Unit Profile Correction added on 31-07-24
Assessment 2 (On-campus activity) minimum grade requirement:
There will be 10 on-campus sessions, held from Week 2 through Week 11. Each session will be graded on a scale of 0 to 10 marks. To pass this assessment, students must achieve a minimum cumulative score of 50 marks across all sessions.
Overview
This unit explores the pathophysiological process of illness and disease from a clinical perspective. You will learn about the terminology, etiology, mechanisms and effects of diseases on the human body. You will develop a conceptual understanding of clinical presentation of disease through case-based learning. Case studies will be used to integrate knowledge of anatomy and physiology to discuss how normal functioning of the human body can become altered in a disease state. Attending weekly learning activities at the Rockhampton or Bundaberg campuses is mandatory.
Details
Pre-requisites or Co-requisites
BMSC11007 and BMSC11008
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 2 - 2024
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.
- Discuss the basic physiological processes that underpin human disease
- Explain the terminology, etiology and mechanisms of disease processes
- Describe the correlation of pathophysiological mechanisms of disease with clinical presentations
- Apply knowledge of normal anatomy and physiology to pathophysiological conditions
- Apply effective team communication to critically evaluate clinical cases
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 30% | |||||
| 2 - On-campus Activity - 40% | |||||
| 3 - In-class Test(s) - 30% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 | |||||
Textbooks
Applied Pathophysiology: A Conceptual Approach
4th edition (2022)
Authors: Nath, Judi & Braun, Carie
Wolters Kluwer
Philadelphia Philadelphia , PA , USA
ISBN: 9781975179199
Principles of Pathophysiology
3rd edition (2023)
Authors: Bullock, Shane & Hales, Majella
Pearson Education
Victoria , Australia
ISBN: 9780655708377
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.
r.j.batacan@cqu.edu.au
Module/Topic
Cellular and Tissue Pathophysiology
Chapter
Chapter 1 & 2 (Nath & Braun)
Chapter 1 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Inflammation and Tissue Repair
Chapter
Chapter 3 (Nath & Braun)
Chapter 3 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Neoplasia
Chapter
Chapter 7 (Nath & Braun)
Chapter 5 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Fluid, Electrolyte, Acid-Base and Renal Pathophysiology
Chapter
Chapter 8, 9 & 18 (Nath & Braun)
Chapter 30, 31, 32, 33 & 34 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Nervous System Pathophysiology
Chapter
Chapter 10 (Nath & Braun)
Chapter 9, 10 & 11 (Bullock and Hales)
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Disorders of the Somatic and Special Senses
Chapter
Chapter 12 (Nath & Braun)
Chapter 13 & 14 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Endocrine Pathophysiology
Chapter
Chapter 13 & 20 (Nath & Braun)
Chapter 16, 17, 18, 19 & 20 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Cardiovascular Pathophysiology
Chapter
Chapter 16 (Nath & Braun)
Chapter 21, 22, 23 & 24 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Pulmonary Pathophysiology
Chapter
Chapter 15 (Nath & Braun)
Chapter 26, 27, 28 & 29 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Gastrointestinal Pathophysiology
Chapter
Chapter 17 & 18 (Nath & Braun)
Chapter 35, 36, 37 & 38 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Reproductive Pathophysiology
Chapter
Chapter 14 (Nath & Braun)
Chapter 39 & 40 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Musculoskeletal and Integumentary System Pathophysiology
Chapter
Chapter 41, 42, 43 & 44 (Bullock & Hales)
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
The Unit Coordinator is Dr Romeo Batacan Jr (r.j.batacan@cqu.edu.au; Ph (07) 4930 9278). Dr Batacan is a medical doctor (MD) who also has a PhD in Biomedical Science.
The teaching team consists of Dr Romeo Batacan Jr., Dr Sarah-Jane Gregory, and Dr Debra Carlson. Dr Batacan will deliver live lectures and tutorials in Rockhampton. Dr Gregory will deliver live lectures and tutorials in Bundaberg. Dr Carlson will deliver some of the live lectures and tutorials in Rockhampton.
Live lectures and on-campus activities will be held each week from the Rockhampton and Bundaberg campuses. Recordings of the lectures will be available on the unit's Moodle site for all students to access. The on-campus activity will consist of group case discussions. Each week, students will be randomly allocated to one of two groups, each working on a different case scenario.
1 Written Assessment
Rationale
In the clinical context, health professionals are expected to have in-depth knowledge and understanding of pathophysiological processes and their interrelationships. Demographic trends indicate a rise in aging populations alongside increasingly complex morbidities, necessitating a thorough grasp of healthcare dynamics. This assessment requires you to construct links between pathophysiology, etiology, risk factors, clinical presentations, and diagnosis; reflecting the level of comprehension essential for effective clinical communication. You must be able to give evidence-based advice within your scope of practice to educate patients and address healthcare disparities.
Task
You will be provided with an authentic clinical case study on the Moodle site. You are required to identify information within the case study which is relevant to the aspects of the disease process. You are then required to complete a written response to questions related to your case study to demonstrate your understanding of the links between pathophysiology, etiology, risk factors, clinical manifestations, and diagnosis.
Guidelines to complete the written response and the marking rubric will be available on the Moodle site.
Week 9 Friday (13 Sept 2024) 5:00 pm AEST
Week 11 Friday (27 Sept 2024)
Your submission will be assessed according to a detailed marking rubric which is available on the Moodle site.
Please note that all late assessments will be penalised 5% per calendar day unless an application for extension has been approved.
All extension applications must be made through the extension request system on Moodle.
- Describe the correlation of pathophysiological mechanisms of disease with clinical presentations
- Apply knowledge of normal anatomy and physiology to pathophysiological conditions
2 On-campus Activity
Rationale
The group case discussions aim to bridge theoretical knowledge with practical application, fostering a comprehensive understanding of healthcare challenges. Through diverse case scenarios, students will enhance their collaborative skills which are essential in healthcare practice. Engaging in active discussions and subsequent presentations promotes critical thinking and effective communication; preparing students to navigate complex clinical scenarios with confidence and competence.
Task
The on-campus activity will consist of group case discussions. Students will be randomly allocated to a group each week and a case scenario will be assigned to each group. Within their groups, students will discuss the case, answer the questions related to the case, then submit and present their answers; followed by a group discussion of the case. The answers submitted by students will be graded to assess their comprehension and analysis of the case.
Students who do not attend these sessions will receive no marks unless they have a valid reason for a make-up session. More information regarding this assessment will be made available to students on Moodle.
Students are required to submit their work prior to the end of the session.
Marks will be available in the subsequent on-campus activity session.
Each question will be allocated a specific number of marks. Students' responses will be scored based on the following criteria:
Knowledge of theory
Application of pathophysiological concepts and processes
Correct use of terminology
- Discuss the basic physiological processes that underpin human disease
- Explain the terminology, etiology and mechanisms of disease processes
- Describe the correlation of pathophysiological mechanisms of disease with clinical presentations
- Apply effective team communication to critically evaluate clinical cases
3 In-class Test(s)
You will be required to complete an end-of-term online test in class. This online test will assess all content covered throughout the term from weeks 1 to 12. The test will be composed of different question types that will assess your understanding and application of key concepts discussed in the unit. More information regarding this assessment will be made available to students on Moodle.
All students undertake the in-class online test in person in Rockhampton. Schedule of test TBA via Moodle.
Marks will be available on 25 October 2024.
Each question will be allocated a specific number of marks. Questions will be marked as per marking scheme.
- Discuss the basic physiological processes that underpin human disease
- Explain the terminology, etiology and mechanisms of disease processes
- Apply knowledge of normal anatomy and physiology to pathophysiological conditions
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?
