CHIR13006 - Clinical Assessment and Diagnosis 2

General Information

Unit Synopsis

This unit will build upon Foundations of Chiropractic Practice 3 (CHIR12005), Foundations of Chiropractic Practice 4 (CHIR12006), Professional Chiropractic Practice 1 (CHIR13008), and Clinical Assessment and Diagnosis 1 (CHIR12007) with the focus on peripheral orthopaedic assessments, respective conditions, and a review of regional peripheral psychomotor adjustive skills. You will practice peripheral orthopaedic examinations, in conjunction with specific psychomotor techniques aimed to investigate pertinent principles of differential diagnoses. You will study peripheral conditions and protocols using relevant case studies and discuss the chiropractic management and treatment appropriate for your diagnoses.

Details

Level Undergraduate
Unit Level 3
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites Pre-requisite: CHIR12005, CHIR12006, CHIR12007 and CHIR13008

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 2 - 2018

Term 2 - 2018 Profile
Brisbane
Mackay
Melbourne
Sydney
Term 2 - 2019 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. Objective Structured Clinical Examinations (OSCEs) 60%
3. Examination 40%

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

Term 2 - 2018 : The overall satisfaction for students in the last offering of this course was 3.8 (on a 5 point Likert scale), based on a 65.57% response rate.

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: Class respresentatives and student feedback; self reflection
Feedback
The unit coordinator and tutors are aware of the challenges in consistent delivery and assessment of the material across the various campuses. Changes have been made but will need to have continued editing and monitoring to put in place standardisations in assessment criteria and marking rubrics. One goal is to provide the student with more formative, real time feedback opportunities in a timely fashion.
Recommendation
This recommendation will be to continue developing specific and well-defined rubrics and assessment criteria. Another recommendation will be to improve the response to attending ZOOM sessions that had been allocated for tutor training and/or addressing any questions or concerns (i.e. workshops) so that each tutor knows what is expected.
Action Taken
The recommendation for the specific rubrics and assessment criteria were completed and provided. Unfortunately, the ZOOM Q & A sessions were poorly attended. Innovation and perhaps modification will need to be made to engage the students more to make this allocated time more productive.
Source: Student Feedback
Feedback
Heavy amount of theoretical material and well as orthopaedic tests to memorise.
Recommendation
Despite this being the first time through with this material content for this unit, restructuring and refinement will be instituted for Term 2, 2018t. Improved application of the material and coordination (referenced material) within the practical sessions will be undertaken. There is an appreciation about the number of tests and how they can be presented, however, it is ethically obligatory to utilise as many diagnostic 'tools' as possible to confirm or deny suspected differential diagnoses. References to textbooks detailing more sensitivity and specificity of tests will be reviewed.
Action Taken
The heavy theoretical material seems unavoidable, however, more consistent resources and delivery, provided in the same format throughout the term was useful. The recommendations from previous cohorts had been implemented for the content delivery and OSCE so that expectations were clear, with less confusion or misinformation being distributed.
Source: Student Feedback
Feedback
Lack of or unapproachable response from unit coordinator and or rude responses to enquiries.
Recommendation
Provisions had been made to respond, rather quickly, to direct email, questions on the Moodle Q & A Forum as well as weekly one-hour recorded ZOOM sessions to address any concerns or comments. There were only 3-4 students that consistently attended those sessions; all items were satisfactorily addressed. However, in 2018, the Q & A Forum, and weekly ZOOM sessions will continue and students shall be encouraged to address questions and concerns through this medium.
Action Taken
Any specific reference to any individual being 'rude' was believed to be an isolated unknown incident from 2017 as there had not been any prior or subsequent comments made to either the coordinator or tutors. Coordinator and tutors have attended consistently to individual needs, as they arise. However, it has been recommended within the discipline to have tutor guidelines or workbooks, of a sufficient standard, to ensure consistency across the campuses for this unit.
Source: Student Survey Comments from "Have Your Say"
Feedback
Although daunting in the amount of material, students appreciated that the Moodle site was numbered, easy to follow and the outcomes were clearly identified. Comments were made that the information was presented in a logical fashion and relevant at this introductory level. Students felt that presented material could have been clustered and prioritised in terms of usefulness and provided in the lecture material.
Recommendation
Despite the content being extensive, further streamlining and modifications to assist in integration was recommended with the discipline commencing a standard formatting layout among the units. Some of the recommendations can include standard and professional online video resources, (i.e.CQU digital media resources). Case scenarios can be designed for problem-based learning to engage the students more in the on-campus activity.
Action Taken
Nil.
Source: Student Survey Comments from "Have Your Say"
Feedback
Students appreciated having the extra tutorial and practical sessions. They greatly appreciated the input from the tutors that made this class both interesting and appropriate.
Recommendation
It is recommended that the discipline continue to have dedicated tutors that both appreciate and explain the nuances of orthopaedic testing in clinical settings. The students had indicated they appreciated the enthusiasm, passion and commitment of their respective tutors and felt it was a great asset for the unit and the chiropractic course.
Action Taken
Nil.
Source: Student Survey Comments from "Have Your Say"
Feedback
Students would like to see more diversity in both lecture presentations (rather than a description similar to 'just reading' - such as interjecting clinical pearls or personal experiences); another mid-term OSCE and an assignment to assess their knowledge in other ways than what was previously given.
Recommendation
Current format design of lecture and subsequent presentation will be re-assessed as to make the lectures 'more conducive to learning' - specifically to engage rather than 'sage on the stage' and merely speaking. The recommendations are, once again, to have clinical experiences interjected to maintain both interest and relevance to the need for material knowledge acquisition. The suggestion was to have more 'clinical pearls and experiences'.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Apply orthopaedic diagnostic procedures and/or adjustive set-up psychomotor skills focused on the appendicular skeleton.
  2. Develop differential diagnoses from medical histories and physical examinations specific to the appendicular skeleton.
  3. Utilise clinical reasoning skills and evidence based approaches to diagnose conditions suitable or contraindicated to chiropractic care of the appendicular skeleton.
  4. Investigate appropriate chiropractic techniques in the treatment and management of appendicular skeletal conditions.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - On-campus Activity
2 - Objective Structured Clinical Examinations (OSCEs)
3 - Examination
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
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 - Objective Structured Clinical Examinations (OSCEs)
3 - Examination