Overview
This unit follows on from Professional Chiropractic Practice 1. In order to further develop your clinical reasoning skills, this unit utilises case scenarios at a greater difficulty level, compared with that covered in Professional Chiropractic Practice 1. You will continue to practise, and further refine, your case history taking. You will formulate a differential diagnosis, utilising your assessment and diagnostic skills, gained in Professional Chiropractic Practice 1 and Clinical Assessment and Diagnosis 1 and 2, with a greater focus on neuro-musculoskeletal conditions. You will be required to formulate a chiropractic treatment/management approach, according to the case scenario studied. Spinal and peripheral psychomotor techniques will be further ‘fine-tuned’ and practised as they are applied. You will be required to undergo clinic placement with a chiropractic practitioner in the field. You will be required to interpret and reflect on the respective clinical chiropractic practice with a deeper level of understanding.
Details
Pre-requisites or Co-requisites
For 2015: Pre-requisite: CHIR13008 Effective 2016: Pre-requisites: CHIR13008, CHIR12006 & CHIR12007
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 - 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 feedback
Gait assessment should be included at the beginning
Gait assessment should be taught in year 1 and reinforced in years 2 and 3.
Feedback from Moodle feedback
It is better to go through the full examination routines for each condition.
We will practice routines in PCP 1 and PCP 2 next year.
Feedback from Moodle Feedback
The portfolio was difficult to understand. Further notes/resources required for the critical thinking stream.
More time needs to be spent on what makes a good portfolio. We will have to break down the components and stage it better.
Feedback from Moodle feedback
Scapulo-costal syndrome was in the exam but not taught in the course.
For topic areas taught and examined a reference will be made to the notes where the source of information can be located. The information was there but it seems the students didn't see it.
- Perform history taking at a competent level for difficult case scenarios, with a focus on neuro-musculoskeletal conditions.
- Interpret clinical case findings in order to form a differential diagnosis.
- Perform appropriate physical examination procedures in order to eliminate or confirm a differential diagnosis.
- Interpret the information gathered from the physical examination in order to determine a likely diagnosis.
- Provide a comprehensive report of findings for a given case study.
- Demonstrate appropriate patient handling skills, including effective communication skills.
- Develop an appropiate chiropractic management course according to given case scenarios.
- Critically reflect on relevant sources of information.
Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks | Learning Outcomes | |||||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
1 - On-campus Activity - 0% | ||||||||
2 - Portfolio - 20% | ||||||||
3 - Practical Assessment - 50% | ||||||||
4 - Examination - 30% |
Alignment of Graduate Attributes to Learning Outcomes
Graduate Attributes | Learning Outcomes | |||||||
---|---|---|---|---|---|---|---|---|
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
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 - On-campus Activity - 0% | ||||||||||
2 - Portfolio - 20% | ||||||||||
3 - Practical Assessment - 50% | ||||||||||
4 - 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 , Unites States of America.
ISBN: 978-1-284-02230-8
Binding: Hardcover
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing styles below:
For further information, see the Assessment Tasks.
s.eaton@cqu.edu.au
Module/Topic
Introduction, learning outcomes and assessment. Expectations for the unit.
Review of how to develop a 'tissue in lesion', 'clinical impression, prognosis, likely diagnosis and report of findings.
Introduction to case management/guidelines
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis. Gait analysis
Chapter
Resources will be available in Moodle
Read Souza T.A. Differential diagnosis and Management for the Chiropractor Chapter 1 page 7-9 and page 22
Read Souza T.A. Differential diagnosis and Management for the Chiropractor Chapter 6 page 221
Read Bergman T.F and Peterson DH: Chiropractic technique: Principles and Procedures. Chapter 3 page 55
Events and Submissions/Topic
Module/Topic
Review of musculoskeletal conditions taught in PCP1
Developing a differential diagnosis from a case history (review)
Principles of chiropractic management: Guidelines and application.
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis. Gait analysis
Chapter
Resources will be available in Moodle
Read Bergman T.F and Peterson DH: Chiropractic technique: Principles and Procedures. Chapter 3 page 55
Events and Submissions/Topic
Module/Topic
PICO and Clinical reasoning.
Review of code of conduct and professional ethics.
Principles of chiropractic management: Guidelines and application.
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Chapter
Resources will be available in Moodle
Events and Submissions/Topic
Module/Topic
Common musculoskeletal/biomechanical conditions: Sacro-iliac and coccygeal pain.
Review of physical examination of the sacro-iliac joint and coccygeal pain.
Discussion on chiropractic management for this condition.
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Chapter
Resources will be available in Moodle
Read Souza T.A. Differential diagnosis and Management for the Chiropractor Chapter 6 page 169.
Events and Submissions/Topic
Module/Topic
Common musculoskeletal/biomechanical conditions: Conditions associated with the hip joint.
Review of physical examination procedure for the hip condition.
Discussion chiropractic management
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Chapter
Class notes placed in Moodle
Read Souza T.A. Differential diagnosis and Management for the Chiropractor Chapter 11 page 391-401
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Common musculoskeletal/biomechanical conditions: Headaches
Review of physical examination procedure in a patient with Headaches.
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Chapter
Class notes placed in Moodle
Recommended Reading: Souza T.A. Differential diagnosis and Management for the Chiropractor. Chapter 18 page 577-610.
Events and Submissions/Topic
Module/Topic
Common musculoskeletal/biomechanical conditions: Whiplash and vertebral artery
Review of physical examination procedure in a patient with whiplash.
The significance of treatment outcome measures
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Chapter
Class notes placed in Moodle
Read Souza T.A.Differential diagnosis and Management for the Chiropractor Chapter 2 page 85-87
Read Souza T.A. Differential diagnosis and Management for the Chiropractor Chapter 2 page 97
Events and Submissions/Topic
Module/Topic
Common musculoskeletal/biomechanical conditions: Thoracic outlet and brachial syndromes.
Review physical examination procedure for a patient with Thoracic outlet syndrome and brachial syndromes.
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Chapter
Class notes placed in Moodle
Recommended Reading:Souza T.A. Differential diagnosis and Management for the Chiropractor. Chapter 2 page 67
Events and Submissions/Topic
Module/Topic
Common musculoskeletal/biomechanical conditions: Torticollis/vertigo/tinnitis.
Review physical examination procedure with these conditions.
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Chapter
Class notes placed in Moodle
Recommended Reading:Souza T.A. Differential diagnosis and Management for the Chiropractor. Chapter 2, page 96, Chapter 18 page 612
Events and Submissions/Topic
Module/Topic
Common musculoskeletal/biomechanical conditions: Complex regional syndrome (CRS), neck tongue syndrome, acrachnoiditis, fibromyalgia
Review of physical examination procedure for these conditions
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Chapter
Class notes placed in Moodle
Recommended Reading: Souza T.A. Differential diagnosis and Management for the Chiropractor., Chapter 16 page 570
Events and Submissions/Topic
Module/Topic
Less common musculoskeletal/biomechanical conditions: Scoliosis and Sheumann's disease
Review physical examination procedure for a patient with these conditions
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis including gait analysis
Preparation for examination. Practical and theory.
Chapter
Class notes placed in Moodle
Recommended Reading: Souza T.A. Differential diagnosis and Management for the Chiropractor. Chapter 5 page135-156, chapter 4 page 130 Recommended
Souza T.A. Differential diagnosis and Management for the Chiropractor. Chapter 4 page 126
Events and Submissions/Topic
Module/Topic
Review Class
Preparation for examination for practical and theory.
Review of adjustments taught in PCP 1 according to short case scenarios with a focus on GORP for spinal analysis
Chapter
Class notes placed in Moodle
Events and Submissions/Topic
Chiropractic technique/skills Due: Week 12 Tuesday (3 Oct 2017) 3:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
The Course Convenor for CHIR20015 is Sharyn Eaton
Contact information:
Email: s.eaton@cqu.edu.au
Phone: 0418 277 213 or 02 9324 5016
1 On-campus Activity
In order to provide students with on-going feedback their On-Campus Activity will be assessed via a series of weekly Short Activities (i.e. quiz and case studies). These short activities will be marked in class thus providing immediate feedback and will be graded on a pass/fail basis. Students must submit all cases to their respective tutor by the due date.
Week 12 Friday (6 Oct 2017) 5:00 pm AEST
Exam Week Friday (20 Oct 2017)
Feedback will be provided to students immediately after each Short Activity.
The composition of weekly short activities will be based on the following criteria:
Do you demonstrate knowledge of the principles and practise of chiropractic, their approaches to treatment and management of chiropractic?
Can you interpret and analyse from musculoskeletal assessment findings (observation, range of movement and
palpation)?
Do you demonstrate knowledge of the application of adjustments/manipulations?
Do you competently perform the adjustments/manipulative setups?
Can you interpret from a case history to formulate a differential diagnosis?
Can you demonstrate a physical examination routine to eliminate and confirm the differential diagnosis?
Can you determine an appropriate treatment/management plan?
A minimum grade of 80% is required to pass this subject.
- Perform history taking at a competent level for difficult case scenarios, with a focus on neuro-musculoskeletal conditions.
- Interpret clinical case findings in order to form a differential diagnosis.
- Perform appropriate physical examination procedures in order to eliminate or confirm a differential diagnosis.
- Interpret the information gathered from the physical examination in order to determine a likely diagnosis.
- Provide a comprehensive report of findings for a given case study.
- Demonstrate appropriate patient handling skills, including effective communication skills.
- Develop an appropiate chiropractic management course according to given case scenarios.
- Communication
- Problem Solving
- Team Work
- Ethical practice
2 Portfolio
The aim in this unit is to further develop your understanding of the role and skills sets required of a chiropractor. To help with your development on this journey of self discovery you will create a reflective portfolio
The total word 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 11 Friday (29 Sept 2017) 5:00 pm AEST
A complete, accurate and up-to-date journal must be submitted to the unit coordinator.
Review/Exam Week Friday (13 Oct 2017)
Grades will be submitted to Gradebook for CHIR13009
Please follow the rubric according to the Chese melt found in Moodle for CHIR13009. This will also be discussed in class.
- Perform history taking at a competent level for difficult case scenarios, with a focus on neuro-musculoskeletal conditions.
- Interpret clinical case findings in order to form a differential diagnosis.
- Perform appropriate physical examination procedures in order to eliminate or confirm a differential diagnosis.
- Interpret the information gathered from the physical examination in order to determine a likely diagnosis.
- Demonstrate appropriate patient handling skills, including effective communication skills.
- Develop an appropiate chiropractic management course according to given case scenarios.
- Critically reflect on relevant sources of information.
- Communication
- Problem Solving
- Cross Cultural Competence
- Ethical practice
3 Practical Assessment
You will be required to competently perform a range of practical skills including postural analysis, range of motion, palpation manipulations/adjustments. There will be an emphasis on application - the appropriate practical techniques will be discussed with the weekly case studies.
Week 12 Tuesday (3 Oct 2017) 3:00 pm AEST
In-class pracitcal assessment
Review/Exam Week Friday (13 Oct 2017)
Do you know how to adjust the cervical, thoracic and lumbo-pelvic areas?
Do you know how to prepare an appropriate treatment/management plan from a case study?
- Perform history taking at a competent level for difficult case scenarios, with a focus on neuro-musculoskeletal conditions.
- Interpret clinical case findings in order to form a differential diagnosis.
- Perform appropriate physical examination procedures in order to eliminate or confirm a differential diagnosis.
- Interpret the information gathered from the physical examination in order to determine a likely diagnosis.
- Provide a comprehensive report of findings for a given case study.
- Demonstrate appropriate patient handling skills, including effective communication skills.
- Develop an appropiate chiropractic management course according to given case scenarios.
- Communication
- Problem Solving
- Ethical practice
Examination
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
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.