CHIR12005 - Foundations of Chiropractic Practice 3

General Information

Unit Synopsis

In this unit you will build upon your knowledge of the principles and practice of chiropractic management through the introduction of soft tissue and mobilisation techniques commonly used in chiropractic practice. You will further demonstrate your psychomotor skills through the application of these techniques in practical classes. You will continue to learn about the contemporary status and philosophy of the chiropractic profession as well as the biomechanical principles underpinning the practical procedures you are learning.

Details

Level Undergraduate
Unit Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite:

BMSC11002 Human Body Systems 2

CHIR11003 Foundations of Chiropractic Practice 2

Co-requisite:

CHIR12004 Neuromusculoskeletal Anatomy 1

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2020

Term 1 - 2020 Profile
Brisbane
Mackay
Sydney
Term 1 - 2021 Profile
Brisbane
Mackay
Sydney

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).

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.

Assessment Tasks

Assessment Task Weighting
1. On-campus Activity 0%
2. Examination 25%
3. Objective Structured Clinical Examinations (OSCEs) 50%
4. Portfolio 25%

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

Past Exams

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Previous Feedback

No previous feedback available

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.

Source: Student feedback (HAVE YOUR SAY)
Feedback
I thought that the best aspect of this unit was the amount of hands on time we got to have with each other, using each other as patients as it really helped us prepare for our end of semester OSCE. Having a mid term OSCE I felt was really beneficial as it helped us understand areas that we needed to improve on while also getting rid of some nerves.
Recommendation
The On-Campus activities are to help to prepare students for final OSCE examinations, they involved short tasks to complete each week on each other to develop the students psychomotor and group work skills.In future these tasks will be shorter and the use of mock patients in OSCE is planned to continue to assist with a deeper level of learning.
Action Taken
There was improved communication at the beginning of each term and immediately before the practical OSCE exams to ensure the tutors are aware of the unit coordinators expectations etc.
Source: Student feedback (HAVE YOUR SAY)
Feedback
It was a very well run unit, Marti Harris replied in fast time to any posts or questions. At Brisbane the lecturers were very helpful and ran the classes well. Thank you.
Recommendation
The feedback is taken into consideration and being refined with each offering, we are working on delivering a high quality unit. Communication across the campuses and between the tutors will continue to be a focus with future offerings.
Action Taken
There was acknowledgement of the professionalism of the casual staff and unit coordinator will continue to encourage support through improved communication across all campuses from all tutors.
Source: Student feedback (HAVE YOUR SAY)
Feedback
I felt this unit was well presented and organised appropriately to make navigation simple. Weekly zoom sessions allowed us to plan ahead and understand what was expected. They also allowed us to address any concerns we were having directly. Lectures were succinct and well presented, although the xray lectures were long and drawn out.
Recommendation
The weekly recorded zoom sessions will continue with future offerings of this unit to assist with communication and enhance the student learning experience.
Action Taken
The weekly recorded zoom sessions format was reviewed and changed to include a more interactive format to better engage the students.
Source: Student feedback (HAVE YOUR SAY)
Feedback
I think that the Mahara assessment could be improved. Instead of having to write about a concern or issue every week I’d like it if we could write reflections about something more specific like a reflection on a study paper or a research topic or a a history article would be better as we could actually learn more about chiropractic, health care and technique rather than trying to think of a concern every week as that became very, very repetitive
Recommendation
The mahara reflective portfolio task has been reviewed and will provide more formative feedback to assist the students in delivering high quality work. In future more clearly defined feedback will also provide students with a better understanding on how they are meeting the task requirements.
Action Taken
The mahara reflective portfolio task has been reviewed and modified, upon reflection and student feedback this platform continues to create angst among the students who report a poor learning experience. In future the use of Weebly a webpage based portfolio platform with better functionality may provide students with a better understanding on how they are to meet the task requirements.
Source: Student feedback (HAVE YOUR SAY)
Feedback
The time in the lab classes in not enough to fine tune the skills learnt, They offer an opportunity to be exposed to each skill but not to have a tutor make it to each student to iron out imperfections. Extending the lab sessions from 2hrs to 3hrs (twice / week) would allow for this much needed practice.
Recommendation
It is my recommendation to extend the lab classes from two 2 hour classes to two 3 hour classes per week in future offerings, to develop the students psychomotor and group work skills.
Action Taken
There was a refinement of standardisation of tutorials, practical OSCE and rubrics within all the Foundations of Chiropractic Practice units. With weekly tutor outlines and reduced time spent on the on-campus activities and more seamless tutorials are planned for the future.
Source: Student feedback (HAVE YOUR SAY)
Feedback
Regarding the end of term exam the amount of marks that were required (174 marks), 120 minutes was not a sufficient amount of time to complete this exam.
Recommendation
The feedback is taken into consideration and being refined with each offering, we are working on delivering a high quality unit to address all learning outcomes and assessment tasks.
Action Taken
There was a refinement of standardisation of examinations and rubrics particulary within the Foundations of Chiropractic Practice 3.This allowed for a more seamless transition into Foundations of Chiropractic Practice 4.
Source: Student feedback (HAVE YOUR SAY)
Feedback
The students thought the class size really aided in their learning as it allowed them to ask questions when needed and seek some one-on-one clarification when they required that also. The enthusiasm brought each week by the lecturer also didn't go unnoticed, with lots of group discussions incorporated to get opinions flowing.
Recommendation
The unit coordinator will continue to engage enthusiastic and pro-active academic and casual staff so that the ratio of student to teacher is maintained at a mutually beneficial level.
Action Taken
Nil.
Source: Student feedback (HAVE YOUR SAY)
Feedback
Many students reported the practical classes were the best part of the unit as these classes helped improve their confidence in their psychomotor skills. This enabled students to connect the theory with the physical part of their learning. They reported that the OSCE's were a great way of assessing these skills.
Recommendation
The unit coordinator will continue to provide engaging practical classes through improved communication with tutors there will be more consistency of material being delivered in the practical classes that meet the unit coordinator's expectations that are clearly delivered by enthusiastic and pro-active academic and casual staff.
Action Taken
Nil.
Source: Student feedback (HAVE YOUR SAY)
Feedback
Aboriginal health care is an important topic to cover, although, possibly providing some information about approaches towards aboriginal health care (AHC) from a chiropractic perspective would make it more relevant. Some of the videos provided for AHC were of poor quality and it felt like a waste of time watching them.
Recommendation
During Term 3, the unit coordinator will take the opportunity revise the Aboriginal Health Care component with more contextually relevant information.
Action Taken
Nil.
Source: Student feedback (HAVE YOUR SAY)
Feedback
Some students found the Moodle site "messy". Students could see the attempt to group things however some students found it difficult to find what they were seeking.
Recommendation
The feedback is taken into consideration by the unit coordinator and was refined with more standardisation in delivering a high quality unit to address all learning outcomes through a clear and well developed Moodle platform.
Action Taken
Nil.
Source: Student feedback (HAVE YOUR SAY)
Feedback
Students liked the interaction and the genuine interest of the tutor's to each of our learnings in class. They took their time to help us if we asked for it and made sure that we understood before moving on.
Recommendation
Acknowledgement of the professionalism of the academic and casual staff and the unit coordinator will continue to encourage and support their efforts to continue teaching.
Action Taken
Nil.
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Discuss the principles and practice of chiropractic management in a diverse community
  2. Demonstrate psychomotor skills including mobilisation and soft tissue technique in a professional and competent manner
  3. Demonstrate knowledge of the current political status of the chiropractic profession
  4. Communicate the biomechanical and physiological principles underpinning mobilisation and soft tissue techniques to a variety of audiences.

Learning outcome 1 - competency 1 (1.2, 1.3), 3 (3.2, 3.4), and 4 (4.2)

Learning outcome 2 - competency 1 (1.2, 1.3) and 5 (5.2)

Learning outcome 3 - competency 1 (1.1, 1.3, 1.4)

Learning outcome 4 - competency 1 (1.2) and 2 (2.1)

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - On-campus Activity
2 - Examination
3 - Objective Structured Clinical Examinations (OSCEs)
4 - Portfolio
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - On-campus Activity
2 - Examination
3 - Objective Structured Clinical Examinations (OSCEs)
4 - Portfolio