Overview
This unit follows on from Foundations of Chiropractic Practice 4. The unit will utilise simple case scenarios to further develop your clinical reasoning skills. You will understand the pathologies of the musculo-skeletal system of the spine, you will learn to formulate a differential diagnosis using your basic assessment and diagnostic skills gained in Foundations of Chiropractic Practice 1-4 and Clinical Assessment and Diagnosis 1. The tests/assessments covered in Clinical Assessment and Diagnosis 2 will be integrated and applied to diagnostic and assessment protocols. You will be required to formulate a chiropractic treatment/management approach according to the case scenario studied. Spinal and peripheral techniques will also be ‘fine-tuned’ and practiced.
Details
Pre-requisites or Co-requisites
Effective 2016: Pre-requisites: CHIR12006 Foundations of Chiropractic Practice 4 and CHIR12004 Neuromusculoskeletal Anatomy 1 And Co-requisite CHIR12007 Clinical Assessment and Diagnosis 1
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 1 - 2018
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 Feedback
Tutorials for case studies too short, barely enough time to complete the case study.
Discussion has occurred on ways Brisbane tutors can cover all the material including extending the tutorial time.
Feedback from Moodle feedback
It would be good to have a 'mock' exam for the OSCE's
Mock exams will be conducted in the future.
Feedback from Moodle Feedback
It was difficult to prepare for the class as the synopsis was not followed in the first half of the term for the Brisbane campus
Due to similar feedback, this concern was addressed within the first 4 weeks of term 1. The tutors in Brisbane caught up with material missed and started following the synopsis. Feedback towards the end of term indicated that this area had improved.
Feedback from Moodle Feedback
No additional supervised lab sessions were organised in Brisbane. It is a big problem that we have nowhere to practice outside scheduled class time, and that there were no study spaces for students on level 20.
This feedback item was discussed with the Brisbane tutors. Extra sessions were made available and this will be made more clear to students.
Feedback from Moodle Feedback
There was very little time devoted to some adjustment setups, particularly lumbars and sacro-iliac.
I'll discuss this with the tutors to ensure the synopsis is followed.
Feedback from Moodle Feedback
Some sessions in the first part of the term felt like we were being bombarded with orthopaedic tests without diagnostic reference (why we were doing them).
The orhopaedic tests were delivered early so they can be included with cases given in-class in later weeks. This meant that although tests were taught earlier, they could not be used diagnostically as that material had not been covered.. The diagnostic interpretation of the test (tissue loading) was always given in class however.
Feedback from Moodle Feedback
It would be beneficial for students to change partners in practical classes.
This has been actioned. Brisbane tutors are now asking the class to change partners for practice.
Feedback from Moodle Feedback
There was too much confusion on the instructions for the portfolio.
The instructions for the portfolio will be made clearer in the future. This problem also could be due to a lack of understanding for the emphasis on the analytical, evaluative process. A more in- depth guide on the reflective/thinking process will be provided.
Feedback from Moodle Feedback
The portfolio rubric wasn't clear enough
Greater emphasis needs to be placed on the importance of analysing and interpreting the information. This needs to be clearly stated on the rubric.
Feedback from Moodle Feedback
Synopsis very confusing, cannot understand the logic behind having to refer to 2 separate documents in Moodle
It is preferred to keep the practical work and the case management separate as they are 2 separate classes. There is no real issue in clicking on 2 separate documents.
Feedback from Moodle feedback
The synopsis stated that we should discuss our weekly reflections as a group as per the Chese Melt during the one hour tutorials. this never occurred.
This feedback item will be discussed with the tutors to ensure a discussion about reflections takes place.
Feedback from Moodle Feedback
Tutorials on case studies were collecting input from students and the tutor records the students' answers. Students answers can be all over the place. No answers were given.
The aim of the case studies is to focus on clinical reasoning. Different answers may be given (based on the information provided) however if the clinical reasoning is sound then that was/is satisfactory. It is preferable to steer away from giving answers if possible.
- Describe the musculo-skeletal pathologies of the spine.
- Interpret the clinical case findings from the case history and physical examination to form differential diagnoses.
- Discuss chiropractic management approaches within the context of the Australian Health care system.
- Critically analyse and reflect on relevant sources of information relating to neuomusculoskeletal diagnosis including those from reliable, appropriate, up-to-date peer reviewed journals
- Apply advanced psychomotor skills to adjustment set-ups and thrusts for spinal and peripheral joints.
From the Council of Chiropractic Education Australasia: Competency based Standards for Entry Level Chiropractors:
Learning outcomes 2 and 4: Standard 6: Patient Assessment. 6.1: Obtains and records patient history, 6.2 : Performs a thorough physical examination, performs a thorough neuromusculoskeletal examination, 6.7, effectively deals with patients referred by another health care provide or an agency. Standard 7: Establishes differential and working diagnoses from the information required.
Learning Outcomes 3, 5 and 6: Standard 8: Planning of Patient Care: 8.1 Bases patient management plans on adequate diagnostic data 8.3 Designs an appropriate patient management plan, 8.4 Considers safety in patient care.
Learning Outcomes 1: Standard 7: Diagnostic Decision Making 7.1.; Establishes differential and working diagnosis from the information required. 7.2 Collaborates and refers as necessary to obtain expert opinion.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Portfolio - 20% | |||||
| 2 - Practical Assessment - 50% | |||||
| 3 - Examination - 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 | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Portfolio - 20% | ||||||||||
| 2 - Practical Assessment - 50% | ||||||||||
| 3 - Examination - 30% | ||||||||||
Textbooks
Chiropractic Technique: Principles and Procedures
Third Edition (2010)
Authors: Bergman TF, Peterson DH.
Elsevier
St. Louis St. Louis , Missouri, 63043 , United States of America
ISBN: 978-0-323-04969-6
Binding: Hardcover
Differential Diagnosis and Management for the Chiropractor Protocols and Algorithms.
Fifth Edition (2014)
Authors: Souza T.A
Jones and Bartlett Learning
Burlington, MA Burlington, MA , MA, 01803 , United States of America
ISBN: 978-1-284-02230-8
Binding: Hardcover
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom Video Conferencing Application
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
s.eaton@cqu.edu.au
Module/Topic
Lectures (including zoom sessions) and tutorials. Refer to the workbook.
- Unit profile,assessment expectations for the practical, written assessment and the portfolio.
- The diagnostic triage.
- General approach to musculoskeletal (MSK) testing.
- Red and yellow flags of musculoskeletal pain.
- Anatomy of the 3 joint complex.
- 3 phases of degeneration.
- What is evidence based practice.
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
Chapter
Resources and readings will be given via Moodle
Differential Diagnosis and Management for the Chiropractor, Protocols and Algorithms, Souza, Thomas 5th Edition. Jones and Bartlett learning 2016, Read page 22 (general approach to MSK testing). Page 174 and 176. ('Red flag's in MSK pain). Page 165 (the 3 joint complex).
Events and Submissions/Topic
Answer week 1 (found in the workbook) questions by the 7th March.
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Clinical evaluation of pain (pathophysiology of pain, simple (complicated) verse complex (uncomplicated)
- Case history taking: Introduction and application.
- Physical examination GORPOMNICS: What does this stand for?
- Cervical musculoskeletal testing including sensitivity and specificity.
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
Chapter
Resources and readings will be given via Moodle. Differential diagnosis and management for the chiropractor 5th Ed. Barlett and Jones. Read pages 8 and 9 on referred pain.
Events and Submissions/Topic
Answer week 2 (found in the workbook) questions by the 14th March.
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Making a diagnosis and clinical impression (working diagnosis).
- How to develop a 'tissue in lesion', prognosis and likely diagnosis.
- Report of findings (ROF). What is it and how is this performed?
- Introduction to clinical reasoning. How to make a differential diagnosis.
- Lumbar musculoskeletal testing (including sensitivity and specificity).
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
Chapter
Resources and readings will be given via Moodle.
Events and Submissions/Topic
Answer week 3 (found in the workbook) questions by the 21st March.
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
Review, reflection and catch-up. No new material for this week
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Mock OSCE for feedback.
Chapter
No readings for this week.
Events and Submissions/Topic
No questions for week 4.
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Musculoskeletal Condition 1 'simple pain condition'. Myofascial pain syndrome.
- Review anatomy and biomechanics associated with this condition. Clinical signs and symptoms in addition to pathomechanics.
- Stages of ligamentous healing.
- Thoracic MSK testing (specificity and sensitivity).
- Case study 1.
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Rib motion and static palpation.
Chapter
Resources and readings will be given via Moodle.
Events and Submissions/Topic
Answer week 5 questions (found in workbook) by the 5th April.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Musculoskeletal Condition 2 simple pain condition'. Facet syndrome in the cervical/thoracic and lumbar spines (synovitis and capsulitis).
- Review anatomy and biomechanics associated with this condition. Clinical signs and symptoms in addition to pathomechanics.
- Case study 2
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Rib motion and static palpation.
- Gait examination
Chapter
Resources and readings will be given via Moodle.
Differential diagnosis and management for the chiropractor 5th Ed. Bartlett and Jones.Read page 104 on Facet syndrome of the cervical spine.Page 167 and 168. Read page 214 on Facet syndrome.
Events and Submissions/Topic
Answer week 6 questions (found in the workbook) by the 18th April.
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Musculoskeletal Condition 1 'simple pain condition'. from the sacro-iliac joint, hip and coccyx.
- Review anatomy and biomechanics associated with this condition. Clinical signs and symptoms in addition to pathomechanics.
- Case studies 3 and 4.
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Practice cards for final OSCE
Chapter
Resources and readings will be given via Moodle. Differential
Diagnosis and management for the chiropractor. 5th Ed. Bartlett and Jones Learning. Read page 169 on the sacro-iliac joint. Page 391 - 404 on the hip joint. Read page 216 on Sacroiliac sprain and subluxation.
Events and Submissions/Topic
Answer week 7 questions (found in the workbook) by the 26th April.
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Review, reflection and catch-up (no new material)
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Practice cards for final OSCE.
Chapter
No readings for this week
Events and Submissions/Topic
No questions for this week.
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Musculoskeletal Condition 4: Simple pain: Scoliosis
- Review anatomy and biomechanics associated with this condition. Clinical signs and symptoms in addition to pathomechanics.
- Case studies 5
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Practice cards for final OSCE
Chapter
Resources and readings will be given via Moodle. Differential
Diagnosis and management for the chiropractor. 5th Ed. Bartlett and Jones Learning.
Read page 135 to 156 on Scoliosis.
Events and Submissions/Topic
Answer week 9 questions (found in the workbook) by the 5th May.
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Musculoskeletal Condition 5 Simple pain: Spondylolisthesis and spondylolysis.
- Review anatomy and biomechanics associated with this condition. Clinical signs and symptoms in addition to pathomechanics.
- Case study 6
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Practice cards for final OSCE
Chapter
Resources and readings will be given via Moodle.
Differential diagnosis and management for the chiropractor 5th Ed. Bartlett and Jones.. Read pages 215 and 216 on Spondylolisthesis.
Events and Submissions/Topic
Answer week 10 questions (found in the workbook) by the 16th May.
Reflection journal Due: Week 10 Friday (18 May 2018) 5:00 pm AEST
Module/Topic
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Review, reflection and catch-up (no new material)
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Practice cards for final OSCE.
- Mock OSCE
Chapter
No readings for this week
Events and Submissions/Topic
Answer practice exam by 23rd May.
Module/Topic
Final OSCE is scheduled in this week.
Lectures (including zoom session) and tutorials. Refer to the workbook.
- Review, reflection and catch-up (no new material)
Technique: Practical skills 2X2 hours practical sessions.
- Spinal manipulative techniques and GORP.
- Practice cards for final OSCE.
- Mock OSCEfeedback
Chapter
No readings for this week.
Events and Submissions/Topic
Final OSCE is scheduled in this week.
Review practice exam.
Practical Assessment Due: Week 12 Friday (1 June 2018) 11:45 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
The unit coordinator for CHIR13008 is Associate Professor Sharyn Eaton
Contact information: s.eaton@cqu.edu.au
Phone 0418277213 or 02 9324 5016
1 Practical Assessment
In practice, the chiropractor is required to combine a variety of psychomotor skills. All skills/techniques taught within this unit must be mastered. You must have a strong understanding of their applications.
The primary focus of this assessment will be on the contextual nature of the adjustment/manipulation in addition to refining the skill itself.
Week 12 Friday (1 June 2018) 11:45 pm AEST
This assessment is on-campus.
Review/Exam Week Friday (8 June 2018)
Grades will be uploaded into gradebook for CHIR13008
Can you perform the following
1. Observations (including postural analysis)
2. Static and motion palpation
3. Active and passive range of motion.
Adjustments/manipulative techniques
- Practitioner position
- Patient handling/position
- Application
Adjustive/manipulative technique
Practitioner position
Patient position
Patient handling
Application
No submission method provided.
- Apply advanced psychomotor skills to adjustment set-ups and thrusts for spinal and peripheral joints.
- Information Literacy
- Team Work
- Cross Cultural Competence
- Ethical practice
2 Portfolio
Your aim of this unit is to further develop your understanding of the role and skill sets required of a chiropractor through investigating the knowledge, skills and dispositions required. To help with your development on this journey of self-discovery you will create a reflective portfolio. The total work limit for the portfolio assessment is 1500-2000 words for the term. This final assessment should be a fine-tuning and summary of your week by week reflections.
Week 10 Friday (18 May 2018) 5:00 pm AEST
Upload in Moodle via turnitin
Week 12 Friday (1 June 2018)
Marks will be uploaded in gradebook (Moodle)
The criteria is outlined in the Chese Melt Rubric provided in Moodle. Follow the headings accordingly.
- Discuss chiropractic management approaches within the context of the Australian Health care system.
- Critically analyse and reflect on relevant sources of information relating to neuomusculoskeletal diagnosis including those from reliable, appropriate, up-to-date peer reviewed journals
- Communication
- Information Literacy
- Cross Cultural Competence
- Ethical practice
Examination
No calculators permitted
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?
