CQUniversity Unit Profile.

The Portfolio assessment comprises two (2) components; Part A: the development of an evidence-based educational planning document that informs the creation of a client education presentation, and Part B: an individual presentation and defence of the educational content developed from the evidence review.

Part A: Evidence-Based Educational Planning Document
You will develop an evidence-based planning document to support the creation of an educational exercise presentation for individuals with a selected oncology or autoimmune condition (a limited list of conditions will be provided on the Unit Moodle site). The purpose of this task is to demonstrate the process of identifying, evaluating, and translating scientific evidence into information that is appropriate for a client audience.

The planning document will include four sections:

1. Literature Search Strategy
Conduct a structured search of relevant databases (e.g., PubMed, MEDLINE, CINAHL, SPORTDiscus, Cochrane Library). These databases should be accessed via the CQU library page. 
Document the search strategy, including databases searched, keywords, search strings, inclusion and exclusion criteria, and rationale for article selection.

2. Evidence Summary Table
Present a summary table of the key evidence identified from the literature search.
The table should include the source (e.g., study, review, guideline, or consensus statement), population and/or condition, key findings, relevance to exercise physiology practice, and justification for inclusion in the educational presentation.
The table should focus on the most relevant evidence used to inform the presentation and demonstrate how the selected literature supports evidence-based recommendations.

3. Evidence Summary and Clinical Relevance
Summarise the key findings from the literature and current exercise guidelines relevant to the selected condition.
Explain how the evidence informs exercise participation, safety considerations, expected benefits, and exercise recommendations for the chosen client group.
Critically justify the inclusion of information that will be incorporated into the educational presentation.

4. Knowledge Translation and Presentation Planning
Describe how the evidence will be synthesised and translated into language, concepts, and educational materials appropriate for the intended client audience.
Justify decisions regarding the scope of content, communication strategies, use of visual aids, and methods used to enhance client understanding and engagement.
Provide an outline of the proposed educational presentation and explain how the selected content aligns with the needs of the target client group.

Part B: Presentation and Defence
You will deliver a mock educational presentation as an Accredited Exercise Physiologist (AEP) to a small online audience representing the intended client group. The presentation should communicate evidence-based exercise recommendations in a manner that is accurate, engaging, and appropriate for the audience's health literacy, needs, and lived experiences. Students should demonstrate the ability to translate scientific evidence into practical information that supports client understanding, confidence, and participation in exercise. Your final slides must be uploaded to the Unit Moodle site by Week 13 Tuesday (13 Oct 2026) 5:00 PM AEST. See the Unit Moodle site for online presentation days and times in Week 13, these days and times will be released in Week 10. 

Following the presentation, you will participate in a defence of your work. This will include questions relating to the literature and guidelines identified during the evidence review process, the rationale for the information included in the presentation, clinical reasoning underpinning exercise recommendations, barriers to implementation, strategies used to communicate complex information to clients, and approaches to support client understanding, engagement, and behaviour change.

• Quality and accuracy of the review and synthesis of current exercise guidelines and recommendations for individuals with metabolic or renal conditions
• Development of a professional, evidence-based, and client-centred educational exercise presentation appropriate for the intended audience
• Explanation of the anatomy, physiology, pathophysiology, and medical management relevant to the selected metabolic or renal condition
• Application of evidence-based exercise principles, including acute and chronic exercise responses and adaptations relevant to the condition
• Ability to justify exercise recommendations and educational content using contemporary evidence and best practice guidelines
• Application of clinical reasoning to address barriers to exercise participation and implementation, and identification of appropriate solutions
• Professional presentation, communication, and engagement during the delivery and defence of the educational presentation
• Academic writing, presentation design, and referencing

The written submission (Portfolio - Part A) comprises the development of an evidence-based educational exercise presentation designed for individuals with the selected oncology or autoimmune condition. The presentation should translate current scientific evidence and exercise guidelines into information that is accurate, accessible, and appropriate for the intended client audience. It should demonstrate an understanding of the condition, relevant medical management, exercise considerations, and the role of exercise in supporting health and wellbeing.

The presentation (Portfolio - Part B) should be 10–12 slides in length (excluding title and reference slides) and written in Australian English. Students are encouraged to use clear, audience-appropriate language, visual aids, diagrams, and other educational resources to enhance client understanding and engagement.

Your submission must be supported by recent (ideally within the past 5-10 years) relevant references from the peer-reviewed literature, as necessary. Do NOT refer to blogs, websites, YouTube videos, or other non-scientific sources. You MUST refer to empirical research, reviews, guidelines, or consensus statements published in the peer-reviewed scientific literature. Your essay will be marked against the criteria described in the Assessment Criteria section below. It will contribute 40% of your overall grade for this unit.

The 72-hour grace period does not apply to Part B of this assessment item

Level of GenAI use allowed: 

Level 3 - AI may be used to help complete the task, including idea generation, drafting, feedback, and refinement. Students should critically evaluate and modify the AI-suggested outputs, demonstrating their understanding.

You will complete a 60-minute in-class test at the commencement of the residential school. Content will be related to the your knowledge of physiology, pathophysiology, and other determinants of health and function for oncology and autoimmune conditions. There will also be questions related to physiological responses and adaptations to acute and chronic exercise for clients with oncology and autoimmune conditions. This in-class test will contain a variety of question styles to assess your understanding. 

The 72-hour grace period does not apply to this assessment item

Level of GenAI use allowed: 

Level 1: You must not use Al at any point during the assessment. You must demonstrate your core skills and knowledge.

You will be assessed during the residential school on the elements of working with a client with an oncology and autoimmune condition. You will assume the role of an AEP and be assessed on their ability to screen, develop an appropriate intervention, and deliver that intervention, to a mock client (another student) who will be provided with specific case details including information on the condition; medication history; history of other practitioners who have undertaken an assessments of health characteristics. 

You will be assessed on, but not limited to: 

• Client safety
• The use of appropriate communication
• The use of appropriate professional behaviour
• Choice and implementation of screening and assessment tools
• The planning and delivery of an appropriate program

Detailed marking rubrics will be made available on the Unit Moodle site. As this assessment item has a minimum grade of 50% to pass, you must pass this assessment item to pass this unit.