CQUniversity Unit Profile
CHIR13010 Systems and Pathology
Systems and Pathology
All details in this unit profile for CHIR13010 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student).
The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
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General Information

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

Career Level: Undergraduate
Unit Level: Level 3
Credit Points: 6
Student Contribution Band: 8
Fraction of Full-Time Student Load: 0.125

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 3 - 2019

Online

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).

Class and Assessment Overview

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

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Online Quiz(zes)
Weighting: 15%
2. Written Assessment
Weighting: 25%
3. Examination
Weighting: 60%

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.

Previous Student Feedback

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 Student feedback in 'Have your say'.

Feedback

Some students found the assignment task challenging and would have preferred a simpler task.

Recommendation

It is recommended that assignments continue to challenge students. However, time could be spent ensuring students understand the rigour of the assessment so they can dedicate adequate time and effort to it.

Feedback from Student feedback in 'Have your say'.

Feedback

Many students commented on the high quality of this unit. They especially liked the attention to detail, the learning resources and the engaged unit coordinator.

Recommendation

It is recommended that the same standards should be maintained in future offerings.

Feedback from Self-reflection

Feedback

Some students felt that incorporating more visual resources in the teaching of difficult concepts would have been beneficial.

Recommendation

The unit coordinator will explore existing opportunities to better support students learning difficult concepts.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Compare the aetiology, epidemiology, pathogenesis and clinical manifestations of common diseases.
  2. Explain the pathophysiological basis of symptoms and signs of common diseases, using your knowledge of anatomy, physiology, biochemistry, microbiology and pathology.
  3. Analyse the combination, intensity and chronological development of a client’s symptoms, to infer the most likely pathological cause.
  4. Explain the multifactorial nature of disease.
Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

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 and Resources

Textbooks

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

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.

Teaching Contacts
Kenneth Reckelhoff Unit Coordinator
k.reckelhoff@cqu.edu.au
Schedule
Week 1 Begin Date: 11 Nov 2019

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. Listen to the pre-recorded tutorial, posted to Moode site.

4. Commence activities in workbook, pages 20-55

Events and Submissions/Topic

Week 2 Begin Date: 18 Nov 2019

Module/Topic

Disorders of the Cardiovascular System

Chapter

1. Complete all activities in Workbook, pages 20-55.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 Monday 18th November at 8am AEST.


Week 3 Begin Date: 25 Nov 2019

Module/Topic

Disorders of the Haematopoietic and Lymphatic Systems

Chapter

1. Complete all activities in Workbook, pages 56-88.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 November at 8am AEST.

Quiz 2 opens Monday 25th November at 8am AEST.

Week 4 Begin Date: 02 Dec 2019

Module/Topic

Disorders of the Endocrine System

Chapter

1. Complete all activities in Workbook, pages 89-124.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 2nd December at 8am AEST.

Quiz 3 opens Monday 2nd December at 8am AEST.

Vacation Week Begin Date: 09 Dec 2019

Module/Topic

Chapter

Events and Submissions/Topic

Week 5 Begin Date: 16 Dec 2019

Module/Topic

Disorders of the Integumentary System

Chapter

1. Complete all activities in Workbook, pages 125-169

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 9th December at 8am AEST.

Quiz 4 opens Monday 16th December at 8am AEST.
Week 6 Begin Date: 23 Dec 2019

Module/Topic

Disorders of the Digestive System 1

Chapter

1. Complete all activities in Workbook, pages 170-199.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 Monday 30th December at 8am AEST.

Quiz 5 opens Monday 23rd December at 8am AEST.

Week 7 Begin Date: 06 Jan 2020

Module/Topic

Disorders of the Digestive System 2 

Chapter

1. Complete all activities in Workbook, pages 200-221.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 6th January at 8am AEST.

Quiz 6 opens Monday 6th January at 8am AEST.

Week 8 Begin Date: 13 Jan 2020

Module/Topic

Disorders of the Respiratory System 

Chapter

1. Complete all activities in Workbook, pages 222-257.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 13th January at 8am AEST.

Quiz 7 opens Monday 13th January at 8am AEST.

Written assignment due 9 am, Monday 13th January 2020


Written Assessment Due: Week 8 Monday (13 Jan 2020) 9:00 am AEST
Week 9 Begin Date: 20 Jan 2020

Module/Topic

Disorders of the Urinary and Male Reproductive System

Chapter

1. Complete all activities in Workbook, pages 258-292.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 20th January at 8am AEST.

Quiz 8 opens Monday 20th January at 8am AEST.

Week 10 Begin Date: 27 Jan 2020

Module/Topic

Disorders of the Female Reproductive System

Chapter

1. Complete all activities in Workbook pages 293-311.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 27th January at 8am AEST.

Quiz 9 opens Monday 27th January at 8am AEST

Week 11 Begin Date: 03 Feb 2020

Module/Topic

Disorders of the ear and eye

Chapter

1. Complete all activities in Workbook pages 312-341.

2. Listen to the pre-recorded tutorial, posted to Moode site.

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 3rd February at 8am AEST

Quiz 10 opens Monday 3rd February at 8am AEST

Week 12 Begin Date: 10 Feb 2020

Module/Topic

Revision

Chapter

1. Listen to the pre-recorded tutorial, posted to Moode site.

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 Monday 16th February at 8am AEST.


Exam Week Begin Date: 17 Feb 2020

Module/Topic

Chapter

Events and Submissions/Topic

Written examination

Assessment Tasks

1 Online Quiz(zes)

Assessment Title
Quizzes

Task Description

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 Monday 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.



Number of Quizzes

10


Frequency of Quizzes

Weekly


Assessment Due Date

Weeks 3, 4, 5, 6, 7, 8, 9, 10, 11 and 12


Return Date to Students

Results with feedback will become available to students, at the time of closure of each quiz.


Weighting
15%

Minimum mark or grade
50% overall

Assessment Criteria

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.


Referencing Style

Submission
Online

Submission Instructions
Complete via quiz link located in the appropriate week.

Learning Outcomes Assessed
  • 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.


Graduate Attributes
  • Communication
  • Problem Solving
  • Information Literacy
  • Information Technology Competence

2 Written Assessment

Assessment Title
Written Assessment

Task Description

In your future role as a chiropractor, patients will most commonly present to you with some type of musculoskeletal complaint. However, they may also have an underlying medical disorder, which they may or may not be aware of. Common conditions which you may encounter include diabetes mellitus, hypertension, anaemia, vascular disease, asthma and chronic obstructive pulmonary disease. In addition to this, there are a number of diseases involving viscera which can present with musculoskeletal pain. It is therefore important to ensure that you have a thorough understanding of common diseases, including their aetiology, pathogenesis and clinical manifestations, and that you can communicate with your patients and their medical practitioners about these conditions.

In this assignment, you are required to describe the relationship between the pathological processes associated with Diabetes Mellitus Type 2 and the way that these pathologies manifest themselves clinically.

You may supplement your responses with a flow chart or diagram if you desire.

Ensure that you reference your answers. Please use APA referencing systems.

Assignments should be submitted through Turnitin.

Word count: 1400-1600


Assessment Due Date

Week 8 Monday (13 Jan 2020) 9:00 am AEST


Return Date to Students

Week 10 Monday (27 Jan 2020)


Weighting
25%

Minimum mark or grade
50%

Assessment Criteria

Marking rubric:

0 marks 1-2 marks 3-4 marks 5 marks 6-7 marks 8-9 marks 10 marks Mark
Relevance of content to topic No relevance to topic Relevance to topic is very poor Relevance to topic is unsatisfactory Relevance to topic is satisfactory. Relevance to topic is good. Relevance to the topic is very good Relevance to the topic is excellent
Level of detail No detail Level of detail very poor Level of detail is unsatisfactory Level of detail is satisfactory. Level of detail is good. Level of detail very good Level of detail is excellent
Accuracy of content Mainly inaccurate Many major or minor inaccuracies present 1 fundamental error as well as 1-2 minor inaccuracies made 1 fundamental error made 3-4 minor inaccuracies Only 1-2 minor inaccuracies All content accurate and up-to date
Clarity of writing complete absence of clarity Very poor Unsatisfactory Satisfactory Good Very good Excellent
Logical progression of ideas None evident Very poor Unsatisfactory Satisfactory Good Very good Excellent
Depth of understanding of topic No understanding of the topic is evident Very poor understanding of the topic is evident Unsatisfactory understanding of the topic is evident Satisfactory understanding of the topic is evident Good understanding of the topic is evident Very good understanding of the topic is evident Excellent understanding of the topic is evident


Adequacy of support from references
No references, or inappropriate references are used Less than 5 journal references, plus significant errors in format, plus the use of outdated papers. Less than 5 journal references, plus some use of outdated papers and/or some errors in format. 5-10 relevant, up-to-date journal references in reputable journals, and some errors in format 5-10 relevant, up-to-date journal references in reputable journals, negligible errors in format 11-14 relevant, up-to-date journal references in reputable journals, negligible errors in format Over 15 relevant, up-to-date journal references in reputable journals, negligible errors in format
Spelling and grammar Very poor Below the level expected for university Below the standard expected for a 300 level unit Satisfactory standard for a 300 level unit essay Good standard for a 300 level unit essay Excellent standard for a 300 level unit At a level appropriate for peer-reviewed publication
Use of vocabulary Very poor Below the level expected for university Below the standard expected for a 300 level unit Satisfactorystandard for a 300 level unit essay Good standard for a 300 level unit essay Excellent standard for a 300 level unit At a level appropriate for a peer-reviewed publication
Overall presentation Very poor Poor Unsatisfactory Satisfactory Good Very good Excellent



Referencing Style

Submission
Online

Submission Instructions
Please submit via the sidebar Assessment Block on CHIR13010 Moodle site

Learning Outcomes Assessed
  • 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.


Graduate Attributes
  • Communication
  • Problem Solving
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence

Examination

Outline
Complete an invigilated examination

Date
During the examination period at a CQUniversity examination centre

Weighting
60%

Length
120 minutes

Minimum mark or grade
50%

Exam Conditions
Closed Book

Materials
Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
Academic Integrity Statement

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?