Osteopathic Accreditation Standards 2021
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Osteopathic Accreditation Standards 2021
© AOAC 2021 This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and inquiries concerning reproduction and rights should be addressed to Copyright, AOAC, GPO Box 400, Canberra ACT 2601
Contents
Acknowledgements 2
1. Preamble 4
2. Background 5
2.1 Review of the osteopathic accreditation standards 5
2.2 Consultation Stage One 6
2.3 Consultation Stage Two 8
2.4 Consultation Stage Three 9
2.5 Regulatory impact assessment 9
2.6 Ratification and approval 9
3. Introduction 10
3.1 Use of the Osteopathic Accreditation Standards 2021 10
3.2 Essential evidence 10
3.3 Glossary 10
4. Osteopathic Accreditation Standards 2021 11
Standard 1: Safety of the public 11
Standard 2: Academic governance and quality assurance 12
Standard 3: Program of study 13
Standard 4: The student experience 14
Standard 5: Student assessment is comprehensive, fair, valid and reliable 14
Glossary 15
Reference list 23
Bibliography 24
1Acknowledgements
The Board of the Australian
Osteopathic Accreditation
Council (AOAC) gratefully
acknowledges the expertise, time
and commitment contributed by
each member of the Professional
Reference Group (PRG), AOAC
Accreditation Committee and
the AOAC secretariat, to review
and update these Osteopathy
Accreditation Standards.
2 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auProfessional Reference Group membership: Australian Nursing and Midwifery Accreditation
Council staff:
• Clinical Professor Fiona Stoker, Professional
Reference Group Chair • Dr Margaret Gatling, Director of Accreditation
Services
• Ms Melanie Hunt, Registered Practicing Osteopath,
AOAC Board Director • Ms Mary-Grace Bingham, Professional Services
• Professor Brian Jolly, Conjoint Professor of Officer, Project Lead
Medical Education
• Ms Bimbi Gray, Lecturer Practitioner—Osteopathy
• Ms Emily Jones, Advanced Paediatric Osteopath,
Osteopathy Australia Paediatric Clinical Interest
Group Leadership Committee
31. Preamble
To become an osteopath in Australia, an c. to facilitate the provision of high-quality education
individual must first complete a program and training of health practitioners; and
of study accredited by the Australian d. to facilitate the rigorous and responsive
Osteopathic Accreditation Council (AOAC) assessment of overseas-trained health
and approved by the Osteopathy Board of practitioners; and
Australia (OsteoBA). e. to facilitate access to services provided by health
practitioners in accordance with the public
The AOAC uses accreditation standards to accredit and interest; and
assess programs of study leading to eligibility to apply f. to enable the continuous development of a
to the OsteoBA for registration as an osteopath. flexible, responsive and sustainable Australian
These Osteopathic Accreditation Standards (2021) health workforce and to enable innovation in
replace the Accreditation Standards for Osteopathic the education of, and service delivery by, health
Courses in Australia (2016). practitioners.
Education providers who deliver AOAC accredited and These objectives (particularly a, c and f) and the
OsteoBA-approved programs, must be registered with Australian Health Practitioner Regulation Agency’s
the Tertiary Education Quality and Standards Agency, (Ahpra) procedures for the development of
as a university or higher education provider. accreditation standards underpinned the review of
these standards [2].
The Health Practitioner Regulation National Law
Act 2009 (the National Law) legislates the National Wide-ranging consultation was undertaken for
Registration and Accreditation Scheme for health the review. Stakeholders could contribute to three
practitioners [1]. consultations. They could do so through an online
survey, by written submission or face-to-face on a
Section 3(2) of Part 1 of the National Law sets out the
Zoom conference.
Scheme’s six objectives. These are:
The National Cabinet Principles for Best Practice
a. to provide for the protection of the public by
Regulation were considered during the review.
ensuring that only health practitioners who are
The Office of Best Practice Regulation assessed the
suitably trained and qualified to practice in a
requirement for a regulatory impact statement and
competent and ethical manner are registered; and
determined a full one was not required [3].
b. to facilitate workforce mobility across Australia
The OsteoBA approved the Osteopathic Accreditation
by reducing the administrative burden for
Standards on 30 June 2021.
health practitioners wishing to move between
participating jurisdictions or to practice in more
than one participating jurisdiction: and
4 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
2. Background
2.1 Review of the osteopathic Section 46(2) of the National Law requires that:
accreditation standards In developing an accreditation standard for a
health profession, an accreditation authority must
The AOAC reviews accreditation standards based on:
undertake wide-ranging consultation about the
• its protocol for the review and development of content of the standard.
accreditation standards [4]
The AOAC has complied with this requirement by
• Ahpra’s procedures for the development of working with the Professional Reference Group to
accreditation standards [2], which include the develop a list of stakeholders to participate in wide-
National Cabinet Principles for Best Practice ranging consultation about the content of these
Regulation [3]. accreditation standards. Email invitations were sent
for each consultation.
Principle 6 of the National Cabinet Principles for Best
Three rounds of consultations were conducted.
Practice require that regulations remain relevant
Stakeholders could contribute through an online
and effective over time. The current standards were
survey, by written submission or face-to-face on a
published in 2016 after OsteoBA approval [5]. In
Zoom conference.
keeping with Principle 6, a review began in 2020.
Each round included a consultation paper,
A Professional Reference Group was convened to
published on AOAC’s website and circulated to
oversee the review and provide advice to the AOAC
stakeholders. Consultation periods were 30 business
Accreditation Committee and Board of Directors.
days for the first two stages and 20 business days
The Professional Reference Group provided advice
for the final stage.
on project planning, developing consultation papers,
developing standards, engaging with stakeholders and Public submissions for each consultation were
synthesising feedback. published on AOAC’s website:
https://osteopathiccouncil.org.au/
52.2 Consultation Stage One 4. Extent to which educational pathways in
pre-registration programs prepare for areas
The first consultation stage involved writing and of advanced practice.
presenting a paper to inform the development of
the standards. The consultation was open from Feedback included a mix of responses with some
7 October to 18 November 2020. concerned that such programs should prepare
for general practice and not advanced practice.
The consultation paper outlined key areas for However, one comment was that ‘today’s advanced
stakeholders to consider. It was researched practice is tomorrow’s core practice’.
and developed by the AOAC and reviewed by
the Professional Reference Group before it was Feedback was that curriculums need to be regularly
circulated to stakeholders. The consultation reviewed to ensure contemporaneous practice.
paper outlined relevant issues, including 5. Key areas of advanced practice in the profession.
workforce characteristics and influences on
osteopathic practice. Feedback indicated the following key areas of
advanced practice—paediatrics, older populations,
Stakeholders were asked to consider and respond disability, pain management, exercise rehabilitation,
to several issues to assist in developing the draft post-surgery, stroke rehabilitation, occupational
standards: health and sports practice, pregnancy, and
1. Importance of learning objectives as they relate women’s health.
to inter-professional learning in osteopathy 6. Introduction of an evidence guide to accompany
pre-registration programs. the accreditation standards, to assist education
Feedback was strongly positive that this should providers in preparing for accreditation.
be mandated within the education accreditation All feedback was positive as this would provide
standards. transparency, increase public confidence, and could
2. Improvement of interdisciplinary collaboration be used to benchmark between education providers.
between osteopathy and other health 7. Feedback on the proposed five accreditation
disciplines at entry program level. standard structure.
Feedback indicated that collaboration could All feedback was positive to this proposed change.
be improved within the learning and clinical The option of a sixth standard dedicated to cultural
environments by sharing content of lectures safety was suggested.
and texts, simulation workshops, practicums,
placements, patient rounds and extracurricular 8. Degree to which Aboriginal and Torres Strait
baseline activities. Islander cultural safety was embedded in
core-registration programs and practice of
3. Development and expansion of evidence-based
osteopaths.
practice within the pre-registration curriculum.
All feedback reflected that cultural safety was not
Feedback included supporting undergraduate
included within the curriculum.
students to develop baseline technical skills,
undertake small research projects and strengthen All feedback affirmed that such education and
evidence-based practice in clinical learning. practices should be included within pre-registration
education and osteopathic practice.
6 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
9. Cultural safety of Aboriginal and Torres » ensuring inter-professional placements
Strait Islander students is embedded within collaborate with other tertiary institutions.
educational programs.
13. Long-term consequences of the COVID-19
Feedback included: Pandemic on osteopathic practice.
» supporting Aboriginal and Torres Strait Islander Feedback included the need to:
students to gain entry to osteopathy programs
» improve infection control teaching, the role and
» providing staff with access to specialist place of public health, and health promotion
knowledge, expertise, and cultural capabilities to within the curriculum.
facilitate learning
» apply more innovative and flexible models of
» aligning educational programs with Ahpra’s non-hands-on patient care (that is, telehealth)
Aboriginal and Torres Strait Islander Health and
» apply social distancing when scheduling clinic
Cultural Safety Strategy.
appointments and placing students.
10. Means by which the new accreditation
14. Changes likely to impact on the osteopathic
standards include Aboriginal and Torres Strait
profession in the future.
Islander history, culture and health within the
curriculum. Feedback included:
Feedback included: » increasing demand from aged care, disability,
rehabilitation and out-of-home facilities
» seeking external input into the program design
from Aboriginal and Torres Strait Islander people » crossing over osteopathy and the popularity of
physiotherapy and exercise physiology
» incorporating within each accreditation
standard and education program cultural safety, » increasing the use of telehealth and technology
communication and treatment skills that are in non-contact clinical care.
sensitive and appropriate to Aboriginal and
15. How the accreditation standards guide
Torres Strait Islander people
the graduate osteopath, and the broader
» recognising the health gap for Aboriginal and osteopathy profession, to meet the future
Torres Strait Islander people. healthcare requirements of individuals and
11. Non-contact skills be included within communities.
the curricula. Feedback included ensuring that accreditation
standards that are flexible, innovative and
Feedback included:
encompass a wide range of approaches in treating
» placing infection control modules early in the patients.
program
16. Other issues to address.
» employing methods other than direct contact
(for example, non-contact as telehealth), as used Feedback included the need to:
by other hands-on professions (for example, » align student learning outcomes with program
physiotherapy and podiatry). accreditation criteria while minimising the
regulatory burden on education providers
12. Means to overcome clinical placement and
clinical hour attainment issues. » include regulatory requirements for practice
within pre-registration programs as preparation
Feedback included:
for the workforce.
» adopting new approaches as competency-
based assessment, clinical observation (that is,
using web-based communication platforms),
clinical simulation, project work, and diversity in
placements, including policy field work.
72.3 Consultation Stage Two Feedback indicated that when providing programs
at a master’s level, the requirement for lecturers to
The second consultation stage was open hold a PhD can be challenging as those who hold
from 2 February to 16 March 2021. The second this qualification in osteopathy within Australia is
consultation paper presented the first draft very limited.
of the proposed standards and other areas for
Feedback indicated some duplication within the
consideration.
accreditation standards, but this was acknowledged
The second consultation paper provided as required when interpretations of criterion also
further detail on the rationale to move to a five slightly differed.
or six-standard framework. It acknowledged that
other accreditation bodies, such as the Australian 2. If the proposed accreditation standards
Nursing and Midwifery Accreditation Council, encompass all aspects of cultural safety.
Council on Chiropractic Education Australasia and One suggestion was to consider cultural safety for
Australian Dental Council/Dental Council (New other cultures in addition to those for Aboriginal
Zealand), currently use a five-standard framework. and Torres Strait Islander people.
The proposed draft standards and criteria were Feedback was that critical reflection be included
mapped to the 2016 AOAC Accreditation Standards within the learnings and practice of cultural safety,
for Osteopathic Courses in Australia [5]. Criteria 3.6.
Stakeholders were asked to consider:
3. If cultural safety should be included in a sixth
1. If the draft accreditation standards prepared standard or integrated within the five-standard
new graduates to meet the required knowledge, framework.
skills and attitudes of the OsteoBA’s Capabilities Feedback was mixed. Some respondents indicated
for osteopathic practice (2019) and if changes that a separate standard dedicated to cultural
to the criteria should be considered to reduce safety would provide more scope and relevance.
duplication (including through addition, If integrated within the five-standard framework,
deletion or amalgamation) [6]. however, this might appear to be ‘tacked on’. Other
Feedback predominantly indicated that the draft feedback affirmed that an integrated approach
accreditation standards met requirements and, with across the five standards would provide for
the five-standard framework, would reflect a similar better alignment.
approach used by other health disciplines (for One respondent identified that if an integrated
example, physiotherapy and speech pathology). approach to cultural safety was chosen, then criteria
Feedback indicated that two capabilities for 2.5 and 3.5 could be split into two additional criteria.
osteopathic practice (2019) (6.2. and 7)—that This would clearly identify the elements of cultural
may not have been represented within the draft safety and reduce the risk of education providers not
accreditation standards—could be included within meeting these criterion requirements.
Standard 3, Criterion 5 The definition of cultural safety, as defined
The use of Feedback indicated that an evidence and adopted by the National Registration and
guide would be useful in mapping evidence against Accreditation Scheme and OsteoBA’s Capabilities
each criterion and further clarify human resource for Osteopathic Practice (2019), be included
allocation, including through a staffing matrix. prominently in the introduction of the revised
accreditation standards.
8 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
4. If research and evidence-based practice should 2.5 Regulatory impact assessment
be included in the accreditation standards, to
ensure it is reflected in pre-registration curricula. The AOAC took into account, when reviewing the
accreditation standards, the National Cabinet
The draft accreditation standards supported Principles for Best Practice Regulation [3]. The AOAC
research and evidence-based practice as an presented the draft accreditation standards to the
important graduate skill. This would be achieved by Office of Best Practice Regulation during the review
ensuring graduates have access to evidence-based for preliminary assessment and consideration of the
health education, learn evidence-based clinical skills advantages, disadvantages and burdens of introducing
relevant to osteopathy and produce and translate the accreditation standards, as well as the potential
research into clinical practice. These were all impact for stakeholders.
reflected within the criterion 2.6, 3.3, 3.5, 3.9 (d).
The Office of Best Practice Regulation considered
An online Zoom consultation forum with key the standards as presented and determined that a
stakeholders, including the three education regulatory impact statement was not required.
providers and representatives of Osteopathy
Australia, was undertaken in response to the low
number of responses to the second consultation. 2.6 Ratification and approval
The forum included discussions on the proposed
Section 47 of the schedule in the National Law [1]
accreditation standards and the questions
requires the OsteoBA to approve, refuse to approve or
presented in the second consultation paper. Eight
ask the AOAC to review the accreditation standards.
responses to the consultation, including from the
online Zoom consultation, were incorporated into AOAC’s Executive officer reviewed them before
the second synthesis paper. presenting them to AOAC’s Board to ratify. After
ratification, the AOAC presented the accreditation
standards to the OsteoBA for approval.
2.4 Consultation Stage Three
The OsteoBA approved the accreditation standards on
The third and final online consultation of the draft 30 June 2021.
accreditation standards was open from 12 April to
10 May 2021.
This consultation provided an opportunity for
stakeholders to respond to the draft standards and the
new glossary.
A small cohort of eight stakeholders provided
feedback, including submissions from an osteopath,
Queensland Allied Health Profession’s Office, AOAC
Accreditation Council, Osteopathy Australia, and
the OsteoBA. A key Zoom stakeholder consultation
was held with the three education providers and
Osteopathy Australia. No responses to the third
consultation were received from students or
consumers.
Responses to the accreditation standards included
refining criterion by modifying, removing or relocating
selected criterion. The third synthesis paper defining
these changes was published on AOAC’s website.
93. Introduction
3.1 Use of the Osteopathic 3.2 Essential evidence
Accreditation Standards 2021 In collaboration with stakeholders, the AOAC
The Osteopathic Accreditation Standards 2021 are has developed an essential evidence companion
principally designed for education providers seeking guide to support the accreditation standards. It is
accreditation for an entry to practice osteopathy given to education providers with the Osteopathic
program (bachelor’s degree or master’s degree). Accreditation Standards 2021. The companion
guide provides information to education providers
The AOAC evaluates education programs against
about the minimum evidence they need to submit
the accreditation standards before making
to demonstrate their program of study meets the
recommendations on their acceptance to the OsteoBA,
accreditation standards. Education providers applying
in line with sections 48 and 49 of the schedule in the
for program accreditation are required to provide
National Law [1].
all essential evidence in conjunction with their
The accreditation standards specify the minimum Osteopathic Accreditation Standards Application Pack.
requirements education providers must meet for
their program of study to be accredited by the AOAC.
Graduates of Australian programs must complete a
3.3 Glossary
program of study accredited by the AOAC and approved Glossary terms are included within the Osteopathic
by the OsteoBA to be eligible to apply for registration Accreditation Standards 2021 and in the essential
with the OsteoBA. evidence companion guide.
10 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
4. Osteopathic Accreditation Standards 2021
Standard 1: Safety of the public
1.1 The program’s guiding principles include 1.5 The education provider confirms that
protecting the public. student clinics or other health services in
which the student undertakes professional
1.2 The program’s admission requirements are fair,
placements have:
equitable and transparent. Before making an
offer for enrolment, education providers inform a. Evidence-based quality and safety policies
applicants of the need to: and processes that meet relevant
jurisdictional requirements and standards.
a. Meet the program’s inherent requirements.
b. Osteopaths prepared for the supervisory role
b. Demonstrate English language proficiency by
and able to supervise and assess the student
providing a written declaration that English is
during all professional placements.
their primary language or evidence that they
have achieved the minimum English language c. Relevant registered health practitioners
requirements as specified in the Ahpra English available to support collaborative teaching
language skills registration standard.1 and learning opportunities in inter-
professional settings.
c. Meet the requirements of student clinics,
health services or organisations where 1.6 The student is supervised by registered,
professional placements occur. appropriately qualified osteopaths and/or
health practitioners during professional
d. Register with the OsteoBA on
placements.
program completion.
1.7 The education provider has processes in place to
1.3 The program is delivered to prepare graduates manage students with identified impairments
for safe and ethical practice. that, during their professional placement,
may place the public at risk. These processes
1.4 The student is registered with the
include procedures for mandatory reporting
OsteoBA before starting their first
where required. 2
professional placement.
1 Australian Health Practitioner Regulation Agency (2015). Registration Standard: English Language Skills. Melbourne: Australian
Health Practitioner Regulation Agency.
2 Australian Health Practitioner Regulation Agency (2020). Mandatory notifications about registered students. Melbourne: Australian
Health Practitioner Regulation Agency.
11Standard 2: Academic governance and quality assurance
2.1 The academic governance arrangements for the 2.3 The program’s quality assurance mechanisms
program of study include current registration incorporate evaluation information from various
by the Tertiary Education Quality and Standards sources and address:
Agency as an Australian university or other
a. risk assessment of all student learning
higher education provider.
environments
2.2 The education provider conducting the program
b. student evaluations
has a governance structure that ensures the
head of discipline holds a relevant post-graduate c. internal and external, academic and health
qualification and is a registered osteopath with professional evaluations
the OsteoBA, with no conditions or undertakings d. evidence-based developments in:
on their registration relating to performance or
conduct. i. osteopathy professional education
The head of discipline is responsible for: ii. health professional education
a. academic oversight of the program iii. health and healthcare.
b. promoting high-quality teaching and learning 2.4 The program includes relevant external input
experiences for the student to enable to its design and management, including from
graduate competence representatives of the osteopathy profession,
consumers, student, carers, and other relevant
c. ensuring staff and students are adequately stakeholders.
indemnified for relevant activities undertaken
as part of program requirements. 2.5 The program includes input to its design and
management from Aboriginal and Torres Strait
Islander people.
2.6 The program entry pathways for which the
student receives block credit or advanced
standing, other than on an individual basis, are
identified, approved by the AOAC, and allow
graduates to meet the OsteoBA’s Capabilities
for osteopathic practice (2019).
12 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
Standard 3: Program of study 3.8 The program’s content and subject learning
outcomes embed diversity, culture, inclusion and
3.1 The program’s curriculum document articulates cultural safety for all people.
osteopathy and educational philosophies, and
3.9 The program includes a broad range of student
their practical implementation informs the
professional placements for developing
program of study.
graduates to meet the OsteoBA’s Capabilities
3.2 The program is developed at an Australian for osteopathic practice (2019).
Qualification Framework Level 7 or above the
3.10 The program’s content and subject and
award of a bachelor’s degree, as a minimum.
disciplinary learning outcomes support:
3.3 The program’s teaching and learning reflects
a. The achievement of the OsteoBA’s Capabilities
contemporary practices in osteopathy and
for osteopathic practice (2019).
other health professions education. It
responds to emerging health trends, evidence- b. An integrated knowledge of global, national,
based research, and technological advances. and regional health priorities as they relate to
osteopathic practice.
3.4 The program’s resources enable the
achievement of learning outcomes that meet c. An integrated knowledge of safety and quality
the OsteoBA’s Capabilities for osteopathic standards as they relate to osteopathy
practice (2019), including human and physical practice in Australian primary healthcare
resources supporting all teaching and learning services.
environments.
d. An integrated knowledge of care across the
3.5 The program includes: lifespan and contexts of osteopathy practice.
a. Aboriginal and Torres Strait Islander peoples' e. The development of research skills which
history, health, culture, and cultural safety draw links between knowledge and/or
based on the Aboriginal and Torres Strait research generation and the translation of
Islander Health Curriculum Framework.3 evidence into practice.
b. Embedded content relevant to health f. Intra-professional and inter-professional
outcomes of Aboriginal and Torres Strait learning and practice.
Islander peoples is embedded throughout the
program. 3.11 Teaching and clinical staff are:
3.6 The education provider promotes and supports
a. registered health practitioners where the
the recruitment, admission, participation,
subjects relate to osteopathic practice
retention, and completion of the program by
Aboriginal and Torres Strait Islander people. b. suitably qualified to supervise professional
placements
3.7 The program includes principles of diversity
and inclusion for all people that represent c. from other professions suitably qualified and
the Australian community. These principles experienced to deliver the units being taught.
are clearly articulated as required disciplinary
learning outcomes.
3 Commonwealth of Australia (2013). National Aboriginal and Torres Strait Islander Health Plan 2013–2023. Canberra: Commonwealth of
Australia.
13Standard 4: The student experience Standard 5: Student assessment
4.1 Students receive program information that is
is comprehensive, fair, valid and
relevant, timely, transparent and accessible. reliable
4.2 Students academic and clinical learning needs 5.1 The program’s learning outcomes and
are identified and supported by the education assessment strategies are aligned.
provider.
5.2 The program’s subject learning outcomes, with
4.3 Students are informed and have access to associated subject assessments, are clearly
personal support services and effective mapped to the OsteoBA’s Capabilities for
grievance, and appeals processes provided by osteopathic practice (2019).
qualified personnel.
5.3 The program’s theoretical and clinical
4.4 Students are represented within program assessments are supported using:
advisory, deliberative and decision-making
a. contemporary, validated assessment
processes.
tools, modes of assessment, sampling and
4.5 Students clinical experiences include the moderation processes.
provision of culturally safe care for Aboriginal
b. multiple validated assessment tools, modes
and Torres Strait Islander people where possible.
and sampling, including direct observation in
4.6 Students experiences have equity and diversity the clinical setting.
principles observed and promoted.
5.4 The program's management and co-
4.7 Students experience is considered across all ordination, include moderation procedures,
teaching and learning environments which that support consistent and appropriate
are monitored and evaluated regularly assessment and feedback to the student.
with outcomes informing program quality
5.5 The program has formative and summative
improvement and safety.
assessments that enhance learning and inform
student progression. Summative assessments
appraise competence against the OsteoBA’s
Capabilities for osteopathic practice (2019)
before successful completion of the program.
2 Except as it relates to criteria 2.4 and 3.1.
14 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
Glossary
These definitions are sourced from the Health Across the lifespan
Practitioner Regulation National Law Act 2009 Osteopaths treat people of all ages, including children,
(National Law) and the Osteopathy Board of babies, adolescents and the elderly.
Australia’s Capabilities for osteopathic practice
(Australian Government, 2009; Osteopathy Board Agreement
of Australia, 2019). Shared formal agreement, or deed of agreement,
between the education provider and any health
Accreditation
service provider through which students gain their
Form of program evaluation in which the quality professional experience.
of an education program is judged against defined
accreditation standards through a combination of Approved program of study
self-assessment and external peer review. Program For a health profession or for endorsement of
accreditation ensures that education and training registration in a health profession, means an
leading to registration as a health practitioner is accredited program of study
rigorous and prepares graduates to practise the health
a. approved under Section 49(1) of the National Law
profession safely.
by the National Board established for the health
(Health Professions Accreditation Council’s Forum/ profession
Australian Health Practitioner Regulation Agency, (2015)
b. included in the list published by the National
Communication between Accreditation Authorities
Agency under Section 49(5) of the National Law
and National Boards about accreditation and program
(approved programs of study list).
approval decisions and changes to accreditation
standards—a guidance document about good practice) Assessment mapping
Retrieved from https://www.ahpra.gov.au/ Mapping across all curriculum elements showing
Publications/Accreditation-publications.aspx how each program’s assessments fit, and how
they are used to evaluate the program’s learning
Accreditation expiry date outcomes. These learning outcomes should map to
Date the program ceases to be accredited for the the relevant capabilities in the OsteoBA’s Capabilities
purpose of enrolling new students. Accreditation for Osteopathic Practice (2019). Mapping supports
expiry dates are stipulated by the AOAC upon decisions about the number, type and context of a
accreditation approval. program’s assessments. It also identifies whether
and when formative or summative assessments are
Accreditation standard
needed. See assessment types.
For a health profession, a standard used to assess
whether a program of study, and the education Assessment types
provider that provides the program of study, Formative assessments provide feedback for future
provide students who complete the program with learning, development and improvement. Summative
the knowledge, skills, and professional attributes assessments indicate whether certain criteria have
necessary to practice the profession in Australia. been met or certain outcomes achieved. See Formative
Assessment and Summative assessments.
15Australian Health Practitioner Regulation Agency Capabilities
(Ahpra) Describe the personal and professional expertise and
Organisation responsible for the implementation underpin the behavioural skills that characterise work
of the Australian National Registration and being performed well. Capability is normally inferred
Accreditation Scheme. Ahpra supports the National from evidence of performance on the job. It represents
Health Practitioner Boards in implementing the the demonstrable abilities necessary to perform a type
Scheme. Ahpra manages the registration and renewal or level of work activity. Professional capability specifies
processes for registered health practitioners and the expected behaviours and attributes of clinicians.
students around Australia. Capabilities reflect the expanding sphere of influence
and control expected of individuals of a higher grading
Australian Health Practitioner Regulation National Law
(Osteopathic International Alliance, 2013).
Act 2009 (the National Law)
Act providing for the adoption of the National Law Clinical Expertise
to establish a national registration and accreditation Clinical expertise is the clinician’s cumulated
scheme. experience, education and clinical skills.
Australian Osteopathic Accreditation Council (AOAC) Clinical placement
Council that helps protect the health and safety Authorised block of time during which students
of the Australian community by establishing high- attend a clinical setting for a structure clinical
quality standards of osteopathy education, training experience as part of their program.
and assessment. The AOAC is the independent
Competence
organisation that assesses and accredits osteopathic
education programs leading to eligibility for Consistent and judicious application of knowledge,
registration as an osteopath in Australia. It also skills, clinical reasoning, attitudes and reflection
assesses the suitability of overseas qualified to the standard of performance required in the
osteopaths to practice in Australia. workplace. Embodies the ability to transfer and apply
knowledge, skills and behaviours to new situations
Australian Qualifications Framework (AQF) and environments.
National policy for regulated qualifications in
Consent and/or valid consent
Australian education and training. The AQF
incorporates the qualifications from each education Consent is valid if the treatment is agreed to by
and training sector into a single comprehensive the patient or client after they have been fully
national qualifications framework. informed of the nature of the treatment, the
reason for its recommendation, how it relates to
Retrieved from https://www.aqf.edu.au/
presenting problems and other information they
Australian university would consider as relevant to their decision (such
as inherent risks of the treatment and alternative
Higher education provider established by the
treatment options). Consent is only valid if the patient
Australian Government or a state or territory
or client is competent to understand and authorise
government as a university and registered with the
the intervention and makes a voluntary decision to
Tertiary Education Quality Standards Agency in the
undergo the treatment. Consent obtained by coercion
‘Australian University’ provider category.
or undue influence is not valid. See the OsteoBA’s Code
Retrieved from https://www.aqf.edu.au/ of conduct and guidelines.
16 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
Consultation or consult. Cultural safety
The meeting between an osteopath and a patient The Osteopathy Board of Australia has adopted the
or client for the purpose of providing osteopathic following definition for cultural safety from the
healthcare. Normally includes assessment and National Schemes Aboriginal and Torres Strait Islander
intervention. Is also referred to as the ‘therapeutic Health and Cultural Safety Strategy 2020-2025
encounter’. (Capabilities for Osteopathic practice 2019,p.7.
Continuing professional development Determined by Aboriginal and Torres Strait Islander
individuals, families and communities. Culturally safe
Means by which members of professions maintain,
practise is the ongoing critical reflection of health
improve and broaden their knowledge, expertise
practitioner knowledge, skills, attitudes, practising
and competence, as well as develop the personal
behaviours and power differentials in delivering safe,
and professional qualities required throughout their
accessible and responsive healthcare free of racism.
professional lives.
To ensure culturally safe and respectful practice,
Course
osteopaths must:
See Program or program of study and Approved
a. Acknowledge colonisation and systemic racism,
program of study.
social, cultural, behavioural and economic factors
Criminal history which impact individual and community health.
Defined in the National Law as: b. Acknowledge and address individual racism,
• Every conviction of the person for an offence, their own biases, assumptions, stereotypes and
in a participating jurisdiction or elsewhere, and prejudices and provide care that is holistic, free of
whether before or after the commencement of this bias and racism.
Law. c. Recognise the importance of self-determined
• Every plea of guilty or finding of guilt by a court decision making, partnership and collaboration in
of the person for an offence, in a participating healthcare, which is driven by the individual, family
jurisdiction or elsewhere, and whether before or and community.
after the commencement of this Law and whether d. Foster a safe working environment through
or not a conviction is recorded for the offence. leadership to support the rights and dignity of
• Every charge made against the person for an Aboriginal and Torres Strait Islander people and
offence, in a participating jurisdiction or elsewhere, colleagues.
and whether before or after the commencement of Curriculum or program document
this Law. Contains the program philosophy, educational
• Under the National Law, spent convictions strategy and professional theoretical framework.
legislation does not apply to criminal history Includes program structure and sequencing, content,
disclosure requirements. delivery strategies, forms of and regulations
pertaining to assessment and program evaluation
Retrieved from https://www.ahpra.gov.au/About-
processes.
AHPRA/What-We-Do/Legislation.aspx
Delivery mode
Retrieved from https://www.osteopathyboard.gov.au/
Means by which programs are made available to
Criteria or criterion students. Examples: on-campus or in blended mode,
Specific statements against which a program is to be by distance or by e-learning.
evaluated, and which are designed to be addressed by
an education provider when undergoing accreditation.
17Direct supervision Graduates
When the supervisor is physically present and Those who have successfully undertaken a program of
personally observes, works with, guides and directs the study enabling them to apply for registration with the
person being supervised. OsteoBA.
Disability Head of discipline or school
Umbrella term for impairments, activity limitations Lead academic responsible for the design and delivery
and participation restrictions. Denotes the negative of the program on behalf of the education provider.
aspects of the interaction between an individual (with
Health informatics and health technology
the health condition) and that individual’s contextual
factors (environmental and personal factors) (World Appropriate and innovative application of the
Health Organization, 2013). concepts and technologies of the information age to
improve health and healthcare.
Diverse population groups
Health Practitioner Regulation National Law Act 2009
In these standards, people of all education levels;
(the National Law)
ethnic, cultural, and socio-economic backgrounds;
geographic regions; and living with impairment, Adopted in each state and territory, setting out the
activity limitations and participation restrictions. provisions of the Health Practitioner Regulation
Adopted from the OsteoBA’s Capabilities for National Law. The National Law has been adopted
Osteopathic Practice (2019)—glossary. by the parliament of each state or territory through
legislation. It is generally consistent in all states and
Education provider territories. New South Wales did not adopt Part 8.
Organisational entity responsible for the design and
Retrieved from https://www.ahpra.gov.au/Support/
delivery of a program of study from which graduates
Glossary.aspx#N
are eligible to apply for registration as an osteopath.
Higher education provider
Expiring or expired accredited program.
Tertiary education provider who meets the Higher
Accredited program that is reaching or has reached its
Education Standards Framework (Threshold
accreditation expiry date.
Standards) as prescribed by the Tertiary Education
Formative assessment Quality and Standards Agency Act 2011 and is
registered with the Tertiary Education Quality and
Provides feedback for future learning, development
Standards Agency.
and improvement.
Inherent requirements
Full-time equivalent
Ability to perform tasks which are essential to perform
Based on a full-time working week in Australia of 38
a job productively and to the required quality. Ability
hours per week.
to work effectively in a team or other organisation.
General health Ability to work safely.
In these standards, includes the use of the bio- Retrieved from https://www.humanrights.gov.au/
psychosocial model of healthcare. quick-guide/12052
Governance Inter-professional learning
Framework, systems and processes supporting and Occurs when two or more professions learn with, from
guiding an organisation towards achieving its goals and about each other to improve collaboration and
and the mechanisms by which it, and its people, are quality of care.
held to account. Ethics, risk management, compliance
and administration are all elements.
18 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
Intra-professional learning Osteopath
Learning that occurs within the profession and is Defined as a practitioner registered with the
supported with effective collaboration between Osteopathy Board of Australia as able to use the title
practitioners. ‘osteopath’ under the National Law.
Intervention Osteopathic
Therapeutic content applied for the patient’s or In these standards, osteopathic is applied to
client’s condition and general healthcare. It is theoretical, practical and abstract material that is
usually multimodal and includes manual therapy, pertinent to the daily practice of osteopaths. The term
exercise, education and lifestyle prescriptions that ‘osteopathic’ is dynamic, and responds to research,
promote health. Lifestyle prescriptions include professional osteopathic practice and identity as
recommendations for healthy day-to-day behaviours it evolves.
and functions at work and leisure. They include
Osteopathic manual therapy
healthy day-to-day behaviours.
According to the Osteopathic International Alliance,
Learning outcomes ‘osteopaths use palpation and manual techniques to
Skills, knowledge and professional attributes identified influence muscles, joints, nerves, connective tissue,
as the requirements for satisfactory program circulation and internal organs to support the body’s
completion including, but not limited to, the OsteoBA’s ability of restoring and maintaining health’. The
Capabilities for osteopathic practice (2019). different elements of osteopathic manual therapy
(OMT) include mobilisation of joints and tissues
Lifelong learner
using manipulation, range of motion, massage,
The ongoing formal and informal education—self- stretching and corrective positioning of tissues and
directed and directed or recommended by an external joints. The techniques are designed to improve nerve
party—undertaken throughout an osteopath’s function, circulation and biochemical mechanisms by
practice career for improving the quality of healthcare reducing strain and strengthening weak and unstable
provided to patients or clients. musculoskeletal areas.
Management plan Retrieved from: https://oialliance.org/resources/oia-
The complete therapy plan for the patient or client brochure/
and includes additional assessment outside the
Osteopathy Board of Australia (OsteoBA)
consultation, referral and health promotion strategies.
National body responsible for the regulation of
Mandatory notification and reporting osteopaths in Australia.
Requirement under the National Law (Section 143)
Office of Best Practice Regulation
for registered health practitioners, employers and
Administers the Australian Government’s regulatory
education providers to report notifiable impairment.
impact analysis requirements. Has a number of roles,
Retrieved from https://www.ahpra.gov.au/About- including assisting agencies in preparing regulatory
AHPRA/What-We-Do/Legislation.aspx impact statements through training and guidance;
monitoring and reporting on the Government’s
Modification of a program
regulatory impact analysis requirements; and
Change to an accredited program. administering Council of Australian Governments’
National Registration and Accreditation Scheme guidelines for regulation making by national bodies.
Scheme for registered health practitioners, established Retrieved from https://www.pmc.gov.au/regulation
by the Council of Australian Governments. It began in
2010, established under the National Law, with each
profession nationally regulated by a corresponding
National Board. The National Registration and
Accreditation Scheme now covers 16 professions.
19Patient or client Program changes
Consumers of osteopathic care. The term ‘patients/ Change to an approved program of study against the
clients and relevant others’ has been used to denote relevant standard the program is accredited against.
all who could be involved in patient or client care,
Program monitoring report
including family, carers and other healthcare providers.
Completed by the education provider and designed
Practice to confirm that a program continues to be delivered
Any role remunerated or not, in which the individual as accredited, against the relevant accreditation
uses their skills and knowledge as a practitioner standards. This report is required to be submitted to
in their regulated health profession. Practice is not the AOAC routinely on the anniversary of the program’s
restricted to the provision of direct clinical care. It also accreditation. If not submitted, this may place the
includes using professional knowledge in a direct non- ongoing accreditation of the program in jeopardy.
clinical relationship with patients or clients, working
Program or program of study
in management, administration, education, research,
advisory, regulatory or policy development roles and Full program of study and experiences required to
any other roles that impact on safe, effective delivery be undertaken before a qualification, statement
of health services in the health profession. of completion or attainment can be awarded. See
approved program of study.
Primary healthcare provider
Program provider
A clinician who is the initial contact for a patient or
client and who may screen for pathological conditions School or faculty responsible for the design and
and/or need for referral. delivery of a program leading to the registration of the
osteopath.
Procedural fairness
Prospective program change
Involves these principles:
Change that must be notified to the AOAC before it is
• The decision maker must be impartial and
implemented.
unbiased regarding the matter to be decided and
must have no pecuniary or proprietary interest in Qualification
the outcome. Official completion of a course that is eligible for
• Those who may be adversely affected by a decision registration.
must be given prior notice of the case and a fair
Quality
opportunity to prepare for and answer the case
and present their own case. Characteristics and grades with respect to excellence.
• The decision must be based on sound argument Quality framework
and evidence. Ahpra’s Quality Framework for the Accreditation
• Those affected must be given the reasons for Function (Quality Framework). Accreditation
the decision. authorities, National Boards and Ahpra have agreed to
the framework as the principal reference document to
Professional placement assess the work of accreditation authorities.
Component of osteopathic education that endeavours
Recognition of prior learning
to provide a forum or context for students to put
theoretical knowledge into practice within the Assessment process for students’ formal and informal
consumer care environment. Includes, but is not learning to determine the extent to which they have
limited to, the hospital setting. May include general achieved required learning outcomes, competency
practice, remote and rural health clinics, and outcomes or standards for entry to and/or partial or
community care environments. Excludes simulation. total completion of a qualification.
20 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auOsteopathic Accreditation Standards I 2021
Regulation Risk management
Regulation is any rule, endorsed by Government, An effective risk management system incorporates
where there is an expectation of compliance on an strategies to:
individual, business and/or community organisation.
• identify risks and/or hazards
Examples of regulation or quasi-legislation include
legislation, standards, codes, contracts, forms, records • assess the likelihood of the risks occurring and
keeping and reporting requirements. severity of consequences if the risks do occur
Effective regulation is an essential part of well- • prevent the occurrence of the risks or minimise
functioning economies and supports the achievement their impact.
of economic, social or environmental protections.
Routine annual monitoring
Regulation impact statement Monitoring of an approved program undertaken
Statement that Australian Government agencies must annually in the program monitoring report.
produce as part of the policy making process when
School
a decision is likely to have a regulatory impact on
business, community, organisation or an individual. It Organisational entity of an education provider
is a tool designed to encourage rigour, innovation and responsible for designing and delivering a program
better policy outcomes from the beginning. of study in osteopathy. Where the school is part of a
larger faculty, it is regarded as the program provider
Retrieved from: https://www.pmc.gov.au for these standards.
Research Scope of practice
Creation of new knowledge and/or the use of Professional role and services an individual health
existing knowledge in a new and creative way so practitioner is educated in and competent to perform
as to generate new concepts, methodologies and under the terms of the prevailing legislation.
understandings. Could include synthesis and analysis
of previous research to the extent that it leads to Standard
new and creative outcomes. Consistent with a broad Level of quality or attainment.
notion of research and experimental development
comprising creative work undertaken on a systematic Statement of attainment or completion
basis to increase the stock of knowledge—including Issued by an education provider to a person
knowledge of humanity, culture and society—and confirming that the person has satisfied the
the use of this stock of knowledge to devise new requirements of the program specified in the
applications. Definition encompasses pure and statement.
strategic basic research, applied research and
Statutory declaration
experimental development.
Written statement that has been signed and declared
Retrospective program change to be true before an authorised witness.
Change that may be notified to the AOAC after it
Student
occurs by way of the program monitoring report.
For the purposes of these standards’ person enrolled in
Risk assessment a program leading to registration as an osteopath.
Applies a set of risk determinants and measurable
Student assessment
indicators to all osteopathy education programs.
Based on the principles of the ISO 31000:2009 Risk Process to determine a student’s achievement of
Management Standard. expected learning outcomes. May include written and
oral methods and practice or demonstration.
21Subject, unit, course, topic Template
Taught within a program of study. Document pre-filled with information and fields that
require population with specific details.
Summative assessment
The AOAC provides templates to assist education
Indicates whether certain criteria have been met or
providers in preparing documentation for
certain outcomes have been achieved.
accreditation assessment including:
Superseded accreditation standards
• Application pack—provides details of how the
Reviewed on a cyclical basis. When new accreditation program meets the standards.
standards are introduced, the previous ones become
• Curriculum or program document—contains the
superseded.
program philosophy, education and professional
Supervision or supervise. theoretical framework, program structure
Can be direct or indirect: and sequencing, content, delivery strategies,
assessment descriptors and evaluation processes.
• Direct supervision is when the supervisor is
present and personally observes, works with, • Staff matrix—describes the population of
guides and directs the person who is being teaching, clinical and support staff. This includes
supervised. experience, scholarship, research, professional
development, registration details and student:
• Indirect supervision is when the supervisor teacher ratios.
works in the same facility or organisation as the
supervised person but does not constantly observe • Assessment mapping—maps across all subjects to
their activities. The supervisor must be available for show how each subject’s assessments is used to
reasonable access. What is reasonable depends on evaluate the subject’s learning outcomes. Supports
the context, the needs of the person receiving care assessment of the number, type and context of
and the needs of the person being supervised. subject assessments as well as formative and
summative assessments.
Systemic complaint
Tertiary Education Quality and Standards Agency
May evidence some systemic matter that could
signify a failure of a program or provider to meet Agency responsible for regulating and assuring the
accreditation standards. quality of Australia’s large, diverse and complex
higher education sector. Registers and evaluates the
Targeted monitoring performance of higher education providers against
Addresses a specific concern relating to a program or the Higher Education Standards Framework and
education provider. undertakes compliance and quality assessments.
Teaching staff Threshold competence
Education provider staff who teach into the program Describes the minimum requirements for initial and
of study, meet relevant standard requirements, and continuing registration as an osteopath.
are engaged in teaching, supervising, supporting and/
Trans-Tasman Mutual Recognition
or assessing students for acquiring required skills,
knowledge, attitudes and graduate competency Agreement between New Zealand and Australia
outcomes. that enables mutual recognition of professional
registration.
Telehealth
Transcript
Provision of healthcare remotely by means of
telecommunications technology. Inventory of the courses completed, and grades
earned, throughout a course of study.
Verification of registration
Confirms registration status and history. Also known
as a certificate of good standing.
22 Australian Osteopathic Accreditation Council I www.osteopathiccouncil.org.auYou can also read
