Overview
This unit builds upon prerequisite units in human anatomy and physiology to develop a conceptual understanding of disease and dysfunction, with emphasis on the effects of disease upon normal physiological systems. The unit content is presented in a way that fosters (a) an understanding of the widespread effects that dysfunction of a particular organ or system of the human body has upon other systems and (b) the ability to critically evaluate symptoms of dysfunction and predict the outcome. Topics include altered cells and tissues, altered cellular proliferation and differentiation, inflammation and tissue repair, and alterations of human body systems.
Details
Pre-requisites or Co-requisites
Prerequisites: ALLH11005 Anatomy and Physiology for Health Professionals 1 AND ALLH11004 Anatomy and Physiology for Health Professionals 2 OR BMSC11001 Human Body Systems 1 AND BMSC11002Human Body Systems 2 This unit is NOT available to students who have only completed BIOH11005 Introductory Anatomy and Physiology AND BIOH11006 Advanced Anatomy and Physiology
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 “Have your say” student feedback.
Some students commented that the weighting of the Concept Map and DAP assessment tasks are low.
Review weighting of CMAP/DAP.
Feedback from “Have your say” student feedback.
Some students commented on how much the various asesssments, including online quizzes and Concept Map/DAP, aided their understanding.
Develop further questions and introduce new type of questions.
Feedback from “Have your say” student feedback.
Some students felt the content is too much, meanwhile other students enjoyed learning about the same amount of content.
Provide more information to students how the content is relevant for their specific course.
Feedback from “Have your say” student feedback.
Some students commented on how much they enjoyed the interactive and interesting lectures and tutorials.
Maintain and improve further lecture and tutorial delivery style and quality.
- Argue the physiological consequences, symptoms and effects on health of specific dysfunction of organs and systems
- Explain how the interdependence of human physiological systems can result in disease of one organ having widespread effects
- Explain the mechanisms that cause altered cells and tissues, altered cellular proliferation and differentiation, inflammation and the consequences of these changes upon health
- Describe the major causes, symptoms and consequences of dysfunction of the human body systems.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Online Quiz(zes) - 0% | ||||
| 2 - Portfolio - 50% | ||||
| 3 - Examination - 50% | ||||
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) - 0% | ||||||||||
| 2 - Portfolio - 50% | ||||||||||
| 3 - Examination - 50% | ||||||||||
Textbooks
Applied Pathophysiology: A Conceptual Approach to the Mechanisms of Disease
Edition: 3rd (2016)
Authors: Carie A. Braun, Cindy M. Anderson
Wolters Kluwer/Lippincott Williams & Wilkins
UK
Binding: Hardcover
Additional Textbook Information
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Cmap Tools to develop concept maps (freeware: http://cmap.ihmc.us/cmaptools/ )
- Microsoft Power Point or free Google Slide (https://www.google.com.au/slides/about/ ) or free Prezi Edu Enjoy (https://prezi.com/ )
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
h.pallos@cqu.edu.au
s.neupane@cqu.edu.au
Module/Topic
Introduction to Pathophysiology
Altered Cells and Tissues
Chapter
Chapter 1
Chapter 2
Events and Submissions/Topic
Concept Map and Disease Awareness Pamphlet online selection site opens on Week 1, Monday 21:00 AEST (closes on Week 4, Friday, 17:00 AEST)
Module/Topic
Inflammation and Tissue Repair
Chapter
Chapter 3
Events and Submissions/Topic
Module/Topic
Altered Cellular Proliferation and Differentiation
Chapter
Chapter 7
Events and Submissions/Topic
Module/Topic
Altered Fluid, Electrolyte Balance
Altered Acid-Base Balance
Chapter
Chapter 8
Chapter 9
Events and Submissions/Topic
Concept Map and Disease Awareness Pamphlet online submission site opens on Week 4, Friday 17:00 AEST (closes on Week 8, Friday, 17:00 AEST)
Module/Topic
Altered Neuronal Transmission
Chapter
Chapter 10
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Altered Somatic and Special Sensory Function
Chapter
Chapter 12
Events and Submissions/Topic
Module/Topic
Altered Hormonal and Metabolic Regulation
Chapter
Chapter 13
Events and Submissions/Topic
Module/Topic
Altered Reproductive Function
Chapter
Chapter 14
Events and Submissions/Topic
Concept Map and Disease Awareness Pamphlet online peer assessment site opens on Week 8, Friday 17:00 AEST (closes on Week 10, Friday, 17:00 AEST)
Clinical model assignment Due: Week 8 Friday (4 May 2018) 5:00 pm AEST
Module/Topic
Altered Ventilation and Diffusion
Chapter
Chapter 15
Events and Submissions/Topic
Module/Topic
Altered Perfusion
Chapter
Chapter 16
Events and Submissions/Topic
Module/Topic
Altered Nutrition
Chapter
Chapter 17
Events and Submissions/Topic
Module/Topic
Altered Elimination
Chapter
Chapter 18
Events and Submissions/Topic
Pass/Fail quiz Due: Week 12 Friday (1 June 2018) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
In order to pass this unit, students must attain at least 50% overall, and meet the minimum mark specified for each assessment.
1 Online Quiz(zes)
1. There will be one Pass/Fail online quiz to assess your knowledge of the unit material.
2. The quiz will have 60 questions.
3. The Pass/Fail quiz will open on Week 1 Monday at 09:00am and will close on Week 12 Friday at 17:00pm.
4. You will be allowed unlimited number of attempts at the quiz.
5. There is a 24-hour time restriction between attempts.
6. The highest grade you achieve will serve as your final score for the quiz.
7. There is a minimum requirement in the Pass/Fail quiz: 50%.
8. In order to access the Pass/Fail quiz, you need to complete a series of learning activities to satisfactory level.
9. In the absence of an approved extension, there will be no opportunity to complete the quiz after the due date.
You will find more details of the Pass/Fail quiz on the unit Moodle site.
1
Other
Week 12 Friday (1 June 2018) 5:00 pm AEST
Week 12 Friday (1 June 2018)
Marks will be available upon completing the assessment task.
Questions will be automatically marked correct or incorrect. In order to pass the quiz, you must achieve at least 50%.
- Explain the mechanisms that cause altered cells and tissues, altered cellular proliferation and differentiation, inflammation and the consequences of these changes upon health
- Describe the major causes, symptoms and consequences of dysfunction of the human body systems.
- Problem Solving
- Critical Thinking
- Information Technology Competence
2 Portfolio
You must choose two clinical models on the unit Moodle site: one under Clinical Model Selection for Concept Map, and one under Clinical Model Selection for Disease Awareness Pamphlet. They must be different and from different weekly topics. Your selection is final, you will not be able to change it. The available clinical models are from your textbook and differ in level of difficulty, hence, will have different weights in the marking rubric. First come has first choice. If you do not select the two clinical models by the due date, your unit coordinator will allocate you two clinical models.
The portfolio task has two parts:
Part 1. You must submit online one Concept Map and one Disease Awareness Pamphlet.
Part 2. You must assess online three other Concept Maps and three other Disease Awareness Pamphlets. The assessment is anonymous.
You will find more details of the Clinical Model Assignment on the unit Moodle site.
Week 8 Friday (4 May 2018) 5:00 pm AEST
Concept Map and Disease Awareness Pamphlet submission: Week 8, Friday 17:00 AEST; Concept Map and Disease Awareness Pamphlet assessment: Week 10, Friday 17:00 AEST
Review/Exam Week Wednesday (6 June 2018)
Marks will be available upon evaluation phase closure in Review/Exam Week.
The Concept Map and Disease Awareness Pamphlet each are 25% of the total unit marks. There is a minimum requirement of 50%.
Part 1 mark: Your peers will assess your Concept Map according to accuracy, content, interview, reflection, connection, structure, concept presentation, language, format, overall, similarity and content difficulty and your Disease Awareness Pamphlet according to accuracy, content, interview, reflection, presentation (illustrations, text coherence, pop-out effects), language (spelling, grammar, appropriateness for target audience), format, similarity and content difficulty. The marking rubric is available on the unit Moodle site. The final mark for each submission (the Concept Map and Disease Awareness Pamphlet) is the average of the marks given by your peer reviewers. The maximum mark for each submission is 13% (see table below).
Part 2 mark: You will also receive marks for assessing others' submission and the quality of your assessment. Moodle will compare your assessment with your peers' assessments of the same clinical model. Based on how close your assessment is to the average assessment score of the same clinical model you will receive a score (Score 1), between zero and one. You will also receive a score for the quality of your assessments (Score 2), between zero and twelve. The final mark equals Score 1 x Score 2. The maximum mark for the peer assessment is 12% (see table below).
| Concept Map | Disease Awareness Pamphlet | |
| Part 1 mark: Mark of your submission assessed by peers | 13% | 13% |
| Part 2 mark: Mark for assessing your peer's submission | 12% | 12% |
| Total | 25% | 25% |
Your lecturer will monitor the peer assessment for quality assurance.
You will find more details of the Clinical Model Assignment on the unit Moodle site.
- Argue the physiological consequences, symptoms and effects on health of specific dysfunction of organs and systems
- Explain how the interdependence of human physiological systems can result in disease of one organ having widespread effects
- Problem Solving
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
- Social Innovation
Examination
Calculator - non-programmable, no text retrieval, silent only
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?
