

More extensive use SRT skills in movement and function.

More extensive practical and applicable skills around the facilitation and restore movement and function when it comes to SRT.

Applying SRT mastering skills in movement and function in practice situation.

In a simulated education situation applicable skills around the facilitation and restore movement and function when it comes to SRT.

Apply skills to manage SRT movement and function in practice.

Professional skills around the facilitation and restore movement and function when it comes to SRT.

2.5.3 Basic SRT to whole body.

Basic skills to perform SRT in all parts of the equine’s body.

More extensive skills SRT to whole body.

More extensive and practically applicable skills to perform SRT on all parts of the equine’s body.

Apply SRT to entire body in a practice situation.

In a simulated education situation applicable skills to carry out SRT in all parts of the equine’s body.

Controlling the applying of SRT to the whole body in practice.

Professional skills to carry out SRT in all parts of the equine’s body.

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2.5.4 Adjust SRT skills to equine situation.

Basic skills related to the SRT can adapt to age and gender of the equine and the nature of its complaint.

More extensive skills to adapt SRT to equine situation.

More extensive and practically applicable skills on the SRT can adapt to age and gender of the equine and the nature of its complaint.

Apply skills to adapt SRT to equine situation in a practice situation.

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.

Mastering skills to adapt SRT equine situation in practice.

Professional skills related to the SRT can adapt to age and gender 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.

More extensive skills contraindications related to SRT.

More extensive and practically applicable skills and knowledge of contraindications when it comes to SRT.

Apply basic contra-indications of SRT in a practice situation.

In a simulated education situation applicable skills and knowledge of contraindications when it comes to SRT.

Mastering skills contraindications on SRT in practice.

Professional skills and knowledge of contraindications when it comes to SRT.

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2.6 Partial competence: equine osteopathic mobilisation for drainages.

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

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.

More extensive skills generally apply in relation to visceral techniques.

More extensive and practically applicable skills related to general and specific terms may apply visceral techniques in a safe, functional and technically high level.

Apply skills visceral techniques in a practice situation.

In a simulated education situation regarding the applicable skills in general and specific ability to use visceral techniques in a safe, functional and technically high level.

Control visceral techniques in practice.

Professional 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.

More extensive visceral skills and facilitation techniques for restoration of motion and function.

More extensive and practically applicable skills around the facilitation and restoration of motion and function in terms of visceral techniques.

Apply visceral techniques for facilitating and restore movement and function in a practice situation.

In a simulated education situation applicable skills around the facilitation and restoration of motion and function in terms of visceral techniques.

Control visceral techniques for facilitating and restore movement and function in practice.

Professional skills around the facilitation and restoration of motion and function in terms of visceral techniques.

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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.

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.

Apply visceral techniques on all visceral parts of the equine body in a practice situation.

Apply visceral techniques on all visceral parts of the equine body in a simulated education situation.

Mastering visceral techniques on all visceral parts of the equine body in practice.

Professional skills to apply visceral techniques to 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 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 adapting visceral techniques to equine situation in a practice situation.

In a simulated education situation on the applicable skills to adapt techniques of visceral to age and gender of the equine and the nature of his complaint.

Controlling the adaptation of visceral techniques to equine in the practice situation.

About the professional skills to adapt visceral techniques to the gender of the equine and the nature of his complaint.

2.6.5 Knowledge contraindications visceral techniques.

Basic skills and knowledge of contraindications in terms of visceral techniques.

More extensive knowledge contraindication visceral techniques.

More extensive and practically applicable skills and knowledge of contraindications in terms of visceral techniques.

Apply knowledge and skills related to contraindications visceral techniques in a practice situation.

In a simulated education situation applicable skills and knowledge of contraindications in terms of visceral techniques.

Master knowledge and skills related to contraindications visceral techniques in practice.

Professional skills and knowledge of contraindications in terms of visceral techniques.

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2.7 Partial competence: cranio-sacral techniques.

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

2.7.1 Applying skills in general cranio-sacral techniques. Basic skills related to general and specific terms may apply cranio-sacral techniques in a safe, high-level technical and functional.

More extensive skills in a general sense of cranio-sacral techniques.

More extensive and practically applicable skills related to general and specific terms may apply cranio-sacral techniques in a safe, high-level technical and functional.

Apply skills in a general sense of cranio-sacral techniques in a practice situation.

In a simulated education situation regarding the applicable skills in general and specific ability to apply cranio-sacral techniques in a safe, high-level technical and functional.

Mastering skills in a general sense of cranio-sacral techniques in practice.

Professional skills related to general and specific terms may apply cranio-sacral techniques in a safe, high-level technical and functional.

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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. More extensive and practically applicable skills around the facilitation and restoration of motion and function in the case of cranio-sacral techniques.

Apply skills cranio-sacral techniques for facilitating and restore movement and function in a practice situation.

In a simulated education situation applicable skills around the facilitation and restoration of motion and function in the case of cranio-sacral techniques.

Mastering skills for facilitating cranio-sacral techniques and restore movement and function in practice.

Professional skills around the facilitation and restoration of motion and function in the case of cranio-sacral techniques.

2.7.3 Basic cranio-sacral techniques.

Basic skills to perform cranio-sacral techniques.

More extensive skills cranio-sacral techniques.

More extensive and practically applicable skills to perform cranio-sacral techniques.

Apply skills cranio-sacral techniques.

In a simulated education situation applicable skills to perform cranio-sacral techniques.

Mastering skills cranio-sacral techniques in practice.

Professional skills to perform cranio-sacral techniques.

2.7.4 Basic cranio-sacral techniques adapt to the situation of the equine. Basic skills related to the adaption of cranio-sacral techniques to age and gender of the equine and the nature of his complaint.

More extensive skills cranio-sacral techniques adapt to the situation of the equine.

More extensive and practically applicable skills related to the adaption of cranio-sacral techniques to age and gender of the equine and the nature of his complaint.

Apply skills cranio-sacral techniques adapt to the situation of the equine.

In a simulated education situation on the applicable skills to adapt cranio-sacral techniques of age and ender of the equine and the nature of his complaint.

Mastering skills cranio-sacral techniques adapt to the situation of the equine.

Professional skills related to the adaption of cranio-sacral techniques to age and gender of the equine and the nature of his complaint.

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2.7.5 Knowledge about contraindications in terms of cranio-sacral techniques.

Basic skills and knowledge of contraindications in terms of cranio-sacral techniques.

More extensive knowledge of contraindications in terms of cranio-sacral techniques.

More extensive and practically applicable skills and knowledge of contraindications in terms of cranio-sacral techniques.

Apply knowledge of contraindications in terms of cranio-sacral techniques in practice situation.

In a simulated education situation applicable skills and knowledge of contraindications in terms of cranio-sacral techniques.

Mastering knowledge of contraindications in terms of cranio-sacral techniques in practice.

Professional skills and knowledge of contraindications in terms of cranio-sacral techniques.

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2.8 Partial competence: fascial techniques.

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

2.8.1 Basic skills related to general and specific appliance of fascial techniques.

Basic skills related to general and specific terms may apply fascial techniques on a safe, functional and technically high level.

More extensive skills related to general and specific appliance of fascial techniques.

More extensive and practically applicable skills related to general and specific terms may apply fascial techniques on a safe, functional and technically high level.

Apply the skills related to general and specific ability to apply fascial techniques in a practice situation. In a simulated education situation regarding the applicable skills in general and specific ability to use fascial techniques on a safe, functional and technically high level.

Mastering the skills related to general and specific fascial techniques and be able to apply them in practice.

Professional skills related to general and specific terms about applying fascial techniques on a safe, functional and technically high level.

2.8.2 Basic fascial techniques for the restoration of motion and function.

Basic skills around the facilitation and restoration of movement and function in terms of fascial techniques.

More enhanced fascial techniques for the restoration of motion and function.

More enhanced and practically applicable skills around the facilitation and restoration of movement and function in terms of fascial techniques.

Apply skills fascial techniques for the restoration of motion and function in a practice situation.

Apply skills around the facilitation and restoration of movement and function in terms of fascial techniques in simulated practice situation.

Mastering fascial techniques for the restoration of controlling movement and function in an education situation in practice.

Professional skills around the facilitation and restore movement and function in terms of fascial techniques.

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2.8.3 Perform basic fascial techniques on all parts of the equine body.

Basic skills to perform fascial techniques on all parts of the equine body.

More extensive skills 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.

Apply fascial techniques on all parts of the equine body in a practice situation.

In a simulated education situation applicable skills to perform fascial techniques on all parts of the equine body.

Control fascial techniques on all parts of the equine body in practice.

Professional skills to perform fascial techniques on all parts of the equine body.

2.8.4 Basic techniques to adjust fascial techniques on the equine situation.

Basic skills related to the adaptation of fascial techniques to age and gender of the equine and the nature of his complaint.

More enhanced skills in adjusting fascial techniques on equine situation.

More extensive and practically applicable skills related to the adaptation of fascial techniques to age and gender of the equine and the nature of his complaint.

Apply adjustment skills of fascial techniques to equine situation in a practice situation.

In a simulated education situation on the applicable skills to adapt fascial techniques to age and gender of the equine and the nature of his complaint.

Control adjustment fascial techniques to equine situation in practice.

Professional skills related to the adaptation of fascial techniques to age and gender of the equine and the nature of his complaint.

2.8.5 Basics contraindications fascial techniques.

Basic skills and knowledge of contraindications in terms of fascial techniques.

More extensive knowledge contraindications fascial techniques.

More extensive and practically applicable skills and knowledge of contraindications in terms of fascial techniques.

Apply skills and knowledge contraindications fascial techniques in practice situation.

In a simulated education situation applicable skills and knowledge of contraindications in terms of fascial techniques.

Master skills and knowledge contraindications fascial techniques in practice.

Professional skills and knowledge of contraindications in terms of fascial techniques.

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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 SHOWS HOW DOES: PERFORMANCE INDICATORS

3.1.1 Knows the importance of a good relationship with an owner/trainer from equine osteopathic principles.

Can identify what is important in building a good relationship with the owner/trainer patient and thereby adjusts the osteopathic philosophy and principles.

Knows how good relationships can be built. Know how a good relationship with the owner/trainer can be built in a simulated practice situation or case described. Knows why it is important that the owner/trainer is well informed about the osteopathic research and action.

Ability to build rapport from osteopathic principles in practice situation.

Can show in a practice situation a good relationship with the owner/trainer, talks to the owner/trainer in a clear manner about osteopathic research and informed action. Practitioner shows respect, understanding, commitment and trust.

Masters building a good relationship with owner/trainer from osteopathic principles into practice.

Builds good rapport with the owner/trainer, the practitioner shall clearly disclose the osteopathic research and action expresses. While showing respect, understanding, commitment and trust to the owner/trainer.

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3.1.2 Knows aspects of active listening behaviour.

Can name the most important aspects of active listening behaviours.

Recognises active listening behaviour in case.

Recognises active listening behaviour in an education situation or case.

Capable of listening in practice situations.

Shows in an education situation with an owner/trainer, he can actively listen.

Controls the active listening in practice.

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.

3.1.3 Familiar with characteristics of non-verbal and verbal communication.

Knows the characteristics of nonverbal and verbal communication.

Recognises verbal expressions and nonverbal communication.

Recognise the different forms of verbal and nonverbal communication in a situation taken from the field (for example, using video recording).

Focuses on verbal responses and nonverbal communication.

Shows that in a simulated assessment situation he can react on be both verbal and nonverbal reactions expressed by the owner/trainer and equine.

Controls addressing verbal and nonverbal responses in practice.

Can respond to verbal and nonverbal reactions expressed by the owner/trainer and equine.

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3.1.4 Importance of giving space. Knows the importance of giving space to the other in a conversation and knows what other ways a person could be invited to participate in a conversation.

Know how to give space.

Knows how to give a conversation partner space and nevertheless also invite him to actively participate in an interview.

Shows that he can give space to the other in a practice situations.

Is able to exercise in a behavioural repertoire to handle a situation that gives the owner/trainer space and is also able to motivate the owner/trainer to actively take part in the conversation.

Shows that he can give the patient some space in practice and invites the patient to participate.

Knows how to give the owner/trainer space in the conversation and invites the other to take part in the conversation.

3.1.5 Knows the different feelings of owner/trainers.

Know that owner/trainers can have different feelings and beliefs.

Expresses empathy towards different feelings and beliefs.

Shows empathy with the various interlocutors who have differences in beliefs and feelings and know to deal with them.

Respect for feelings in practice situation.

Is capable to show respect for the feelings and beliefs of a owner/trainer in a education situation.

Respect for owner’s/trainer’s feelings and beliefs in practice.

Shows respect for the feelings and beliefs that the owner/trainer has.

3.1.6 Knows relationship life situation, symptoms and assessment outcomes.

Can articulate which aspects of the life situation of an owner/trainer for the owner/trainer may be relevant to the complaint and possible restoration outcomes.

Can analyse the patients living situation.

Knows how the living situation of an owner/trainer should be analysed in order to get an idea of the interesting aspects of the owner/trainer within the personal atmosphere

Comes to understanding relationship with life situation, symptoms and assessment outcomes in practice situation.

Shows insight and understanding into the relationship between the interesting aspects of the life situation of an owner/trainer in a simulated restoration situation.

Ability to feel empathy with owner/trainer in practice.

Has empathy with the situation of the owner/trainer.

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3.1.7 Familiar with the diversity and uniqueness.

Knows the various aspects of diversity and uniqueness.

Analyse the diversity and uniqueness. An analysis of the different aspects of diversity and uniqueness.

Joining the diversity and uniqueness in practice situation.

Is able to reflect the diversity and uniqueness of the equine and its owner/trainer and can thus relate to it in an education situation.

Joining the diversity and uniqueness in osteopathic practice.

Connect and takes into account the diversity and uniqueness of the equine and its owner/trainer. In so doing, the osteopath factors such as cultural-ethnic background, socioeconomic status (SES), gender, personal beliefs, age, etc.

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3.2 Partial competence: Orally technical component: the osteopath is able to have an appropriate conversation with the owner/trainer

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

3.2.1 Important to speak calmly.

Knows the importance of speaking clearly and calmly.

Can speak calmly.

Shows that he is able to communicate calmly and clearly along with enough moments of pause and interruption so the other person can reflect.

Is able to formulate well and calmly in practice situation. Can show that he can formulate calmly and in a clear way and proves to be able to weld breaks and interruptions that allow the owner/trainer to reflect in a education situation.

Can formulate good and quiet and reflection in practice. Speak calmly and clearly formulated. Take if necessary breaks and interruptions to help the owner/trainer as good as possible to reflect.

3.2.2 Knows meaning of jargon. Knows alternatives to jargon and knows that using this jargon is a barrier to better understanding.

Can avoid jargon.

Shows in a simulated situation that he is able to weigh his words carefully and avoid unnecessary use of jargon.

Can use understandable language.

Is able to use alternative, understandable language rather than jargon and know how to weigh his words.

Masters speaking understandable in practice.

Chooses his words with care and avoids unnecessary use of jargon

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3.2.3 Familiar with tuning their own language to the ears of the receivers. Know that own use of language should depend on the receiver.

Can tune their own language use to the ears of the receivers.

Has the ability to tune the language so that it fits the background of the individual owner/trainer.

Shows various ways of language use.

Shows that he is able to use different ways of language and has a large repertoire of different ways of 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 kinds of questions.

Knows the differences between all sorts of questions.

Can ask different types of questions.

Knows how to ask different questions and also know what question fits a particular situation.

Asks, appropriate to the situation, different types of questions.

Shows in a practical situation how different types of questions can be asked, depending on what the situation requires.

Masters asking different questions in practice.

Can ask relevant questions, introductory questions, follow-up questions, reflection questions, open and closed questions and can continue asking questions when the owner/trainer answers.

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3.2.5 Familiar with major and minor issues of a discussion.

Know that a conversation consists of primary and secondary issues and that therefore the parts of a conversation not all have the same importance.

Can distinguish some major and minor issues.

Is capable to distinguish some major and minor issues in an education situation (ex. role playing) and to take part.

Shows he is able to distinguish all major and minor issues in practice situation.

Is capable of distinguishing and absorbing all principal and most of the side issues in a practice situation.

Mastered the ability to record important information in practice.

Can take in important information from a conversation.

3.2.6 Understanding key aspects of communication.

Knows that parts of the information may be lost if the receiver interprets the information differently. Knows the communication model of sender and receiver and the main axioms of communication.

Knows how the effect of communication can be tested.

Know how to test whether and how the contents of a message arrive to the recipient.

Can test the effect of communication in education situation.

Shows in an education situation that he has the ability to test whether the owner/trainer has understood the things talked about sufficiently and placed them.

Can test the effect of communication in practice situation.

Has the ability to test whether the owner/trainer has understood the things discussed sufficiently and placed them.

3.2.7 Knows requirements of a good summary.

Knows which requirements have to be fulfilled to make a good summary.

Shows to be able to summarise several conversations.

Is able to summarise different conversations.

Shows in an education situation the ability to give clear and concise summaries.

Is capable of giving clear and concise summaries of conversations in a practice situation, each with its own character. The summary has to show the core of the conversation and all the relevant aspects that were discussed.

Masters the ability to summarise conversations in practice.

Is capable of giving a clear and concise summary of the conversation.

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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 SHOWS HOW DOES: PERFORMANCE INDICATORS

3.3.1 Knows the importance of documenting.

Know the importance of documenting such things as restoration plans, consultations, evaluations, etc. and knows what requirements an adequate coverage must meet.

Writing a simple report.

Can write simple reports that meet the requirements of a written report.

Documenting and justifying choices in health care practices.

Masters the art of documenting choices in assessments during education or in-school practice in order to justify his choices.

Documenting choices in health care practices including medical use of language.

Can show and justify the choices of assessment, subject to medical language.

3.3.2 Basic writing skills.

Has the necessary basic writing skills.

Applying quality aspects in a simple written report. Can apply aspects of writing, such as readability, clarity and concreteness, in a simple written report.

Following a case make a written report.

Is able to write in a good, concrete and clear manner to formulate a response to a presented case in a education situation.

Can formulate in writing according to the requirements for quality.

Is able to write in a good, concrete and clear manner, subject to the medical language.

3.3.3 Familiar with key grammar.

Knows the most important grammatical rules and spelling rules of the language.

Apply important grammatical rules.

Know the most important grammatical rules and spelling rules of the language to be applied in simple reporting.

Making a correctly written report following a case. Is able to draw up a written report that meets the most important grammatical rules and spelling rules of the language, following an offered case.

Managed drawing a proper written report.

Mastered the most important grammatical rules and spelling rules of the language, subject to medical language.

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4. CORE COMPETENCE: COOPERATIONThe 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

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4.1.1 Knows other disciplines which can work with an Equine Osteopathy EDO®. Know what other disciplines in equine health care are compatible for an Equine Osteopathy EDO® to work with and is aware of the focus of these disciplines. Know where other disciplines in health care stand and in general provide information for the equine. Can identify the specific position of Equine Osteopathy EDO® in the equine health care.

Is aware of the position of Equine Osteopathy EDO® in equine health care.

Shows in a case discussion with fellow students that he is aware of the place of Equine Osteopathy EDO® in the broader field of health and takes its readiness to dialogue, consultation and cooperation with other disciplines. Takes into account the limits of his own profession.

Shows why collaboration is important in equine health care.

Shows that he knows why collaboration with other disciplines in equine health care is important. Can substantiate what place Equine Osteopathy EDO® has in equine health care. Know why it is important to know the limits of cooperation in that field and monitor them.

Works actively and effectively with other equine healthcare disciplines.

Seeks consultation and collaboration with other disciplines in the equine health care and is aware of the position of equine osteopathy EDO® in the broader field of equine health care. He thereby shows himself aware of the limits of cooperation and the limits of their own profession. He can inform patients on which other disciplines can contribute and / or add something to the assessment.

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4.1.2 Familiar with components that are important to networking.

Knows the key components in building and maintaining networks with other professionals. Knows that collaboration with other disciplines is possible if there is a common purpose and the road to this goal is a complementary process.

Models networking in his own situation.

Can bring examples of the importance of networking with fellow students, teachers, peers and others from the perspective of their own education situation. Knows how these networks can be built and maintained.

Able to build his own network at school.

Can build a network and maintain it with fellow students, teachers, peers, and others in the own study situation, in an exercise with fellow students that he knows how an introduction interview with a potential member of his network can work.

Build networks in professional situations.

Can network with other professionals and maintain the connection.

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4.1.3 Knows aspects of responsibility to client and colleagues according to the professional code of ethics equine osteopathy EDO® of the IREO.

Can name some things like reliability, adherence to agreements and utmost care of client confidentiality. Is aware of the existence and function of ethics of the professional code of ethics equine osteopathy EDO® of the IREO.

Knows why the aspects of responsibility and reliability as described in the professional code of ethics equine osteopathy EDO® of the IREO are necessary.

Is able to explain why things like reliability, adherence to agreements and utmost care and confidentiality of client information are important. Is aware of the relationship and the established professional code of ethics equine osteopathy EDO® of the IREO.

Shows himself reliable and familiar with the professional code of ethics, equine osteopathy EDO® of the IREO in the course. Shows in its own education program that he is trustworthy, can adhere to agreements made and that he is extremely careful about sensitive information, all in accordance with the established professional code of ethics equine osteopathy EDO® of the IREO.

Shows himself trustworthy, and adheres to agreements. Acts according to the professional code of ethics, equine osteopathy EDO® of the IREO.

Is reliable, keeps appointments and treats information received with the utmost care and confidentiality (according to the established code of ethics equine osteopathy EDO® of the IREO).

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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 potential consequences of their own actions for other professionals.

Know that one’s actions as an equine osteopath EDO® can have consequences for the functioning of other professionals in a (multidisciplinary) team.

Aware of which components of his own actions and responsibilities have possible consequences for other professionals.

Is able to indicate the components in their own actions which can have consequences for the functioning of other professionals in a (multidisciplinary) team. Know that the equine osteopath EDO® is responsible for their own proper function within the team.

Shows in practice situation to be aware of possible consequences own actions.

Shows in an education situation that he knows which components of his own actions have specific consequences for the functioning of other professionals in a (multidisciplinary) team. Is able to model responsible function within the team.

Can function adequately in a team and takes the consequences for his own action into account. Provides insight into what may have consequences for the functioning of other professionals in a (multidisciplinary) team and is able to function adequately in a team.

4.2.2 Knows the importance of adjusting their own work to others.

Knows that it is important to adjust their own work in relation to work done by others.

Knowing how your own work can be adjusted to work of others

Knows how their own work can be Adjusted to match those of others.

Shows in the course that he can tune his own work to the work of others.

Shows in his period of study that he is capable of adjusting his own work to others through assignments.

Masters the ability to adjust their own work to work of others.

Can adjust their own work to work of others.

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4.2.3 Familiar with aspects of helpfulness and collegiality. Know that it is important to him as an equine osteopath EDO® to be collegial and supportive. Also know that is expected of him that he is open and that his responsibility is to share knowledge with others, within the framework of professional ethics.

Know how to be helpful and supportive.

Knows how he as an equine osteopath EDO® can be collegial and supportive. Know how he can open up to others and how he can take responsibility to share his knowledge, within the framework of professional ethics.

Is able to be supportive and collegiate in a practice situation.

Is collegial and supportive in an education situation. Shows an open mind and demonstrates that he is able to take responsibility for sharing his knowledge with others, within the framework of professional ethics.

Shows himself to be collegial and supportive , sharing equine osteopathic knowledge, in practice.

Is supportively and collegial, opens himself up and takes responsibility for sharing his equine osteopathic knowledge within the framework of professional ethics.

4.2.4 Familiar with feedback.

Know that it is important to constructively give and receive feedback.

Knowledge about giving and receiving feedback.

Know how constructive feedback can be given and can be received.

Giving and receiving feedback in the practice situation.

Shows in a education situation that he controls the techniques of constructively giving and receiving critiques.

Can give and receive feedback in practice.

Is able to professionally and constructively give and receive feedback.

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4.3 Partial competence: the equine osteopath EDO® refers appropriately

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

4.3.1 Knowing the limits of own competence and discipline.

Know that he has to stay within the limits of his own expertise and of his own discipline to refer in a timely, sufficient and targeted manner.

Knows in theory in what situations the limits of his expertise are shown.

Recognizes in which situations the limits of his own expertise and that of the field are reached thus recognizing when it is necessary for a targeted, adequate and timely referral.

Shows his limits in an education situation.

Demonstrates in an education practice situation or internship that he stays within the limits of his own expertise and the discipline by referring effectively, appropriately and in a timely manner.

Controls and keeps his own limits and the limits of equine osteopathy EDO® in practice.

Adheres to the borders of their own expertise and that of equine osteopathy EDO® by focused, appropriate and timely referring.

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4.3.2 Fully familiar with the careful transfer of information about equine, owner and trainer.

Is aware of the fact that both confidential and non-confidential information about the equine should be carefully transferred to other professionals and others (if necessary), taking into account the strict codes of the professional surrounding.

Fully familiar with transfer requirements about equine, owner and trainer.

Knows how both confidential and non-confidential information about the equine, owner and trainer should be carefully transferred to other professionals and others (if necessary), taking into account the strict codes of professional confidentiality.

Is fully known with transfer requirements about equine, owner and trainer in practice situation.

Shows in an education situation that he is fully capable of understanding that both confidential and non-confidential information about the equine owner and trainer should be carefully transferred to other professionals and others (if necessary), taking into account always strictly professional codes around.

Acting in full conformity with transfer requirements about equine, owner and trainer in practice. Transfers both confidential and non-confidential information about the equine, owner and trainer to other professionals and others (if necessary), taking into account the ever-strict professional codes around. While also acting under the general directive of the professional code of equine osteopathy EDO®.

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5. CORE COMPETENCE: KNOWLEDGE AND SCIENCEThe 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. Post-graduate 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 KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

5.1.1 Knows standard features of personal education plan.

Knows the standard features of a personal continuing education plan and knows what requirements these plans must meet.

Prepared to write a personal education plan.

Expresses his readiness to write a personal education plan and knows which features s it needs to contain.

Is able to write a simple personal education plan.

Shows that he is able to write a simple personal education plan in a practice situation during the course. Can tell why the writing of these kinds of plans is important.

Is prepared to develop and maintain a personal education plan in practice.

Feels responsible for the development and maintenance of a personal education plan.

5.1.2 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®

Has a positive attitude to the requirements of personal continuing education as set by the equine osteopathy EDO®

Is willing to seek opportunities to fulfil the requirements for personal continuing education as set by the profession of equine osteopathy EDO®.

To fulfil the requirements set by the profession of equine osteopathy EDO® about personal education.

Fulfils the requirements as set by the profession of equine osteopaths EDO® about personal education.

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5.1.3 Knows what peer review is.

Knows what is meant with peer review as part of professional action and how it can be used effectively.

Ed note: these should either be in a hyperlink for the electronic document to a definitions section or in an appendix- will 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.)

Knows there are various possibilities of peer review.

Knows the possibilities for peer review to work most effectively and why it’s important.

Shows in an education situation to be able to work with peer review.

Is in favour of peer review and is able to work in a practice situation according to the method of peer review.

Shows in equine osteopathic practice, that he controls peer review management and values it.

Promotes peer review as part of professional behaviour and makes effective use of peer consultation.

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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 KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

5.2.1 Familiar with the effectiveness and quality research.

Know the content of an effectiveness and quality research.

Attitudes and skills, effectiveness and quality research.

Shows that he knows what attitude and which skills are important in the effectiveness and quality research. Is able to explain why this type of research is important.

Show positive attitudes and skills with respect to effectiveness and quality research.

Displays a positive attitude and appropriate skills in contributing to the effectiveness and quality research.

(If it makes sense) co-operates in effectiveness and quality research.

Contributes to effectiveness and quality research. Is able to weigh the necessity, relevance and expected results for that study.

5.2.2 Knows importance of transmitting newly acquired equine osteopathic knowledge. Knows that is expected of him that he is transmitting newly acquired knowledge for the further development of the profession equine osteopathy EDO®.

Knows how to transmit new equine osteopathic knowledge.

Knows how to transmit newly acquired knowledge for the further development of the profession, Equine Osteopathy EDO®.

Can transmit newly acquired knowledge in simulated equine osteopathic situation.

Demonstrates in a simulation situation, how he transfers new knowledge for the proper development of the profession equine osteopathy EDO®.

Actively transmits knowledge for the development of equine osteopathy.

Is willing to transmit newly acquired knowledge for the further development of the profession equine osteopathy EDO®.

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5.2.3 Aware of the fact that equine osteopaths EDO® supervise trainees.

Knows that in the exercise of the profession of equine osteopathy EDO® also includes the supervision of trainees.

Aware of the fact that equine osteopaths EDO® must accompany trainees and why.

Knows that in the exercise of the profession of equine osteopathy EDO® also the assisting and supervising at internship is usual and can tell why this is important.

Prepared to assist trainees in the future practice. Has a positive attitude towards guiding and coaching trainees in practice. Shows in an education situation that he mastered the skills needed to guide and coach.

Prepared to have trainees in the practice.

Is willing to assist trainees in practice.

5.2.4

Aware of the fact that senior equine osteopaths EDO® supervise junior equine osteopaths EDO®.

Knows that in the exercise of the profession of equine osteopathy also the supervising of junior equine osteopaths EDO® is obligatory.

Aware of the fact that senior equine osteopaths EDO® must accompany junior equine osteopaths EDO® and why.

Knows that in the exercise of the profession of equine osteopathy also the assisting and supervising interns (junior equine osteopaths EDO®) is usual and can tell why this is important.

Prepared to assist junior equine osteopaths EDO® in the future practice. Has a positive attitude towards guiding and coaching junior equine osteopaths EDO® in practice. Shows in an education situation that he mastered the skills needed to guide and coach.

Prepared to have junior equine osteopaths EDO® in his practice.

Is willing to assist junior equine osteopaths EDO® in practice

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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, 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.

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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.

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5.3 Partial competence: the equine osteopath EDO® is able to view equine osteopathic information critically and objectively.

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

5.3.1 Knows basic statistical skills.

Is aware of the basic principles of statistical and numerical skills.

Has the necessary understanding of statistical skills.

Shows to the equine osteopath EDO® adequately understanding of the (basic) principles of statistical and numerical skills.

Shows the important statistical skills in equine osteopathic practice situation.

Controls for the equine osteopath EDO® relevant principles of statistical and numerical skills and demonstrates that using simple commands.

Understanding principles of statistical skills.

Provides insight into the principles of statistical and numerical skills.

5.3.2 Familiar with the importance of analysis study equine osteopathy EDO®. Know why it is important for research of equine osteopathy EDO® and veterinary medicine to adequately analyse and interpret.

Interpreting research findings in a case.

Can adequately analyse and interpret within a case study results equine osteopathy EDO® and veterinary medicine.

Analyse and interpret simple research equine osteopathy.

Is capable of adequately analysing simple research on equine osteopathy EDO® and veterinary medicine

Analyse and interpret research equine osteopathy and veterinary medicine.

Can adequately analyse and interpret research on equine osteopathy EDO® and veterinary medicine.

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5.3.3 How to integrate research in own equine osteopathic acting.

Why do research or scientific information should be incorporated into the equine osteopathic own thoughts and acting.

Fitting simple scientific information in own equine osteopathic acting.

Shows that at a basic level he is able to provide scientific information to fit into his own equine osteopathic thinking and acting.

Incorporate all relevant research findings from a case in own equine osteopathic thinking and acting.

Is able to abstract case all relevant research results or scientific information from one case and to fit into his own equine osteopathic thinking and acting.

Incorporate all relevant research in own equine osteopathic thoughts and acting.

Can fit relevant research or scientific information into his own equine osteopathic thinking and acting.

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6. CORE COMPETENCE: SOCIAL RESPONSIBILITYEquine 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 DOES: PERFORMANCE INDICATORS

6.1.1 Familiar with informing himself through the media about equine health care.

Know how to inform himself as an equine osteopath EDO® through relevant literature and the media on current developments in the field of equine health care.

Knowing why it's important to inform himself through the media about equine health care.

Know why, as an equine osteopath EDO®, he has to be informed by the relevant literature and the media about current developments in the field of equine health care.

Informs himself, through literature and the media about equine health care developments in the practice situation.

Shows that through relevant literature and the media knows to abstract information on current developments in the field of equine health care.

Inform themselves through literature and the media on current developments in equine health care.

The equine osteopath EDO® will inform himself, through relevant literature and the media on current developments in the field of equine health care.

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6.1.2 Knows the importance of professional organization. Knows why it is important to be a member of a relevant professional organization.

Knows the relevant professional organizations.

Shows he is aware of the relevant professional associations in the field and knows what aspects are related to the procedure of being member and membership.

Is a member of a relevant professional organization when the education is completed.

At completion of the study he is a member of a relevant professional association. 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.

6.2 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: PERFORMANCE INDICATORS

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6.2.1 Know why it’s important to transfer the essence of equine osteopathy EDO® to others outside the profession. Know that some situations request to the equine osteopath EDO® to behave as a representative of the profession of equine osteopathy EDO®. Know that in such cases it is important to the essence of the profession and the science of equine osteopathy EDO® to be able to contribute to others outside the profession. This includes for example doing presentations and sharing information.

Can put the essence of the profession of equine osteopathy EDO® into words.

Shows within a limited and simple situation how to act as a representative of the profession of equine osteopathy EDO®. Knows fundamental essence of the profession and the science of equine osteopathy EDO® to express themselves in word. Practice in the teaching situation in giving presentations and information.

Within the education program can act as a representative of the profession of equine osteopathy EDO®.

Can be expanded within the education and education beyond the limited sense act as a representative of the profession of equine osteopathy EDO®.

Can provide the essence of the profession and the science of equine osteopathy EDO® to transfer to others outside the profession. Can give simple and effective presentations and information.

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.

6.2.2 Know that some situations in practice are relevant to overall equine health care.

Knows that he, in his own practice situations, may come across situations that are important for the entire equine health care relevance.

Identify issues of importance to equine health care in a case.

Recognizes actively in a simple case the aspects relevant to the entire equine health care.

Demonstration to show all relevant aspects of equine health care in a practice situation.

Demonstrates in an education situation that he's able to designate those aspects relevant for the entire equine health care.

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.

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6.2.3 Knows the importance of taking responsibility by the owner/trainer themselves. Knows how important it is that owner/trainers also take responsibility for their equine’s health.

Knows the aspects to encourage an owner/trainer to take responsibility.

Know which aspects are important in encouraging owner/trainers to take responsibility by themselves for their equine’s health.

Can encourage owner/trainers to take responsibility in the practice situation.

Shows in an education situation that he is able to encourage owner/trainers to take responsibility for their equine’s health.

Motivates owner/trainers to take responsibility.

Encourages owner/trainers to take responsibility for their equine’s health.

6.3 Partial competence: the equine osteopath EDO® is familiar with the current situation concerning the equine health insurance

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

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6.3.1 Knows global lines equine health insurance.

Knows in general lines what the equine health insurance and the legislation on supplementary and liability insurance means.

Knows the essence of the equine insurance and knows about how to apply them in equine osteopathic practice.

Is aware of the essence of the equine health insurance and the legislation on supplementary and liability insurance. Knows in basic how those laws and regulations can be applied within the equine osteopathic practice.

Is able to apply the equine insurance in practice situation.

Is also capable of applying the equine health insurance and the legislation on supplementary and liability insurance within the equine osteopathic practice.

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.

6.3.2 Different situations, different compensation rules.

Knows that there are different compensation standards for different situations for equine osteopathic assessment applied by equine health insurance.

What compensation standard for which equine osteopathic assessment.

Knows what each compensation norm per equine health insurance is applicable for which equine osteopathic assessment

Apply compensation norm in a case.

Knows which compensation norms per equine health insurance are applicable in which equine osteopathic assessment and knows how to apply some compensation norms in a case

Apply compensation standards for equine osteopathic assessment in practice.

Shows himself aware of equine health insurance fee- standards for equine osteopathic assessment.

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6.3.3 Various equine health insurance policy details.

Knows that there are different policy details for each equine health insurer.

Accessing policy data from equine health insurance.

Knows how to access policy data from equine health insurers, can get this information and can broadly interpret what the compensation for equine osteopathic assessment is.

Shows to be granted access to policy information from equine health insurers in a case.

Shows how to get access to policy information from insurance companies, can get adequate information and can interpret the good compensation for the equine osteopathic assessment concerned in the case.

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.

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7. CORE COMPETENCE: ORGANISATIONThe 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 about organizing their own practice.

Knows roughly how equine, owner and trainer resources and information within their own equine osteopathic practice can be organized, so it works efficiently and effectively.

Effectively organizes their own practice.

Knows how equine, owner and trainer resources and information within their own equine osteopathic practice can be organized, so it works efficiently and effectively.

Shows in a simple practice situation to effectively organize.

Shows in a simple test situation that he can organize equine, owner and trainer resources and information within their own equine osteopathic practice, so it works efficiently and effectively.

Can effectively regulate and organize his own practice so that care can be continued.

Organizes equine, owner and trainer resources and information within their own equine osteopathic practice in such a way that it works efficiently and effectively.

7.1.2 Key requirements to which a practice must comply.

Can name the most important requirements for a practice space for equine osteopathic assessment.

Requirements which a practice must comply.

Knows all the requirements that a practice space for equine osteopathic assessment must meet.

Knowing how to realize the practice area.

Knows how he can realize the requirements that a practice area for equine osteopathic assessment must meet.

Designs its practice in accordance with guidelines IREO.

Knows which requirements a practice area for equine osteopathic assessment must meet according to the guidelines of the IREO. Can design the practice in accordance with these guidelines.

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7.1.3 Guidelines owner/trainer’s and equine’s privacy.

Is aware of the established guidelines for protecting the privacy of the owner/trainer and equine.

Knows guidelines owner/trainer’s and equine’s privacy.

Has established guidelines for protecting the privacy of the owner/trainer and equine and knows why they are important.

Obliged to comply to the owner/trainer’s and equine’s privacy guidelines.

Is obligated to follow the set guidelines for the protection of owner/trainer and 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 equine osteopathy practice.

Is aware of the fact that a good equine osteopathic practice should be accessible on clearly marked days and times.

Familiar with accessibility factors important in practice.

Knows that a good equine osteopathic practice should be accessible on clearly marked days and times and what that means.

Shows awareness of factors that are important to accessibility practices in order.

Through a case can show that he knows what a good accessibility means for an equine osteopathic practice.

Is easily accessible under guidelines set.

Ensures easy access on clearly marked days and times (in accordance with established guidelines)

7.1.5 Why evaluate and update work agreements.

Know why the review and updating of transparent work arrangements is important.

Content review and update work agreements.

Know what to evaluate and update transparent work arrangements means.

Can review and update work arrangements during the education phase.

Shows during education he can make transparent (study) arrangements with fellow students and teachers.

Uses, evaluates and updates transparent (work) agreements.

Uses, evaluates and updates transparent (work) agreements.

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7.1.6 Inform owner/trainers in time about the cancellation of their appointment.

Knows that he has to inform the equine owner/trainers as adequate and early as possible about the cancellation of the appointment.

Knows how to inform owner/trainers in time about the cancellation of their appointment.

Knows how to inform the equine owner/trainers as adequate and timely as possible when the appointment is being cancelled.

Can inform owner/trainers in time when the appointment is cancelled in practice situation.

Shows in a practice situation that he can inform the equine owner/trainers adequate and timely when there appointment is being cancelled.

Informs owner/trainers adequately and on time if the appointment is being cancelled.

Will ensure the adequate and timely information to the equine owner/trainers in case the appointment is cancelled.

7.1.7 Knows that he has to evaluate systematically and regularly

Is aware of the fact that his own practice management has to evaluate systematically and regularly.

Knows how to evaluate his own practice.

Knows how he can appoint his own practice management systematically and at regular intervals to evaluate.

Shows in practice that he was commissioned to evaluate.

Shows through a contract which he can apply this information and knows how to systematically evaluate their own practice management.

Regularly and systematically evaluate his own practice.

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.

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7.2 Partial competence: the equine osteopath EDO® will effectively deal with client & equine information.

KNOWS KNOWS HOW SHOWS HOW DOES: PERFORMANCE INDICATORS

7.2.1 Why a fixed system of equine registration.

Know why an established system of equine registration is important.

Contents of fixed system of equine registration. Know what an established system of equine registration and may involve different systems enumerate.

Working with established system of equine registries in practice situation.

Shows that he can work with an established system of equine registration in a practice situation.

Choosing and dealing with equine registration system in practice.

Is able to make an informed choice for the type of system for equine within their own practice working in a structured and skilled and knows how to deal with this system.

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.

The accurate registration of the equine data.

Know how a systematic, careful and confidential manner relevant equine data in the (digital) equine osteopathic record should / could register.

Display of accurate registration data in equine practice situation.

Shows in an education situation that he is able to record in a systematic, careful and confidential manner, relevant equine data in the (digital) equine osteopathic record.

Accurate registration of equine data, demonstrated in practice.

Records in a systematic, careful and confidential manner relevant equine data in the (digital) equine osteopathic record.

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8. CORE COMPETENCW: PROFESSIONALISMThe 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 equine osteopathic contribution to independent equine osteopathic health care.Knows that an equine osteopath EDO® should contribute to independent and specific equine osteopathic health care that contributes to improving the quality of life and thus the overall wellbeing of the equine.

Knows the issues that are important to an independent equine osteopathic health care. Knows the issues that are important in providing independent and specific equine osteopathic health services that contributes to improving the quality of life and thus the overall wellbeing of the equine.

Can offer an independent and specific equine osteopathic health care during an education situation. Is capable of providing independent and specific equine osteopathic health care that contributes to improving the quality of life and thus the overall wellbeing of the equine, this initially in education situations and later in practice.

Capable of providing an independent equine osteopathic health care. Able to deliver an independent and specific equine osteopathic health care that contributes to improving the quality of life and thus the overall wellbeing of the equine.

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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 of equine-oriented work. Knows the aspects that are important to work in an equine -centered way and knows how the individual problem of the equine is set to this centrally.

Shows capability of working equine -oriented during a practice situation.Shows within a practice situation that he is able to work equine -oriented and to centralize the individual problem of the equine at all time.

Works equine -oriented. Works equine –oriented, centralizes the individual problem of the equine.

8.1.3 Knows how to bear responsibilities towards owner, trainer and equine. Know that he as equine osteopath EDO® has got responsibilities in relation to owner, trainer and equine, colleagues, the equine osteopathic profession and equine health care in general.

Knows he has responsibilities to the owner, trainer and equine. Know the responsibilities he carries as an equine osteopath EDO® in relation to owner, trainer and equine, colleagues, the equine osteopathic profession and equine health care in general.

Shows the responsibilities indicated in comparison with owner, trainer and equine in a practice situation. Shows that during a practice situations he is capable operating in a conscious way to deal with his responsibilities as an equine osteopath EDO® he bears towards owner, trainer and equine, colleagues, the equine osteopathic profession and equine health care in general.

Shows the responsibilities stated in respect of owner, trainer and equine, colleagues, the profession and equine osteopathic health care. Aware of its responsibilities towards owner, trainer and equine, colleagues, the equine osteopathic profession and equine health care in general.

8.1.4 Acts goal-oriented and solution-aimed. He knows that as an equine osteopath he must act in a targeted, solution-aimed way and independently.

Acts goal-oriented, solution-aimed. Knows how he as an equine osteopath can act in a targeted, solution-aimed way and independently.

Acts goal-oriented, solution-aimed in practice situation. Acts in a goal-oriented, solution-aimed way and independently in a simulated practice situation.

Acts goal-oriented, solution-aimed in real life. Acts in a goal-oriented, solution-aimed way and independently.

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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 independently function as an equine osteopath EDO®. Knows that as equine osteopath EDO® it is important for the profession to exercise fully independently. Preparing for the actual practice in the profession and the associated evaluation.

How to completely independently function as an equine osteopath EDO®. Knows how he as an equine osteopath EDO® has to practice his profession fully independently. Can demonstrate how he prepares for the actual profession in practice and the associated evaluation.

Shows to be fully able to function independently in a practice situation.Works within a practice case completely independently in his profession and also shows that he is able to practice and evaluate the profession of equine osteopathy EDO®.

Is able to practice the profession of equine osteopathy EDO® fully independently. Is completely independent in his profession and can also practice and evaluate the profession of equine osteopathy EDO® in real life.

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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 limits to his own capabilities in the profession. Roughly knows as equine osteopath EDO® what his own limits to his own possibilities are. Has a critical skill to gain insight into his own possibilities.

Shows critical understanding of its possibilities in a practice situation. Shows that he has a critical understanding of his own limits and possibilities in an education situation or during education in-school practice.

Provides critical insight into his own capabilities and limitations. Provides critical insight into his own capabilities and limitations as an equine osteopath EDO®.

8.2.3 Knows the possibility of change in approach exists in equine osteopathic restoration. Knows that as an equine osteopath he is limited in his options. Know that critical insight is needed to discover your own capabilities.

Roughly knows the limits of his capabilities in the profession of equine osteopathy EDO®. Roughly knows as equine osteopath EDO® where his own limits are to his capabilities. Has a critical skill to gain insight into his own possibilities.

Ability to indicate limits and knows whether to adjust his approach to an equine osteopathic restoration. Is able to adjust based an indication of limits as an equine osteopathic assessment following an assessment of the most important points. Uses insightful critical skills to achieve this.

Critical during equine osteopathic deduction and assessment. Provides critical insight regarding both the equine osteopathic deduction as well as equine osteopathic restoration and can evaluate and - if necessary - adjust.

8.2.4 Responsibility and accountability of the equine osteopath EDO®. Knows that the equine osteopath EDO® himself is responsible and accountable for decisions made, actions taken and their consequences. Knows that he will act according to ethical and legal norms and values.

How be accountable and take responsibility. Knows how he as an equine osteopath EDO® can take responsibility and accountability for taken decisions, act genuinely and its consequences. Thereby knows how to act according to ethical and legal norms and values.

Has shown to be responsible and accountable in practice situations. Shows during education situation that he can take responsibility and accountability for decisions, act genuinely and its consequences and act in accordance with ethical and legal norms and values.

Is responsible and accountable in equine osteopathic practice. Is responsible and accountable for decisions, actions and actual consequences and acts in accordance with the regulations of the IREO.

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8.2.5 Importance of consulting relevant sources of information. Knows that it may be important to look for additional information in literature or other information, if there is doubt or lack of appropriate or relevant information.

How to consult information resources. Knows how look up additional information in literature or other sources of information in case there is doubt or lack of appropriate or relevant information.

Can look up and consult information resources. Shows within education or in-school practice that he is willing and able to look up additional information in literature or other sources of information in case of doubt or lack of appropriate and relevant information.

Is able to consult appropriate information sources. Is willing and able to look up additional information in literature or other sources of information in case of doubt or lack of proper and 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 DOES: PERFORMANCE INDICATORS

8.3.1 Being familiar with the existence of current legislation and code of conduct. Knows that there is legislation in the field of ethical considerations relating to proceeding in practice. Also knows this includes the oath of secrecy, code of conduct, code of ethics.

Being familiar with the existence of current legislation in the area of ethical consideration and acting in practice. Is familiar with current legislation and ethical considerations relating to proceeding in practice. This includes the oath of secrecy, code of conduct, code of ethics.

Aware of code of conduct is relevant to the profession. Knows of any specific legislation in terms of ethical considerations relating to proceeding in practice there is. Is also aware of the contents of the oath of secrecy, code of conduct, code of ethics.

Is familiar with current legislation and ethical considerations relating to trading in practice. Is familiar with current legislation and ethical considerations relating to proceeding in practice. This includes: the oath of secrecy, code of conduct, code of ethics.

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8.3.2 Data Protection Act Registration global knowledge. Is broadly aware of what the Data Protection Act Registration means.

Essence Personal Registration Act. Knows the essence of the Data Protection Act registration and how the relationship between the law and the osteopathic profession is.

Acts during education situation under Data Protection Act Registration. Is able to complete an osteopathic education situation to act in accordance with the Data Protection Act Registration.

Act in practice in accordance with the Data Protection Act Registration. Acts in accordance with the Data Protection Act Registration.

8.3.3 Global knowledge Code of Ethics Equine Osteopathy EDO® of the IREO. Is broadly aware of what the Code of Ethics Equine Osteopathy EDO® of the IREO means.

Essence Professional code Equine Osteopathy EDO® of the IREO. Know the essence of the Code of Ethics Equine Osteopathy EDO® of the IREO and how the relationship between the Code and the equine osteopathic profession is.

Acting in accordance with Code of Ethics Equine Osteopathy EDO® of the IREO during a practice situation. Act in situations such as exercise education and in-school practice in accordance with the Code of Ethics Equine Osteopathy EDO® of the IREO.

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.

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5.4. Source Reference

CanMEDS care model NRO/NVO beroepscompetentieprofiel

In addition, the following Internet sources were consulted:www.theWAEO.orgwww.vluggeninstitute.comwww.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®

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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.

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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 EducationThe 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, 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®.

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.

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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®.

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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-studyTutorial, 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 groupsThe current program has recognized teacher-independent and teacher-dependent practice groups. Given that teacher-independent practice groups get as many

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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 teacher- directed 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 curriculum60% 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 scapulo- thoracic 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

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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. Sacro- iliacalea, 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

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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.

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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 rightFalse 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 curriculum60% 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. 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

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. Sacro- iliacalea, 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.

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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 rightFalse 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 pointsTo 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 theory1. History 2. Philosophy and concepts 3. Code of fair practice (Code of Conduct and Ethics)

2. Preclinical subjects1. (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

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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 osteopathy3. Consider clinical information

4. Social Competence1. Equine Health Sciences2. Knowledge Law

5. An organization. 1. Practice Management2. 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 OsteopathySome 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. ExamsFor further examination requirements see chapter 8.1.c

6. Scientific education and thesis1. 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 lessons1. 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

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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 definition

Level 1 Level 2 Level 3

Professional and subject concerning content competences

Starting teacher Teacher professionalSenior teacher professional

1.1 Content of competency of equine osteopathy EDO® course of study Properly concerning content of (theoretical) knowledge of the full field of science of equine osteopathy EDO®. Knowledge of literature, opinion, origin of science.

Basic theoretical knowledge. Controls the theoretical matter that during the two-year curriculum of equine osteopathy EDO® has been addressed. The starting teacher has at the end of his education - according to the final examination - shown himself to be theoretically grounded. Gradually, the starting teacher will add practical experience new insights regarding equine osteopathy EDO® to his range of knowledge.

Widening and deepening theoretical knowledge. The professional teacher shows himself to have a broad and deep amount of knowledge about equine osteopathy EDO®. The professional teacher integrates with this the knowledge he has acquired from the start of his career with the knowledge later acquired on a higher level.

Comprehensive theoretical knowledge. The senior professional teacher has a very broad and very deep range of knowledge about equine osteopathy EDO®. Explores alternatives and scenarios. He combines and makes connections between theoretical knowledge gained from years of experience. As a collaborative group, senior professional teachers perform equine osteopathic research and integration of equine osteopathic relevance information in the broadest context.

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1.2 Skill Competency equine osteopathy EDO®. Control of proper teaching skills, which the teacher should have to practice the profession at high level.

Basic skills. The starting teacher has mastered the practical skills as an equine osteopath EDO® and has for at least two years of practical experience, these skills are mastered and internalized.

Advanced skills. The professional teacher is an experienced equine osteopath EDO®, and is well aware of equine osteopathic skills mastered. Shows that in demonstrations to students in clinical courses and provides appropriate feedback to students acquiring their equine osteopathic skills.

Highly advanced skills. He is an experienced equine osteopath EDO® and has a rich experience. He controls and demonstrates a high level equine osteopathic skills and is able to provide inspiring feedback to students acquiring their equine osteopathic skills. He is an inspiration to other teachers and gives them feedback at clinical lessons.

1.3 Attitude competency of the equine osteopath EDO®. Demonstrably constructive, critical but positive professional attitude towards the teaching profession of equine osteopathy EDO®. In addition, the same attitude for a speciality

Energetic and inquisitive attitude. The starting teacher presents himself as energetic and enthusiastic for his new profession as a teacher and the speciality of equine osteopathy EDO®.

Enthusiastic and constructive / critical attitude. The teacher has a professional, enthusiastic attitude toward his profession. He is capable of being both constructive and critical to his teaching and has the discipline to respond and act. He is able to stimulate students in the attitude towards the specialty of equine osteopathy EDO®.

Inspiring constructive / critical attitude. The senior teacher professional has a critical but constructive look at positive attitude of the profession of teacher and the profession of equine osteopathy EDO®. He is capable of conveying this attitude towards the specialty to the students and starting teachers by coaching them.

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1.4 Life-long learning. Demonstrated positive attitude towards processes aroundLife-long-learning in the practice of a teacher of equine osteopathy EDO®. Shows eagerness to learn more, convinced of the need for continued learning to make it easier for yourself and others in a life-long learning process.

Orientation to understanding life-long learning. The starting teacher is oriented towards the concept of life-long-learning as a major drive for his professionalism as a teacher of equine osteopathy EDO®.

Expression of importance life-long-learning. The professional teacher shows in his daily activities that he believes life-long-learning is important. He makes sure he looks into new insights and methods in both the speciality of equine osteopathy EDO® as well as attending to the development of his other teacher competencies.

Inspiring to others about long-life-learning. The senior professional teacher shows, as no one else, a demonstrable positive attitude towards life-long-learning. Despite his rich knowledge and experience he will explore new insights regarding equine osteopathy EDO®, and assist other teachers regarding competencies, by translating them into programs and courses, and transfer that attitude to starting teachers.

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2. DIDACTIC COMPETENCES

Competence definition

Level 1 Level 2 Level 3

Professional and concerning content competences

Starting teacher Professional Teacher Senior Professional Teacher

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2.1 Program development / development of learning arrangement. Design of educational program (for all years and levels of education). Understanding the elements of powerful learning environments. Can structure and execute education programs.

Orientation on program design. The starting teacher is able to orient himself to an existing curriculum or learning arrangement. He can execute this after being well prepared for this by a professional teacher or senior professional teacher. He immerses himself in the elements of powerful learning environments and tries to bring this into practice (proper construction of the lesson, establish cooperative relationships with new students, clearly articulate appropriate boundary conditions, uses proper education and tools, assessment methods, taking into account learning processes and learning styles, positive attitude towards successful education of students, etc.)

Designs programs and learning arrangements. The professional teacher is able to orient himself on an existing program of expertise in the specialism of equine osteopathy EDO®. He can design a curriculum based on both the current knowledge and insights regarding the field of equine osteopathy EDO® and on the other hand take his knowledge of powerful learning environments and put this into practice (proper construction of the lesson, establish cooperative relationships with new students, clearly articulate appropriate boundary conditions, proper education and tools, assessment methods, taking into account learning processes and learning styles, positive attitude towards successful education of students, etc.) He is capable of evaluating and adjusting education systematically.

Feedback on education designs. The senior professional teacher can give inspiring feedback to other teachers in their educational designs from his rich teaching experience, both concerning content (equine osteopathy EDO®) and from his insights into the elements of powerful learning environments.

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2.2 Teaching concept. Design of teaching concept (for lessons, lectures, etc.) within the common practice of the teacher equine osteopathy EDO®. Understanding the elements of powerful teaching concepts. Lessons can be structured and executed.

Teaching concept reading and translating into educational practice. He is capable to read and translate an existing teaching concept into action in teaching, first under supervision, later independently. He can execute the lessons. He studies the theory of strong elements teaching concepts (proper construction of the lesson, join in with initial state students, appealing boundary 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.)

Designing, implementing and evaluating education concepts. He is able to both theoretical and practical derive lessons from a curriculum design and taking into account the different phases in the class structure of a lesson. He can execute, evaluate and adjust the lessons. He thereby shows himself to be fully aware of the elements of a powerful learning environment by applying these in design, execution and evaluation.

Innovative ideas.He provides feedback to the teachers professional on their teaching concepts. Looks through processes, structures and contents of the teaching concepts and provides, if necessary, relevant alternatives. He has innovative ideas to both the content and methods of the teaching concepts.

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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.He is guided on the educational aspects of the program he will provide. He can stand in front of a group of energetically and have an instructional conversation with students. He can clearly interpret the subject matter. He can explain the syllabus to the students and use it as guidance for the lessons. He is willing to further deepen and become proficient in other teaching methods.

Advanced didactic skills. He is professional and enthusiastic towards groups of students, sets good questions to stimulate learning processes. He is experienced in applying the various methods suitable for the course for theoretical and practical equine osteopathy EDO® and can clearly interpret the subject matter. He knows when to apply the teaching methods and is willing to look into possible new methods taking into account learning styles and motivation, if these learning situations can further professionalize his teaching. He can vary and respond to unexpected situations in the classroom.

Inspiring and innovative didactic skills. He has mastered all relevant teaching methods in the education of equine osteopathy EDO® and knows how to use it in an inspiring way. He is able to transfer them to other teachers and / or give them feedback on the performance of their teaching of equine osteopathy EDO®. He loves new developments in teaching skills and transmits at the right moment the right proposals for improving the programs of the teaching. In his teaching skills and positive attitude with regard to students, he shows himself an example for other teachers.

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2.4 Didactic methodology. Understanding and knowledge of educational methodology. Insight on pros and cons of specific teaching methods, adjusted to the educational practice of equine osteopathy EDO®.

Basic didactic methodology. He studies the existing didactic methods for education requirements of equine osteopathy EDO® and will check up with them in practice, under the guidance of an experienced teacher. He draws up lesson plans experimentally, asking feedback, turns feedback into action, following (new) developments.

Applying didactic methodology. He is aware of the main existing didactic methods, and can adjust to the lessons equine osteopathy, he is can asses new developments in teaching methods at their value, and if wanted translate to the education situation.

Change and adapt didactic methodology. He gives, if necessary, inspiring feedback to other teachers on the didactic methods used and is able to critically attend changes, to encourage and to establish this with others.

2.5 Learning processes. Understanding how learning processes within the student and the teacher interact. Constructively intervenes in the learning process (of the student and himself).

Basic learning processes. He immerses himself in the theory of learning processes and remains reflective and inquisitive. He has his own learning style and is familiar with the other main learning styles. He knows the effect of his own preferred learning style to his classes.

Apply knowledge of learning processes and styles. He knows the most important theory of learning processes and is able to apply them. He takes into account different learning styles of his students and their own learning style during his lessons, guidance and coaching activities.

Overall view of learning processes. He has fully internalized knowledge about learning processes and has an overview on learning and learning styles. He applies this properly in all his teaching and coaching activities of students and other teachers.

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3. COACHING AND GUIDANCE COMPETENCIES (INCL. INTERNSHIP/EXTERNSHIP- AND PRACTICE GUIDANCE)

Competence definition

Level 1 Level 2 Level 3

Professional and content competencies

Starting teacher Professional Teacher Senior Professional Teacher

3.1 Guidance. Being able to advise on a whether or not pre-formulated question on subject matter should be addressed in a broader way.This guidance focuses primarily questions from the student. Secondly, there is also the support of colleagues.

Respond to study questions of students. Answers adequately the study questions of the student, can interpolate and clarify questions. Helps students to find answers, to which he initially does not give the solution, but helps students to find the solution themselves. He can guide the student clearly concerning the study questions.

React to complex questions of the student. Reacts adequately to study questions of the student, can interpolate and clarify and structure information for the student. He can make connections between different subjects and between theory and practice of equine osteopathy EDO®. He helps the student to find his own answers to study questions. He can guide the starting teacher enthusiastically while growing into his job as a teacher, can advice and give positive feedback.

React to complex, pluralistic learning questions. He is able to approach complex questions from students and teachers from multiple perspectives. He helps students and teachers in finding answers in the right balance of advice and help finding the answers themselves. He is an inspiring source of knowledge and skills to colleagues and students, both in terms of equine osteopathy EDO® and in the field of education and guidance.

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3.2 Coaching. Primary guidance based on a one-on-one relationship. The student learns, the teacher provides support during the learning process. Goals will be defined in advance to achieve increased effectiveness of the student to come. In case of group coaching, seeking collective patterns of behavior and thoughts within the group. A special coaching task is to support a thesis.

Simple, clear individual coaching. Under the guidance of the professional teacher can coach the students individually on process in the course of several meetings in more simple and unambiguous situations. Knows above all under the guidance of the professional teacher how to clarify the predefined, jointly formulated clear learning goals in collaboration with the student. Knows what requirements a thesis must meet and can empathize with the situation of students who have to develop and write their own thesis

Multi-factor individual and group coaching. Can independently coach individual and groups of students in more complex and multifaceted situations, in a long-term trajectory. Knows above all how to clarify the predefined, jointly formulated clear learning goals in collaboration with the student.Can coach students in developing and writing their theses and feel empathy for the learning questions they have. Knows the various stages of writing the thesis and knows how to stimulate the student finish within reasonable time.

Complex, extensive coaching practice. Is able to independently coach individual students and groups of students in extremely complex and multifaceted situations, into long term coaching trajectories. Knows above all to jointly with the student(s) explicit formulated clear learning goals.Can serve as a model, mentor and inspiration to others within the coaching practice. Can coach students and teachers in writing their thesis by supporting them.

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3.3 Internships and practical guidance. Can shape the course of a potentially instructive (clinical) internship /practicum or practical experience of equine osteopathy EDO®. Take into account the phase in the education of the student. During internship or practical guidance being able to steer the student to the learning achievements.

Simple practical demonstration. A simple demonstration of the various equine osteopathic techniques (see professional competence equine osteopath EDO®) in the clinic as a part of practical lessons. The student can prepare for an internship/ a practicum or in practice with a practicing (junior or senior) equine osteopath EDO®.

Translation into practice. Translates new and relevant developments in equine osteopathy EDO® to the practice of the clinic. The student can prepare for an internship /a practicum in the practice of an equine osteopath EDO® (junior or senior) and guide the students by giving feedback on their internship /practicum experiences, both individually and in groups. Can organize, coordinate and evaluate / adjust and develop internship / practicum assignments. Directs students to the learning outcome.

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.

3.4 Modeling. Powerful model for both the student and the colleague in terms of the professional image of the teacher of equine osteopathy EDO®. Understanding of and skills with elements that lead to powerful modeling and are able to handle these constructively.

Role consciousness. Is aware of the fact that he, as a teacher, is model for the profession of equine osteopathy EDO® and shows it by exemplary behavior. He does this with care and enthusiasm.

Aspects of performance modeling. Is aware of the fact that he, as a teacher, is model for the profession and the image students have about equine osteopathy EDO®. Shows powerful exemplary behavior. Does this carefully and with enthusiasm. Is familiar with the aspects that are important in modeling powerful, and can handle flexibly.

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.

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4. RELATIONAL AND COMMUNICATIVE COMPETENCES

Competency definition

Level 1 Level 2 Level 3

Professional and subject concerning content competencies

Starting teacher Professional Teacher Senior Professional Teacher

4.1 Verbal communication. Ideas, opinions and information to others transferred in plain language (spoken and written). To adapt language and terminology to different levels. Make use of modern IT applications.

Concrete verbal communication skills. Is able to communicate clearly and understandably in an individual interview, but also for / within a group of students. Can bring across the essence of a message. Can communicate by email clearly and knows what the mail can and cannot be used for. Can use of a presentation in PowerPoint.

Verbal transmission of information. Can transmit information in a clear manner. Able to adapt to the level of language to students and colleagues with different levels and different backgrounds. Is besides email able to use- and communicate by beamer, website, and is familiar with the principle of e-learning. Can design and adjust a PowerPoint presentation. Able to write teaching materials.

Inspiring and substantive verbal communication. Can communicate with people at all levels of language and from diverse backgrounds well on a content level. Can write clearly, can display the essence of a subject in written language for all applications of the educational institute that are important. Is able to communicate in inspiring way in individual conversations and in groups. Is familiar with the various possibilities of using IT and keeps up with all renewals, thinks ahead.

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4.2 Non-verbal communication. Being able to utilize gestures, facial expressions, voice volume and tone in a way that they work additionally on the content of the verbal message, and also have communicative power on its own.

Specific non-verbal communication. Knows the difference between content and relationship levels of communication. Can touch the right chord while speaking on professional level.

Non-verbal transmission of information. Is able to communicate effectively on a relational level, and handle gestures, facial expressions, voice volume and tone in such a way that students and colleagues want to listen and to the message / information across clearly.

Inspiring and substantive non-verbal communication. Is able to bring across a message in an inspiring way on a professional level of language. Shows himself a master of communication.

4.3 Empathize and feel. Tactfully and effectively respond to needs and feelings of others. Can emphasize in the situation and the perspective of the other. Can take that into account.

Show understanding for others. Can take students and colleagues into account. Is willing to take students and colleagues into account.

Feel understanding for others. Can empathize with the various personal situations of students and teachers.

Express understanding for others. Expresses understanding to different situations, without becoming personally involved.

4.4 Collaborate. Urging others to achieve results and thus contribute to a common goal. Think and act in common interests.

Contribution to results. Follow commitments, inform others about their own activities, shows interest in colleagues / students, helping, asking opinion and gives opinion of his own.

Approach and to be approachedExchange information and ideas, requests responses, asks for help from others, from opinions of others, he forms his own thoughts / actions in, looking for opportunities to solve problems together, uses team as a word of sound.

Explicit expectations. Actively seeks collaboration with others, involves others in making decisions. Is yielding knowledge actively, motivates and enthuses others to cooperate, creates shared responsibility, finds team interests more important than their own interests, speaks to teammates about their behavior.

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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.

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.

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5. Organizational competentions

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Competence definition

Level 1 Level 2 Level 3

Organizational competentions

Starting teacher Teacher professional

Senior teacher professional

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.

Collecting and structuring information. The starting teacher identifies concrete questions. He may put more questions to people to obtain additional information or information that was specifically asked for. He is able to apply structure to the collection of information.

Linking and integrating. The teacher professional semaphores complex questions, integrates existing information and explains links, integrates theory, practice and different disciplines, separates problems into different sections; perceives essential and accessory matter.

Researching alternatives. The senior teacher professional is capable to understand processes and structures. He looks at complex questions from different points of view, researches other alternatives and tests his own presumptions at the same time.

5.2 Organizing. Understanding structures of organizations and associated agreements and procedures within the educational institute. This is favorable for a systematic and methodical control and improvement of the educational process.

Structure and organization.The starting teacher is able to structure concrete information and therefore organizing the matter. He is able to make a simple but yet effective planning that results in an improvement in the educational process.

Organization and planning. The teacher professional is able to work with organization structures at a higher level and is able to edit these based on acquired notion. Is able to make a contribution on this basis to the management and improvement of the educational process.

Planning and integration.

The senior teacher professional knows the highest levels of organizational structures and has deep and broad knowledge of processes of planning. In this he can address his long experience in the field of equine osteopathy EDO® in favor of the 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.

5.3 Flexibility and anticipating. Being able to adapt own ideas and way of working in the case of changing circumstances. Being open to new ideas and actively looking for alternatives to reach the wished result. On watch for rigidness.

Being open to changes. The starting teacher is open to ideas of others and new concepts from the work floor. Is able to adapt behavior and actions to this. Is aware that obstructing from or not commencing to changes may lead to rigidness in thinking and actions.

Being able to respond flexibly. The teacher professional indents on unforeseen situations, recognizes differences in the context and quickly picks up new things. He looks and thinks ahead and knows how to take into account in his actions that things in the field of equine osteopathy EDO® are never static. Hereby he looks out for rigidness and fixedness. He knows how to make the difference between useful things and gibberish.

Flexibility, anticipation, integration. The senior teacher professional has renewing ideas, familiarizes himself quickly with the work, sees and describes needs/necessity for change and makes proposals spontaneously. Meanwhile he looks towards the integration of the different points of view to achieve a truly eclectical approach that has most of the strong points of the different approaches in it. The senior teacher professional is aware that there is a positive correlation between seniority and rigidness.

5.4 Planning.

Being able to systematically construct the educational practice of the teacher equine osteopathy EDO®. Able to apply structures and able to take action based on the frameworks.

Basic, concrete and simple planning.The starting teacher is able to make a basic and concrete planning based on concrete, unambiguous input from the educational field. This planning regards matters with short-term perspective.

Higher order, abstract planning.The teacher professional is able to make a planning that can provide guidance and order to the educational practice of the equine osteopath EDO® based on more complex and often more abstract information. This planning concerns matters with a short up to and including average term perspective.

Arduous and inclusive abstract planning. The senior teacher professional is fully adequate and capable in situations in which is to be dealt with integration of abstract information coming from the equine osteopathic educational practice. He is able to make this planning in such a way that it offers command and structure to processes with a short, average and long term perspective.

5.5 Actions focused on results. Being able to set goals according to the SMART method. The goals comply with the demands, Specific, Measurable, Acceptable, Realistic and Time (SMART) bound. Able to make clear appointments. Keeping track of progress and able to rapport and inform about it. Thinking ahead.

Setting goals. The starting teacher is able to formulate concrete goals in relation to problems concerning planning, structuring and guidance. He is part of cooperation with others in which concrete agreements and measurable and accomplishable goals are registered (SMART). Fulfills commitments made by himself within the set time. He sets priorities and is able to expose the results of his own work.

Planning stimulating and correcting. The teacher professional is able to individually plan and structuralize his own work. He is able to correct own activities and uses own notions and feedback of others as guideline (SMART). He is able to actively inform about progress and results and stimulates others to do so too. He addresses others on their own results-oriented actions but also points out cooperate responsibilities.

Setting and guarding values. Senior teacher professional creates complex and complete action plans and/ or project plans. He involves the opinions and knowledge of other colleagues in doing to. He guards plans on their achievability and feasibility (SMART). He is able to fully test the progress. In the overall process of setting values and guarding them he supports others. He tests quality by using systematic evaluation.

6. Competencies in the field of research and development.Competency definition

Level 1 Level 2 Level 3

Competencies in the field of research and development.

Starting teacher Professional Teacher

SeniorProfessional Teacher

6.1 Research analytical (basic) attitude. A positive and supportive attitude about the execution and application of (scientific) research. Represents research and research results systematically. Having a hypothesis tion and being convinced of the importance of research to the equine osteopathic practice.

Starting concrete research. Has a positive (basic) attitude in relation to the execution and application of research. Can build on own experience from executing research while studying. Is able to indetify concrete research questions within the equine osteopathic practice and thus formulating a simple research plan.

Systematically research. The professional teacher identifies complex questions within the educational practice of equine osteopathy EDO® and is able to design and execute more complex and quantity driven research based on these questions. He takes up issues , integrates existing information and theory and while doing so keeps an eye on the work floor and the applicability of the research there.

Integrative research. The senior professional teacher understands processes and structures that are connected to the editing and executing of research. He identifies and examines complex questions from different points of view, researches alternatives and tests own assumptions. He is able to do research that is of integrative nature and comments on parts and entireties with a high complexity.

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6.2 Discerning attitude. Developing a critical view on the practice of equine osteopathic research . A self-researching attitude, approach based on wonder and question. Able to work inductively as well as deductively.

Discerning attitude of wonder and question. The starting teacher is open to the ideas of others, adapts own behaviour but is critical as well concerning taking in new information and revision of already incorporated knowledge. He is driven by wonder and questions, from a critical, not a naïve perspective.

Discerning attitude towards creation of hypothesis. The professional teacher can - based on years of experience in the educational practice of equine osteopathy EDO®- get to higher levels of discerning the correct hypothesis . He can separate main and accessory matter but is at all times aware of the bias that he applies to the matter. To do so, he uses principles of induction and deduction of average complexity level.

Balance in creation of hypotheses. The senior professional teacher is able to create his own very critical and precise hypothesis based on a wide store of knowledge and experience from the equine osteopathic educational practice. In doing so he incorporates his own opinions and those of others to get to a well-balanced (final) hypothesis . To do so, he uses complex principles of induction and deduction.

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6.3 Integrating results of research in educational program. Being able to use results evolving from research to optimize the equine osteopathic educational program.

Working with results of research. The starting teacher is aware of the fact that results of research can be used in an advantageous way within the equine osteopathic educational program. He can -together with others- get to implementation of results of research in a basic, tangible way.

Using results of research optimally. The professional teacher focuses on the implementation of his own results of research and the results of others. He looks for an improvement in approach and knows, in doing so, to estimate and use the (applied) value of the results of the research optimally within the equine osteopathic educational practice. This in both simple and more complex scientific research.

Integration of research results. The senior professional teacher is aware of the importance of the usage of the results of the research within the equine osteopathic educational practice. He is knows methods and techniques to use the research in the most effective way possible within the educational context. Next to that he is well able to interpret and implement the most complex results of research accordingly within his own practice.

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7. Competency in testing and evaluation

7.1 Analysis and awareness of test results to asses rough data of tests to its value. Be able to compare reciprocal test results. To be able to analyse combinations of test results and process on a deeper level.

Superficial analysis of test results.

The starting teacher understands that different tests also have different test results. He knows that in that initially, different results cannot be compared based upon qualitative and quantitative differences.

Depth analysis of test results.

The professional teacher knows from experience to deduce the essence, main- and accessory results. Also on occasion of more complex test results. Based upon this understanding he is able to make adequate comparisons between different test results.

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.

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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.

Optimising qualities and study points. The professional teacher shows that he, based upon his experience in his field of study, can adequately link generated test results and can make constructive adjustments within the equine osteopathic educational program. With that he is able to transfer evaluative output into educational content improvements.

Complex education evaluation.The senior professional teacher knows because of his extensive experience in his field the best way to link generated test results and the most constructive adjustments within the equine osteopathic educational practice.He is able to shape this entire process and can simulate others to an individual contribution. The quality level of reflection is high and focuses on both the width and depth of the quality and study points.

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7.3 Student growth process tools. Making growth of study process of students insightful for both the student and the team of teachers. Making progress in study results from clear and accessible means for assessment.

Understanding in study progress. The beginning teacher knows his responsibility when it concerns following the individual student and his study progress. In that he has insight in the most valid form of a student progress system. He knows the role assessment plays in ascertaining such progress.

Choice of content in student progress system.The professional teacher takes individual responsibility when it concerns following the individual student and his study progress. He has knowledge and insight into any student growth processes and can make a 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.

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.

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8. Undertaking competentions

Competency definition

Level 1 Level 2 Level 3

Underlying competencies s

Starting teacher Professional Teacher

Senior Professional Teacher

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.

Relation of market and educational practice. The starting teacher understands that the work and attention field of the equine osteopathic educational practice aren’t an isolated field. He knows that there always is a relation to the market, of which the educational practice is part . He has basic notion of communication processes and interdependence between the market field and the educational practice.

Using a commercial link. The professional teacher knows how to respond to the commercial functions that are sometimes more and sometimes less hidden in the connection between market and equine osteopathic educational practice. He is able to respond to the market demands in a commercial way. He notices new trends and developments. He also responds to them in a suitable way.

Proper market forces. Senior teacher knows the equine osteopathic educational practice and the surrounding market mechanisms and is able to respond optimally to the demand and supply between both fields. Next to that, he knows both the equine osteopathic educational practice and the market from within and from own experience. He is able to respond actively and innovatively on thesis and attraction from the market.

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8.2 Promotion of program and the field of equine osteopathy EDO®. Getting the usefulness of the science of equine osteopathy EDO® brought to the attention of connected fields and the larger audience. Able to make the power and use of the program visible, also to those who are not directly involved in the program. Able to generate goodwill and understanding.

Aware of attractiveness of program and field. The starting teacher is aware of the attractiveness of the program and field of the equine osteopathic educational practice. He knows how important it is to use this attractiveness in promotion of the equine osteopathic through research practice to form internal drive and in concert with extremes.

Actively generating goodwill and understanding. The professional teacher knows that the promotion of the program and the field of the equine osteopathic practice is an instrument in the generating of goodwill and understanding for that practice. He is able to shape and direct this promotion in an active way and thereby serving the interests of both the professional group and the field of the audience (the market).

Integrative approach around the forming of decisions. The senior professional teacher knows how important it is to promote the interests of the branch of equine osteopaths EDO® within the market and the audience based on years of experience. He knows how to transfer this into an active and target oriented approach in which it is all about the promoting of the equine osteopathic educational practice.

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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.

Practical enterprise. The professional teacher knows that the integral equine osteopathic research practice has a clear practical enterprising side. He knows, based on experience with that market, how to provide guidance in the enterprise. He develops his initiative and tracks what demands the market places and translates these to the educational practice.

Accomplished enterprise. The senior teacher is capable of acting in an accomplished and adequate way within the equine osteopathic educational practice. In doing so he generates new ideas and knows how to convert them in an enterprise orientated approach. In doing so he is capable of operating fully independent.

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Bibliography1. 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

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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

IREOc Final practical exam at international jury , composed by the IREOd Thesis exam

• Preliminary examinations at the end of every education yeara 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

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V. Pathology and differential deductions and equine osteopathic deductions. VI. 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 IREOA 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.

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• 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

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student fail the exam after repeating this year and the retake, he will be not allowed to further participate. c. In case of repeating the year, the student is not allowed to concurrently attend the modules of the next year. d. 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.

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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. Good passive and some active knowledge of scientific research in equine osteopathy EDO®. b. The developing of scientific attitude and skills. c. Learning to reflect on the theoretical aspects of equine osteopathy EDO®. d. Contributing to the critical attitude of the student considering his own thinking patterns and actions and the executing of a scientific work piece. e. Able to defend concerning research

3. Possibilities: The demands concerning form of the thesis have not been tightly written down.

Possibilities are here, not limited to, named.

a. Clinical research of at least 5000 words (excl. supplements, front-page, table of contents, summary, word of thanks, etc.) b. Case study of at least 5000 words (excl. supplements, etc.) c. Comparing literature research with the main emphasize on equine osteopathic qualitative assessment, with at least 5000 words (excl. supplements, etc.) d. A scientific article instead of a thesis with at least 5000 words publicized in a international renowned magazine. e. A study has to be preferably part of a research line of the educational institute, either this or encapsulating international research guidelines. f. 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.). g. A dissertation of the subject has to be presented for approval of execution by the education institution.

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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. Tutor(s) is (are) to be qualified, but also matching the intended level, for the chosen subject. All tutors are equine osteopaths EDO®. b. The tutor needs to meet the general demands of the concerning program and has to be ratified by the program. c. 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.

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d. The candidate has to take the recommendations of the tutor into account. A tutor can possibly explain his choices in front of a jury.

e. The choices of a tutor who has been approved by the program, cannot work as a disadvantage to the candidate.

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. f. 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.

6. Result a. 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.

7. 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. Both the tutor and the reading commission are to give a positive appreciation of the thesis independently. e. Reasons for rejection: 1. Insufficient quality of the thesis. 2. Plagiarism is defined as fraud and results in expulsion.

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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.

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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.

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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.

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8.2.a: Decision program equine osteopathy EDO®(Part of acknowledgement criteria program and continuing education equine osteopathy EDO®)

Equine Osteopathy EDO®Article B1Equine 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 B2The 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.

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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.

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  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 rightFalse 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)

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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. 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. b. Accreditation only considers the diploma of the considering person and not of the considering program. If the program wants accreditation, part 4 applies. c. 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. d. 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.

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Article B4 1. Accreditation may be given to educational location of an institution for a program for equine osteopathy, which offers a complete program. 2. 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. 3. An accredited program has to meet the demands named in the testing context below.

Testing cadre programsArticle 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 B6The 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.

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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 B81. 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.

2. 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.

Article B9 1. 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.

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Article B 10There 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 B11As 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 B12This decree of standards can, as part of the accreditation criteria program and post-graduate 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 B13All 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

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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. 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. 4. 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. 5. 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. 6. 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. 7. 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. 8. 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 road78666 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 3252525 Waldfeucht- Obspringen,Nord Rhein Westphalen, Germany

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8.2.b: Policy rule RC Testing criteria acknowledgement and inspection programs. At: Regulations Registrations commission policy rule: Acknowledgement and inspection programs. Number: RC 2011-01Starting 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.

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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 CanMEDS-model.

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. Programs are to utilise the described entry demands. 9. 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

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Quality control

11. 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. 12. 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 CanMEDS- subjects 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

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• 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.

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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.

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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.

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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. Job profile model medical specialists. 2. Job model sports doctor 20043. CanMEDS 2000 project: “skills for the new millennium: report of the social needs working group.” September 19964. CanMEDS project overview5. CanMEDS Care model6. Competences of teachers in the medical program centre continuum (2008) workgroup teacher professionalising medical education OCG-DMW and VNMO7. Curriculum volume 1. School structure the international academy of osteopathy Gent, 2005 8. Curriculum volume 2. Academic-structure. the international academy of osteopathy Gent version may 20059. Draft version European Framework for Standards of Osteopathic Education and Education (EFCOP)10. Draft version osteopathy of the WOHO11. 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. 12. European framework for standards of Osteopathic Education &Education (EFSOET)13. Goedhart, M. en B. van de Laar (2005). Academical competences. How to translate into a concrete aim? Groningen: IDO.ScO-RuG.14. Model competence aimed studying. 15. Educational plan College Sutherland, Aims 200416. KNMG: General competences of the medical specialist. 17. Educational plan FICO 2005.18. Paul van Dijk. Ways of assessment in the Netherlands. Publish. Ankh Hermes, Deventer, 200319. Window educational plan, material and organizational material of CS, FICO and IAO (internal pieces, not publicly available)21. Standards of Osteopathic Education and Education. 22. Subject benchmark statement osteopathy (2007). Draft for consultation. Quality Assurance Agency for Higher Education (QAA). 23. Teaching, learning and assessment (2007) the European Framework for Standards of Osteopathic Education & Education (EFSOET)24. Wojcicki, T.P.(2003) Implementing Teacher Competencies as a Professional Development activity. PAACE Journal of Lifelong Learning, Vol. 12, pages 59-67.

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