Overview
This unit develops an understanding of disease and dysfunction from an anatomical and physiological perspective, with emphasis on integrating knowledge of tissues and organ systems into a holistic framework of body function and dysfunction. It will provide the student with a strong theoretical perspective on the mechanisms of normal and altered functioning of human cells, organs and organ systems. Using a comprehensive study guide with reference to additional readings, unit content is presented in a way that fosters a critical and conceptual foundation emphasising the integration of organ systems and their functioning within the body. Particular emphasis is placed on the widespread effects upon other systems following dysfunction of a particular organ or system of the human body and the ability to discuss specific disorders in relation to general concepts of dysfunction.
Details
Pre-requisites or Co-requisites
Prerequisites:- BMSC11002 Human Body Systems 2 OR BIOH11006 Advanced Anatomy and Physiology OR BIOL11100 Functional Biology; OR ALLH11005 Anatomy and Physiology for Health Professionals 1 AND ALLH11004 Anatomy and Physiology for Health Professionals 2
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Moodle forums and student emails.
Students were unclear regarding what they were tasked to do for the Disease Awareness Pamphlet assessment.
It is recommended that the task instructions for the Disease Awareness Pamphlet be simplified. A step-by-step video tutorial guide explaining the task instructions will be available to students. The guide will also include the most common FAQs gathered since the assessment was introduced.
- Evaluate the likely consequences and symptoms of specific diseases.
- Apply functional information about the interdependence of human body symptoms to explain the consequences of disease.
- Explain the mechanisms of physiological dysfunction that cause altered cell growth and differentiation.
- Explain the major causes, symptoms and consequences of dysfunction of the cardiovascular, reproductive, nervous, skeletal, respiratory, integumentary, endocrine, renal, digestive and sensory systems.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Written Assessment - 40% | ||||
| 2 - Examination - 60% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | ||||
| 2 - Problem Solving | ||||
| 3 - Critical Thinking | ||||
| 4 - Information Literacy | ||||
| 5 - Team Work | ||||
| 6 - Information Technology Competence | ||||
| 7 - Cross Cultural Competence | ||||
| 8 - Ethical practice | ||||
| 9 - Social Innovation | ||||
| 10 - Aboriginal and Torres Strait Islander Cultures | ||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 40% | ||||||||||
| 2 - Examination - 60% | ||||||||||
Textbooks
Gould's Pathophysiology for the Health Professions
Edition: 5th (2014)
Authors: VanMeter, K.C., Hubert, R.J.
Saunders
St. Luis St. Luis , Missouri , USA
ISBN: 978-1455754113
Binding: Hardcover
Pathophysiology. The biologic basis for disease in adults and children.
Edition: 7th (2014)
Authors: McCance, K.L., Huether, S.E., Brashers, V.L. and N.S. Rote
Elsevier
St Louis St Louis , Missouri , USA
ISBN: 978-0-323-08854-1
Binding: Hardcover
Additional Textbook Information
The textbooks are listed as 'supplementary' which means they are optional: you do not have to have a copy. A textbook is not essential for this unit (which has a comprehensive study guide), but is nevertheless a very useful resource.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
t.oteng@cqu.edu.au
Module/Topic
Neoplasia
Chapter
Study guide topic 1
Events and Submissions/Topic
Module/Topic
Dysfunction of the Circulatory System
Chapter
Study guide topic 2
Events and Submissions/Topic
Module/Topic
Dysfunction of the Heart
Chapter
Study guide topic 3
Events and Submissions/Topic
Module/Topic
Dysfunction of the Respiratory System
Chapter
Study guide topic 4
Events and Submissions/Topic
Disease Awareness Pamphlet online submission site opens Monday 21:00 AEST (closes on Week 9, Monday 21:00 AEST)
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Dysfunction of the Renal System
Chapter
Study guide topic 5
Events and Submissions/Topic
Module/Topic
Dysfunction of the Nervous System
Chapter
Study guide topic 6
Events and Submissions/Topic
Module/Topic
Dysfunction of the Digestive System
Chapter
Study guide topic 7
Events and Submissions/Topic
Module/Topic
Dysfunction of the Endocrine System
Chapter
Study guide topic 8
Events and Submissions/Topic
Module/Topic
Chapter
Study guide topic 9
Events and Submissions/Topic
Disease Awareness Pamphlet online submission site closes on Week 9, Monday 21:00 AEST
Module/Topic
Chapter
Study guide topic 10
Events and Submissions/Topic
Module/Topic
Chapter
Study guide topic 11
Events and Submissions/Topic
Module/Topic
Disorders of Vision and Hearing
Revision and examination technique
Chapter
Study guide topic 12
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Written Assessment
Rationale
In the clinical context, health professionals are expected to have in-depth knowledge and understanding of pathophysiology processes and their interrelationship. Population demographics demonstrate increased ageing and concomitant complex morbidities in healthcare. Students must be able to respond accurately to the clinical questions posed in the workplace. This assessment requires you to construct links between pathophysiology, clinical symptoms, diagnosis and treatment which reflect the level of understanding you will be required to articulate clinically.
All health professionals have a significant clinical role in disease awareness. You must be able to give qualified evidence based advice, within your scope of practice, which serves to educate the patient and close gaps in health care.
Task
For this assessment, you must choose one clinical model on the BIOH12008 Moodle site under Clinical Model Selection for Disease Awareness Pamphlet. Your selection is final, you will not be able to change it. The available clinical models are from your study guide. Each clinical model can only be selected by a limited number of students so the sooner you choose your clinical model, the more choices of clinical models you will have. First come has first choice. If you do not select a clinical model by the selection due date, your unit coordinator will allocate you the clinical model.
You are required to research, design and submit a Disease Awareness Pamphlet about your selected clinical model, based on interviews conducted with randomly selected members of the public that have no healthcare backgrounds and research using the supplementary textbooks. For example, based on your interviews, any shortfalls you identify in public awareness about the disease can be one of the focus points in your pamphlet in addition to the pathophysiology of the disease, clinical symptoms, diagnosis and treatment. You will also be required to submit a written summary of your interviews and rationale for your pamphlet design.
You will find more details of the Disease Awareness Pamphlet assessment task on the BIOH12008 Moodle site. This additional information includes the assessment task summary, the interview questions on the selected clinical model, the Disease Awareness Pamphlet development instructions, the submission template, the marking rubric for the assessment and the link to eTextbook.
With your permission, the best pamphlets will be circulated for distribution to clinical sites for continuing professional development of staff and clinical use with patients as appropriate.
Clinical Model selection for Disease Awareness Pamphlet: Week 4, Monday 21:00 AEST; Disease Awareness Pamphlet and interview summaries online submission: Week 9, Monday, 21:00 AEST.
Marks are released on Week 12 Monday, 21:00 AEST.
The Disease Awareness Pamphlet assessment task is 40% of the total unit marks.
Your submission will be assessed according to a detailed marking rubric with two sections:
1. Your Disease Awareness Pamphlet will be assessed according to accuracy, content, presentation (illustrations, text coherence, pop-out effects), language (spelling, grammar, appropriateness for target audience), format, referencing and similarity.
2. Your interview summary and rationale for pamphlet design will be assessed according to the level and quality of integration of the interviews and feedback and the level and quality of your reflection and justification.
There is a minimum requirement of 50% for each, the Disease Awareness Pamphlet and your interview summary and rationale.
The marking rubric is available on the BIOH12008 Moodle site.
Please note that all late assessments will be penalised 5 % per day unless an application for an extension has been granted before the due date. All application extensions must be applied for using the extension request system on Moodle. Assessments that have been submitted more than 20 days late will not be marked unless an extension request has been granted.
- Evaluate the likely consequences and symptoms of specific diseases.
- Apply functional information about the interdependence of human body symptoms to explain the consequences of disease.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Team Work
- Information Technology Competence
- Ethical practice
Examination
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
