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 3 - 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 enjoyed the creative and varying assessment tasks that kept the unit interesting and challenging.
Keep the same format and continue adding additional questions.
Feedback from “Have your say” student feedback.
Some students enjoyed the depth and content of lectures.
Maintain the depth and the content of lectures with stakeholders.
Feedback from “Have your say” student feedback.
Some students expressed dissatisfaction with the delivery of lectures.
Update lectures to new green screen lectures at the next cycle of lecture delivery.
Feedback from “Have your say” student feedback.
Some students expressed need for face-to-face tutorials in addition to online tutorials.
Discuss the face-to-face options with stakeholders.
Feedback from “Have your say” student feedback.
Some students expressed difficulties finding information related to assessment tasks on the Moodle.
Improve categorisation of relevant assessment information.
- 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 edn (2016)
Authors: Braun, CA & Anderson, CM
Lippincott, Williams & Wilkins
Philadelphia Philadelphia , PA , USA
ISBN: 9781496335869
Binding: Paperback
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: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
s.neupane@cqu.edu.au
h.pallos@cqu.edu.au
Module/Topic
Introduction to Pathophysiology
Altered Cells and Tissues
Chapter
Chapter 1
Chapter 2
Events and Submissions/Topic
The Pass/Fail quiz opens on Week 1, Monday 09:00am AEST (closes on Exam Week, Monday 09:00am 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
Concept Map and Disease Awareness Pamphlet online selection site opens on Week 3, Monday 17:00 AEST (closes on Week 4, Friday, 17:00 AEST)
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
Chapter
Events and Submissions/Topic
Module/Topic
Altered Neuronal Transmission
Chapter
Chapter 10
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)
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
Module/Topic
Chapter
Events and Submissions/Topic
The unit coordinators are Dr. Saroj Neupane (s.neupane@cqu.edu.au; tel: 0749306306) and Dr. Henrik Pallos (h.pallos@cqu.edu.au; tel: 0749306701).
The lectures are prerecorded lectures of Dr. Henrik Pallos. Dr. Pallos is a pharmacist (PharmD) who later completed a PhD in Medical Science.
The weekly tutorials are delivered by Dr. Saroj Neupane. Dr. Neupane is medical doctor (MD), who later completed a Master of Public Health degree.
The forums on the Moodle site are checked by Dr. Saroj Neupane and Dr. Henrik Pallos.
1 Online Quiz(zes)
An understanding of medical pathophysiology is essential in many health professions. The fundamentals of this knowledge must be learnt and understood. The knowledge and concepts taught in this unit have been identified by various health professions as relevant to your future scope of practice. Completion of the online Pass/Fail quiz will assess your understanding of this knowledge and concepts.
1. There will be one online Pass/Fail quiz to assess your knowledge of the unit material.
2. The Pass/Fail quiz will have 60 questions.
3. The Pass/Fail quiz will cover content from Week 1-12.
4. The Pass/Fail quiz will open on Week 1 Monday at 09:00am and will close on Exam Week Monday at 09:00am AEST.
5. The Pass/Fail quiz will submit automatically when allocated time expires or at the due date and time.
6. You will be allowed unlimited number of attempts at the quiz.
7. There is a 24-hour time restriction between attempts.
8. The highest grade you achieve will serve as your final score for the Pass/Fail quiz.
9. There is a minimum requirement in the Pass/Fail quiz: 50%.
10. In order to access the Pass/Fail quiz, you need to complete a series of learning activities to satisfactory level.
11. In the absence of an approved extension, there will be no opportunity to complete the Pass/Fail quiz after the due date.
You will find more details of the Pass/Fail quiz on the unit Moodle site.
1
Other
Exam Week Monday (11 Feb 2019) 9:00 am AEST
Exam Week Monday (11 Feb 2019)
Marks will be available upon completing the assessment task.
Questions are worth one mark each. Questions will be automatically marked correct or incorrect at the completion of the quiz. 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
Rationale
In the clinical context, health professionals are expected to have in-depth knowledge and understanding of pathophysiology processes and their interrelationship. Population demographics demonstrate increased ageing and concomitant complex morbidities in healthcare. This assessment requires you to construct links between pathophysiology, clinical symptoms, diagnosis and treatment which reflect the level of understanding you will be required to articulate clinically. All health professionals have a significant clinical role in disease awareness. You must be able to give qualified evidence based advice, within your scope of practice, which serves to educate the patient and close gaps in health care.
In the clinical workplace, you will be assessed regularly by your peers throughout your working life - by clinical supervisors, journal paper reviewers, conference assessors who award prizes for papers and posters, conference presentations/posters. It will be your primary source of professional feedback. The marking system in this unit seeks to commence this process. Your assessment will be marked by your peers and you will assess the work of your peers. It is important to be constructive in your marking and feedback. The aim is to enable your peers to develop their knowledge and skills with your guidance.
Task
There are four phases in the task:
Phase | Period | Task |
1. Selection (Setup) Phase | Week 3 Monday 17:00 AEST - Week 4 Friday 17:00 AEST | You must choose two clinical models on the unit Moodle site during selection phase: 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. Once you select your clinical model, you can start working on it, you do not need to wait for the submission phase. |
2. Submission Phase | Week 4 Friday 17:00 AEST - Week 8 Friday 17:00 AEST | You must submit online one Concept Map and one Disease Awareness Pamphlet. You can submit your work anytime during this phase. You can also change and resubmit your work as many times as you want until the due date. |
3. Assessment (Peer-evaluation) Phase | Week 8 Friday 17:00 AEST - Week 10 Friday 17:00 AEST | You must evaluate online three other Concept Maps and three other Disease Awareness Pamphlets. The three Concept Maps and three Disease Awareness Pamphlet will be randomly allocated to you. The allocated submissions will appear automatically under your Submission and Assessment Site during the Assessment Phase.The peer-evaluation is anonymous. |
4.a Grading and Evaluation Phase - Peer-appeal | Week 10 Friday 17:00 AEST - Week 11 Friday 17:00 AEST | Your opportunity to submit your peer-appeal about a peer-evaluation. Peer-appeal is not compulsory, it is optional. |
4.b Grading and Evaluation Phase - Grade Finalisation | Week 11 Friday AEST - Revision/Exam Week Wednesday 17:00 AEST | Finalising marks by your lecturer. |
Closing and release of marks: Revision/Exam Week Wednesday 17:00 AEST.
You will find more details of the Clinical Model Assignment on the unit Moodle site.
Concept Map and Disease Awareness Pamphlet submission: Week 8, Friday 17:00 AEST; Concept Map and Disease Awareness Pamphlet evaluation: Week 10, Friday 17:00 AEST
Marks will be available upon 'Grading and evaluation phase' closure on Exam Week Wednesday 17:00 AEST.
The Concept Map and Disease Awareness Pamphlet each are 25% of the total unit marks. There is a minimum requirement of 50% of the overall combined mark for both the Concept Map and Disease Awareness Pamphlet.
Part 1 mark: Your peers will evaluate your Concept Map for accuracy, content, connection, structure, concept presentation, language, format, overall, similarity and content difficulty and your Disease Awareness Pamphlet for 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 10% (see table below).
Part 2 mark: Your lecturer will review how well you evaluated your peers' Concept Maps and Disease Awareness Pamphlets. You will receive marks for evaluating others' submission according to accuracy and reliability, content, language, examples, quality of feedback, organisation of feedback, overall feedback and use of guidelines. The marking rubric is available on the unit Moodle site. The maximum mark for the peer assessment is 15% (see table below).
Concept Map | Disease Awareness Pamphlet | |
Part 1 mark: Mark for your submission evaluated by peers | 10% | 10% |
Part 2 mark: Mark for evaluating your peer's submission | 15% | 15% |
Total | 25% | 25% |
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.