RMT: Mission Statement

Kootenay Columbia College’s Registered Massage Therapy Program provides a unique educational experience in RMT training. Our exceptional faculty share their knowledge and clinical experience through a wide range of clinical internship opportunities. Learners will be immersed in transformational activities through classroom experiences, mentorship and through connection with nature and the community.

Program Goals

1. To prepare students with the skills, knowledge,and attributes to sit the Provincial examinations set by the College of Massage Therapists of British Columbia (CMTBC).

2. To prepare students with a solid foundation in academics, a high proficiency in the practical skills of massage therapy and a deep understanding of the ethical and professional issues surrounding the practice of massage in today’s health care system.

3. To introduce students to a diverse range of modalities to enrich future inter-professional collaborative relationships.

4. To foster compassion, integrity, self-inquiry, self–awareness and contemplative practices so individuals are able to realize their personal and professional potential.

5. To cultivate a professional culture grounded in the practices of self care and lifelong learning.

6. To foster successful business acumen amongst practitioners, and to encourage them to establish community based massage therapy centers of wellbeing, where patrons can appreciation the breadth and depth of the art and science of massage therapy.

Key Learning Objectives

To support the above mentioned program goals the following program objectives are based on five broad themes. Our intention will be to infuse these overall themes into the program in myriad ways. The five themes are:

•Curriculum innovation
•Embodiment
•Person-centered care
•Practitioner reflection
•Educational technologies

Curriculum Innovation

The official CMTBC curriculum content guidelines found in the Guidelines for Foundational Knowledge and The Inter-Jurisdictional Practice competencies and Performance Indicators for Massage Therapists at Entry –to –Practice forms the basis for any new RMT program. KCCIHS’s intention is to demonstrate innovation in its delivery through various methods including inquiry, experiential, self directed and collaborative learning. The curriculum delivery will also include the emerging thoughts and practices of peace education and saulotogenic principles .
URL links to CMTBC curriculum documents
http://www.cmtbc.bc.ca/documents 1
• http://www.cmtbc.bc.ca/documents 2

Embodiment

Appreciating the wonders of the human body can be a challenge for any learner in the health care sciences. The intention of the RMT Program is to incorporate various types of movement activities that encourage deep understanding of the human body. Education about muscles, bones and joints comes alive when the learner realizes that they can study their own body, anatomy, physiology, organs etc., and bring meaning to the teachings from textbooks. Learners will be guided to relate to their personal bodily experiences. For example, having a sprained ankle clearly demonstrates the process of inflammation, and the period of recovery. Reflecting on the experience of a headache allows learners to ‘re-live’ the ‘pathology’ and recall the signs and symptoms unique to them. KCCIHS intends to engage learners in a ‘living curriculum’ through embodiment practices.

Person-centered Care

Person-centered care and patient-centered care are two approaches that, while on the surface might appear to be similar, in fact they are very diverse in nature. For example, patient-centered care is focused on the management of diseases and views the physiologic systems as distinct. On the other, hand person-centered care views diseases and the physiologic systems as interrelated phenomena . Our philosophy of person-centered care adopts a broad holistic view of care that encompasses all aspects of life including health, environment, social and spiritual. Learners will be astute to their scope of practice when making recommendations that fosters a ‘person-centered’ approach to care.

Practitioner Reflection

Reflective practice in health care is becoming an important addition to curricula. Nursing, social sciences, medical training and physiotherapy training programs are introducing ‘reflection’ in curriculum. And, while there is still much discussions and debate about what the actual method of reflection is, there is value in a process that encourages learners to ‘ reflect’ on their actions and behaviours in their learning. Reflective practices can perhaps be a method of engaging deep learning amongst learners and in doing so provide opportunities to develop the critical thinking and clinical reasoning skills necessary for entry-level practice.

Educational Technologies

Educational technologies (ETs) take the form of videos, podcasts, and various types of applications. These technologies provides a springboard for learners and educators to broaden how curriculum is delivered, and in turn how clinical skills can be developed. For example, anatomy applications now provides 3D views of the human body as opposed to the 2D views of the textbooks. This change in ‘viewing’ brings a new dimension to education where ‘depth’ is better perceived allowing the viewer to better understand the spatial relationships between anatomic structures. This new understanding can influence palpation, assessment and treatment skills. KCCIHS’s Registered Massage Therapy Program embeds these newer ETs into the curriculum delivery.