Overview
This unit will build upon your conceptual understanding of the causes, mechanisms and consequences of disease and dysfunction of the cardiovascular, lymphatic, haematopoietic, reproductive, respiratory, endocrine, renal and digestive systems. You will critically evaluate the multifactorial symptoms of dysfunction in order to infer the likely causative pathophysiological condition. Importance will be placed on understanding that different pathologies frequently cause a suite of similar symptoms but can nevertheless be differentiated on the basis of the combination, intensity and development of those symptoms. This knowledge will be used in conjunction with the examination protocols and procedures taught in Clinical Assessment and Diagnosis 3, in order to formulate a differential diagnosis.
Details
Pre-requisites or Co-requisites
Pre-requisites: BMSC11002 Human Body Systems 2 & MBIO12013 Microbiology for Health Care & BIOH12008 Human Pathophysiology or MPAT12001 Medical Pathophysiology
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 - 2019
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 1. Self reflection. 2. Students rating on the assessment's 'impact on learning' was lower than in 2017.
The assignment was not challenging enough, and did not distinguish between good and poor students adequately.
The assignment will be changed for 2019 to a more challenging one. The assignment in 2018 covered basic content on dermatology, with the aim in focusing student energies on this important topic. Many students did not believe that it had significant impact on their learning. The topic for 2019 will focus instead on pathophysiological mechanisms, which is a topic students seem to have trouble grasping. It is hoped that with appropriate guidance, it will prove to be a significantly better tool in enhancing the students' understanding of the more difficult concepts in pathology. The topic of the 2018 assignment - dermatology - will be assessed via an online quiz in 2019.
Feedback from Have your say. Self reflection.
The unit is content heavy.
The topics returned to CHIR13010 in 2018 were dermatology, plus eye and ear pathology. This added further content to the unit, even though some content was removed from other topics in order to minimise this added load. In order to further lessen the effect of this additional material, in 2019, these topics will be assessed via online quizzes only, and will not be included in the final examination. This should make the unit more manageable in terms of workload for students.
Feedback from Have your say.
Power point slides have insufficient content on them, and cannot be used without listening to the recording.
Students will be educated regarding the use of power point slides in lectures. It will be stressed that in this unit, all examinable content is to be found in the workbook. The lectures accompany this content, and the power point slides create a framework for the audio recordings. The lectures also highlight the most important material and concepts. The slides are not intended to simply reproduce the notes from the workbook. Students who do not learn well via auditory pathways still have the workbook to learn from. Multi-modal learning preferences are always considered in this unit. Therefore, it is recommended that there be no major changes made to the depth of content that is provided on lecture slides. However, all the lecture powerpoints and recordings for 2019 will be redone, in order to improve the clarity of explanations.
Feedback from Self-reflection
There are a some misconceptions regarding the design and the relevance of this unit.
The rationale behind the design of the unit, and its relevance to chiropractic will be explained to the students in the 2019 cohort. In order to link the aim of the unit, the learning outcomes and the assessment tasks to the practice of chiropractic, a discussion with students via zoom in the first week of term will be held.
- Compare the aetiology, epidemiology, pathogenesis and clinical manifestations of common diseases.
- Explain the pathophysiological basis of symptoms and signs of common diseases, using your knowledge of anatomy, physiology, biochemistry, microbiology and pathology.
- Analyse the combination, intensity and chronological development of a client’s symptoms, to infer the most likely pathological cause.
- Explain the multifactorial nature of disease.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 15% | ||||
| 2 - Written Assessment - 25% | ||||
| 3 - 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 - Online Quiz(zes) - 15% | ||||||||||
| 2 - Written Assessment - 25% | ||||||||||
| 3 - Examination - 60% | ||||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
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.
r.beirman@cqu.edu.au
Module/Topic
Introduction to course
Review of general pathology
Chapter
1. Read Workbook pages 2-19 (Revision)
2. Complete all exercises in this section.
3. Attend tutorial, conducted via Zoom
4. Commence activities in workbook, pages 20-55
Events and Submissions/Topic
Module/Topic
Disorders of the Cardiovascular System
Chapter
1. Complete all activities in Workbook, pages 20-55.
2. Attend tutorial, conducted via Zoom
3. Complete on-line quiz 1 (on Disorders of the Cardiovascular System)
4. Commence activities in workbook pages 56-88, after you have completed the on-line quiz.
Events and Submissions/Topic
Quiz 1 opens Wednesday 20th March 8am AEST.
Module/Topic
Disorders of the Haematopoietic and Lymphatic Systems
Chapter
1. Complete all activities in Workbook, pages 56-88.
2. Attend tutorial, conducted via Zoom
3. Complete Online quiz 2 (Disorders of the Haematopoietic and Lymphatic Systems)
4. Commence activities in workbook, pages 89-124, after you have completed the on-line quiz.
Events and Submissions/Topic
Quiz 1 closes Monday 25th March 8am AEST.
Quiz 2 opens Wednesday 27th March at 8am AEST.
Module/Topic
Disorders of the Endocrine System
Chapter
1. Complete all activities in Workbook, pages 89-124.
2. Attend tutorial, conducted via Zoom.
3. Complete Online quiz 3 (Disorders of the Endocrine System)
4. Commence activities in workbook pages 125-169, after you have completed the on-line quiz.
Events and Submissions/Topic
Quiz 2 closes Monday 1st April 8am AEST.
Quiz 3 opens Wednesday 3rd April at 8am AEST.
Module/Topic
Disorders of the Integumentary System
Chapter
1. Complete all activities in Workbook, pages 125-169
2. Attend tutorial, conducted via Zoom.
3. Complete Online quiz 4 (Disorders of the Integumentary System)
4. Commence activities in workbook pages 170- 199, after you have completed the online quiz.
Events and Submissions/Topic
Quiz 3 closes Monday 8th April 8am AEST.
Quiz 4 opens Wednesday 10th April at 8am AEST.Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Disorders of the Digestive System 1
Chapter
1. Complete all activities in Workbook, pages 170-199.
2. Attend tutorial, conducted via Zoom.
3. Complete Online quiz 5 (Disorders of the Digestive System 1)
4. Commence activities in workbook pages 200-221 after you have completed the on-line quiz.
Events and Submissions/Topic
Quiz 4 closes Friday 19th April at 6pm AEST.
Quiz 5 opens Wednesday 24th April at 8am AEST.
Module/Topic
Disorders of the Digestive System 2
Chapter
1. Complete all activities in Workbook, pages 200-221.
2. Attend tutorial, conducted via Zoom.
3. Complete online quiz 6 (Disorders of the Digestive System 2)
4. Commence activities in workbook pages 222-257.
Events and Submissions/Topic
Quiz 5 closes Monday 29th April 8am AEST.
Quiz 6 opens Wednesday 1st May at 8am AEST.
Module/Topic
Disorders of the Respiratory System
Chapter
1. Complete all activities in Workbook, pages 222-257.
2. Attend tutorial, conducted via Zoom
3. Complete Online quiz 7 (Disorders of the Respiratory System )
4. Commence activities in workbook pages 258-292, after you have completed the on-line quiz.
Events and Submissions/Topic
Quiz 6 closes Monday 6th May 8am AEST.
Quiz 7 opens Wednesday 8th May at 8am AEST.
Module/Topic
Disorders of the Urinary and Male Reproductive System
Chapter
1. Complete all activities in Workbook, pages 258-292.
2. Attend tutorial, conducted via Zoom.
3. Complete the on-line quiz 8 (urinary and male reproductive system disorders)
4. Commence activities in workbook pages 293-311 after you have completed the quiz.
Events and Submissions/Topic
Quiz 7 closes Monday 13th May 8am AEST.
Quiz 8 opens Wednesday 15th May at 8am AEST.
Module/Topic
Disorders of the Female Reproductive System
Chapter
1. Complete all activities in Workbook pages 293-311.
2. Attend tutorial, conducted via Zoom.
3. Complete the on-line quiz 9 (Female Reproductive System Disorders)
4. Commence activities in workbook pages 312-341 after you have completed the quiz.
Events and Submissions/Topic
Quiz 8 closes Monday 20th May at 8am AEST.
Quiz 9 opens Wednesday 22 May at 8am AEST
Module/Topic
Disorders of the ear and eye
Chapter
1. Complete all activities in Workbook pages 312-341.
2. Attend tutorial via zoom.
3. You may commence online quiz 10 (Disorders of eye and ear), although it is not due until the end of week 12.
Events and Submissions/Topic
Quiz 9 closes Monday 27th May at 8am AEST
Quiz 10 opens Wednesday 29th May at 8am AEST
Written Assessment Due: Week 11 Monday (27 May 2019) 9:00 am AEST
Module/Topic
Revision
Chapter
1. Attend tutorial via zoom
2. Complete the online quiz 10. (Disorders of eye and ear)
3. Commence revision exercises available on Moodle.
Events and Submissions/Topic
Quiz 10 closes Friday 7th June, at 8am AEST.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Written examination
1 Online Quiz(zes)
Ten on-line quizzes will need to be completed between weeks 2-12. Details are provided under 'Schedule'. Each will be available for several days, generally between 08.00 Wednesday until 08.00 the following Monday. (some will have a longer availability). Each quiz will be based on a specific body system. There will be no extension due to unforeseen technical problems or Internet connectivity, so please do not leave it to to the end of the availability period to complete.
You will be allowed one attempt only for each quiz, which will need to be completed within a specified period of time. This will usually be approximately 20 minutes, but some will be longer. Please check the instructions each week, to ensure you are familiar with your time constraints.
10
Weekly
Weeks 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12
Results with feedback will become available to students, at the time of closure of each quiz.
As the questions asked in each quiz will be objective in style (eg multiple choice), answers will be computer marked as either correct or incorrect. Some questions will require you to demonstrate a knowledge of facts, while others will require you to use your interpretive or analytical skills.
- Compare the aetiology, epidemiology, pathogenesis and clinical manifestations of common diseases.
- Analyse the combination, intensity and chronological development of a client’s symptoms, to infer the most likely pathological cause.
- Communication
- Problem Solving
- Information Literacy
- Information Technology Competence
2 Written Assessment
This assignment focuses on questions which are designed to demonstrate your understanding of pathophysiological processes.
There are 4 parts.
Part A (40 marks): You will be given 20 items in Column A. In column B, a number of events are listed. You are required to select from column B the appropriate events which contribute to the item in column A. In most cases, you will also need to place those events in the correct sequence. The number of items you need to select will be given to you.
For example:
| Column A | Column B | Answer |
| Polydipsia in a patient with Diabetes Mellitus | A. Osmoreceptors are stimulated B. Increase in glucose filtered C. Decrease in glucose filtered D. Increase in urine output E. Decrease in urine output F. Increase in water reabsorbed from nephron into blood G. Decrease in water reabsorbed from nephron into blood H. Increase osmolality of urinary filtrate I. Decrease osmolality of urinary filtrate J. Hyperglycaemia K. Hypoglycaemia L. Thirst M. Increase in amount of water in blood N. Decrease in the amount of water in blood |
Mechanisms involved: A, B, D, G, H, J, L, N Correct order: J, B, H, G, D, N, A, L |
Part B: (20 marks)
You will be given 10 items, similar to those in Part A. However, this time you will need to succinctly state in less than 2 lines (minimum size 10 font) the mechanism that explains it. Because you only have 2 lines for each, your answer requires careful thought and should demonstrate your understanding of the processes.
For example:
Question:
Why can a person become hypoxic during an asthma attack?
Sample answer:
Their airways narrow due to mucosal oedema, excessive mucus production and smooth muscle spasm, thus resulting in less gaseous exchange at the alveolar-capillary membrane. This can cause hypoxaemia and then hypoxia.
Part C (25 marks)
You will be asked to name a typical symptom or sign that is a direct consequence of a given event. Sometimes there may be more than one possible response but you only need to name 1).
Example:
Question: Irritation of the parietal pleura
Answer: sharp chest pain
Part D (15 marks)
This will comprise a series of brief questions on skin, eye and ear disorders.
PLEASE REFER TO THE SECTION TITLED 'ADDITIONAL ASSESSMENT INFORMATION' ON THE MOODLE PAGE FOR THE FULL ASSIGNMENT.
Week 11 Monday (27 May 2019) 9:00 am AEST
Review/Exam Week Monday (10 June 2019)
The assignment is designed so you will be able to demonstrate your understanding of pathophysiological processes. This is the most important part of pathology for students of chiropractic.
In Part A, there are 20 questions, 2 marks allocated for each.
For questions which ask for the the events without requiring a specific order, 0.5 marks will be deducted for each error, until zero is reached.
For questions requiring the correct order, 1 mark will be given for naming the correct events, and 1 mark for the correct order. To attain this mark, the order needs to be correct. One error will result in a loss of 0.5 mark, and 2 or more errors will result in a loss of the entire mark.
In Part B, there are 10 questions, 2 marks each. To attain the full 2 marks, each answer must be correct and demonstrate clarity of thought. If the answer is confusing, you will lose some marks. Any text which occurs in addition to the 2 lines will not be read. In some cases, 1 line may even be sufficient to answer the question. It must be written in your own words.
In Part C, there may be more than one possible response for each question. Any of the possible correct answers will result in earning the mark. However, if you include 2 answers (which is not required), and one of them is incorrect, you will not receive any mark for that question.
In Part D, the mark will be determined by the depth, accuracy and clarity of your answer.Marks will be deducted for incorrect spelling.
Please note:
1. Incorrect spelling will result in some loss of marks.
2. Due to the style of this assignment, no marks are assigned for referencing. However, plagiarism is naturally forbidden.
- Compare the aetiology, epidemiology, pathogenesis and clinical manifestations of common diseases.
- Explain the pathophysiological basis of symptoms and signs of common diseases, using your knowledge of anatomy, physiology, biochemistry, microbiology and pathology.
- Explain the multifactorial nature of disease.
- Communication
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
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?
