Overview
Students will develop an understanding of the functional anatomy and physiology relevant to communication and swallowing. Topics covered include surface anatomy and the anatomical relationships of bones, muscles, blood vessels and nerves within each of the pertinent body regions. This unit provides students with foundation knowledge to assist in clinical reasoning, practice and consultation in speech pathology.
Details
Pre-requisites or Co-requisites
ALLH11004 Anatomy & Physiology for Health Professionals 2 SPCH11001 Introduction to Speech Pathology
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 2 - 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 Student evaluations & self-reflection.
Give students more time to absorb swallowing and orofacial myology content to better reflect the importance of these areas for speech pathology students.
Cover this content earlier in the term.
- Define the skeletal structures, innervation and musculature serving respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Describe the functional importance of each structure/muscle/nerve relative to respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Explain the relationship between structure and function of the speech, hearing and swallowing mechanism in a developmental context.
- Discuss the relevance of anatomy and physiology to clinical practice in speech pathology.
- Discuss the relationship between physiologic functions which sustain life versus physiologic functions related to communication.
The learning outcomes have been mapped to the external accreditation process. The learning outcomes are consistent with Speech Pathology Australia Competency Based Occupational Standards (CBOS) and Competency Assessment in Speech Pathology (COMPASS) requirements.
The Speech Pathology Australia Professional Framework states - "It is expected that an entry-level speech pathologist in Australia will be familiar with the ICF framework and competently apply the social health principles of individual functioningand well-being to their speech pathology practice. Applying the ICF to the clinical practice of speech pathology, practitioners can incorporate both the diagnosis of impairment (body function and structure) and the activity and participation of the individual to assess the impact of the communication and/or swallowing disorder on quality of life. A guiding principle of speech pathology assessment, habilitation and/or rehabilitation is a thorough evaluation of an individual’s functional abilities. Using the ICF framework, including the contextual factors (environmental and personal) and activity and participation levels, allows speech pathologists to collaboratively set goals with an individual and their caregivers."
The Learning Outcomes for this unit reflect this principle through the assessment of foundation knowledge in anatomy and physiology required to accurately evaluate human body function and structure.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 20% | |||||
| 2 - In-class Test(s) - 20% | |||||
| 3 - Practical Assessment - 60% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 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 - Written Assessment - 20% | ||||||||||
| 2 - In-class Test(s) - 20% | ||||||||||
| 3 - Practical Assessment - 60% | ||||||||||
Textbooks
Anatomy & Physiology for Speech, Language, and Hearing
Edition: 5 (2015)
Authors: J. Anthony Seikel, David G. Drumright, Douglas W. King
Cengage Learning US
Clifton Park Clifton Park , NY , USA
ISBN: 9781285198248
Binding: Hardcover
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.
s.serafin@cqu.edu.au
Module/Topic
Chapter
Ch. 1
Ch. 2 - pp. 49-74
Ch. 6 - pp. 316-355
Appendices A & B
Events and Submissions/Topic
Module/Topic
Chapter
Ch. 2 - pp. 92-132
Ch. 6 - pp. 361-370, 376-385Appendices C, D & E
Events and Submissions/Topic
Written Assessment 1 must be submitted online by 09:00 AM (AEST) Thursday 19 July.
Module/Topic
Chapter
Events and Submissions/Topic
Written Assessment 2 must be submitted online by 09:00 AM (AEST) Thursday 26 July.
Module/Topic
Chapter
Ch. 2 & 3
Appendix C
Events and Submissions/Topic
Written Assessment 3 must be submitted online by 09:00 AM (AEST) Thursday 2 August.
Module/Topic
Chapter
Events and Submissions/Topic
Written Assessment 4 must be submitted online by 09:00 AM (AEST) Thursday 9 August.
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Ch. 6 & 7
Ch. 10 in Moore's Before We Are Born
Events and Submissions/Topic
Written Assessment 5 must be submitted online by 09:00 AM (AEST) Thursday 23 August.
Module/Topic
Chapter
Events and Submissions/Topic
Written Assessment 6 must be submitted online by 09:00 AM (AEST) Thursday 30 August.
Module/Topic
Chapter
Ch. 11 - pp. 577-652
Appendix F
Events and Submissions/Topic
Written Assessment 7 must be submitted online by 09:00 AM (AEST) Thursday 6 September.
Module/Topic
Chapter
Ch. 11 - pp. 652-702
Ch. 12
Appendix G
Events and Submissions/Topic
Written Assessment 8 must be submitted online by 09:00 AM (AEST) Thursday 13 September.
Module/Topic
Motor & Sensory Pathways
Chapter
Ch. 6 & 7 in Blumenfeld's Neuroanatomy through Clinical Cases
Events and Submissions/Topic
Written Assessment 9 must be submitted online by 09:00 AM (AEST) Thursday 20 September.
Module/Topic
Higher Order Cerebral Function
Chapter
Events and Submissions/Topic
Written Assessment 10 must be submitted online by 09:00 AM (AEST) Thursday 27 September.
Module/Topic
In-class Assessment.
Revision (self-directed).
Chapter
Events and Submissions/Topic
In-class Assessment.
Module/Topic
Practical Assessment
Chapter
Events and Submissions/Topic
Practical Assessment 09:00 AM (AEST) Wednesday 10 October in ROK 7/1.22.
Module/Topic
Chapter
Events and Submissions/Topic
The unit coordinator is Stanley Serafin (s.serafin@cqu.edu.au, 02 9324 5719). Stanley delivers the lecture in Sydney via ISL. Jenni-Lee Rees (j.rees2@cqu.edu.au) delivers the tutorial face-to-face in Rockhampton.
1 Written Assessment
Short written assessments will be due before class and submitted online in weeks 2 through 11. There will be 10 in total. Each is worth 2% of the overall unit mark. Collectively, these are worth 20% of the overall unit mark. Instructions for each are available on Moodle under the respective week and in the assessment block.
See 'Task description' above.
Graded written assessments will be returned within one week of submission.
For the written assessments, your responses are scored according to the following criteria:
- correctness, relevance and completeness of the response to the question asked
- correct spelling and use of anatomical terminology
- Define the skeletal structures, innervation and musculature serving respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Describe the functional importance of each structure/muscle/nerve relative to respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Explain the relationship between structure and function of the speech, hearing and swallowing mechanism in a developmental context.
- Discuss the relevance of anatomy and physiology to clinical practice in speech pathology.
- Discuss the relationship between physiologic functions which sustain life versus physiologic functions related to communication.
- Communication
- Problem Solving
- Critical Thinking
2 In-class Test(s)
The in-class assessment will be administered at the start of class in week 12. It is worth 20% of the overall unit mark. For the in-class assessment you will have to create a swallowing function table. Your table must include the following information: the name of each stage of swallowing, a description of the key events in each stage of swallowing, the structures involved in each stage of swallowing, the function and innervation of the muscles involved in each stage of swallowing, and the effects of malfunction. You will be marked based on the completeness and accuracy of your table. Additional instructions are available on Moodle in the assessment block.
See 'Task description' above.
Assessments will be returned within one week of submission.
For the in-class assessment, your responses are scored according to the following criteria:
- correctness, relevance and completeness of the response to the question asked
- correct spelling and use of anatomical and professional terminology
- Define the skeletal structures, innervation and musculature serving respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Describe the functional importance of each structure/muscle/nerve relative to respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Explain the relationship between structure and function of the speech, hearing and swallowing mechanism in a developmental context.
- Discuss the relevance of anatomy and physiology to clinical practice in speech pathology.
- Discuss the relationship between physiologic functions which sustain life versus physiologic functions related to communication.
- Communication
- Problem Solving
- Critical Thinking
3 Practical Assessment
In the clinical context, speech pathologists are expected to have in-depth knowledge and understanding of anatomical structures and their function in the head, neck and thorax. In a university simulation setting you will take part in practical learning activities with anatomical models, bones and real plastinated human bodies to develop detailed knowledge of these structures. In this practical assessment you will identify and describe anatomical structures on anatomical models, bones and real plastinated human bodies. The practical assessment is worth 60% of your overall mark for the unit. It is approximately 1 hour in duration. It consists of 10-20 stations set up around the room, each with one specimen. At each station will be a station identifier that lists 4-8 brief questions. After a set period of time, you will rotate to the next station and repeat this until you have been at all stations. There will be 1 student at each station at a time. You will be given an answer sheet on which to write your answers. The practical assessment is closed book so the only things you will be allowed to have on you are pens (blue or black ink only), your answer sheet and ID (e.g., driver's license). Structures will be tagged using coloured chalk or stickers labeled A, B, C, D, etc. Questions will cover muscles, bones, joints, nerves, blood vessels, viscera and supporting structures in the head, neck and thorax. Students are responsible for all content covered in class for the entire term that is visible on the specimens that we have.
Practical Assessment 8:00 AM (AEST) Monday 9 October in ROK 7/1.22
Within 1 week of assessment date
For the practical assessment, your responses are scored according to the following criteria:
- correctness, relevance and completeness of the response to the question asked
- correct spelling and use of anatomical and professional terminology
- Define the skeletal structures, innervation and musculature serving respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Describe the functional importance of each structure/muscle/nerve relative to respiration, phonation, mastication and swallowing, articulation and resonance, and hearing.
- Explain the relationship between structure and function of the speech, hearing and swallowing mechanism in a developmental context.
- Discuss the relevance of anatomy and physiology to clinical practice in speech pathology.
- Discuss the relationship between physiologic functions which sustain life versus physiologic functions related to communication.
- Communication
- Problem Solving
- Critical Thinking
- Team Work
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?
