CHIR13010 - Systems and Pathology

General Information

Unit Synopsis

This unit will build upon your conceptual understanding of the causes, mechanisms and consequences of disease and dysfunction of the cardiovascular, lymphatic, haematopoietic, reproductive, respiratory, endocrine, renal and digestive systems. You will critically evaluate the multifactorial symptoms of dysfunction in order to infer the likely causative pathophysiological condition. Importance will be placed on understanding that different pathologies frequently cause a suite of similar symptoms but can nevertheless be differentiated on the basis of the combination, intensity and development of those symptoms. This knowledge will be used in conjunction with the examination protocols and procedures taught in Clinical Assessment and Diagnosis 3, in order to formulate a differential diagnosis.

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-requisites: BMSC11002 Human Body Systems 2

&

MBIO12013 Microbiology for Health Care

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BIOH12008 Human Pathophysiology or MPAT12001 Medical Pathophysiology

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
Online
Term 1 - 2021 Profile
Online

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. Online Quiz(zes) 15%
2. Written Assessment 25%
3. Examination 60%

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: 1. Self reflection. 2. Students rating on the assessment's 'impact on learning' was lower than in 2017.
Feedback
The assignment was not challenging enough, and did not distinguish between good and poor students adequately.
Recommendation
The assignment will be changed for 2019 to a more challenging one. The assignment in 2018 covered basic content on dermatology, with the aim in focusing student energies on this important topic. Many students did not believe that it had significant impact on their learning. The topic for 2019 will focus instead on pathophysiological mechanisms, which is a topic students seem to have trouble grasping. It is hoped that with appropriate guidance, it will prove to be a significantly better tool in enhancing the students' understanding of the more difficult concepts in pathology. The topic of the 2018 assignment - dermatology - will be assessed via an online quiz in 2019.
Action Taken
A more challenging assignment was given, focusing on pathophysiological mechanisms. This was generally received well, as indicated by student evaluation results: assessment tasks was rated 4.5 in 2019, compared to 4.1 in 2018. However, some students found it difficult.
Source: Have your say. Self reflection.
Feedback
The unit is content heavy.
Recommendation
The topics returned to CHIR13010 in 2018 were dermatology, plus eye and ear pathology. This added further content to the unit, even though some content was removed from other topics in order to minimise this added load. In order to further lessen the effect of this additional material, in 2019, these topics will be assessed via online quizzes only, and will not be included in the final examination. This should make the unit more manageable in terms of workload for students.
Action Taken
This unit has undergone considerable changes over the last couple of years with revising of the content. The removal of skin, eye and ear pathologies from the exam, and assessed only by quiz and assignment was undertaken in 2019.
Source: Have your say.
Feedback
Power point slides have insufficient content on them, and cannot be used without listening to the recording.
Recommendation
Students will be educated regarding the use of power point slides in lectures. It will be stressed that in this unit, all examinable content is to be found in the workbook. The lectures accompany this content, and the power point slides create a framework for the audio recordings. The lectures also highlight the most important material and concepts. The slides are not intended to simply reproduce the notes from the workbook. Students who do not learn well via auditory pathways still have the workbook to learn from. Multi-modal learning preferences are always considered in this unit. Therefore, it is recommended that there be no major changes made to the depth of content that is provided on lecture slides. However, all the lecture powerpoints and recordings for 2019 will be redone, in order to improve the clarity of explanations.
Action Taken
All power point slides were reviewed and reconstructed. The aim was to allow students to assimilate content and concepts more effectively.
Source: Self-reflection
Feedback
There are a some misconceptions regarding the design and the relevance of this unit.
Recommendation
The rationale behind the design of the unit, and its relevance to chiropractic will be explained to the students in the 2019 cohort. In order to link the aim of the unit, the learning outcomes and the assessment tasks to the practice of chiropractic, a discussion with students via zoom in the first week of term will be held.
Action Taken
Discussion was incorporated within the zoom tutorials dealing specifically with the relevance of this unit to chiropractic practice.
Source: Student feedback in 'Have your say'.
Feedback
Some students found the assignment task challenging and would have preferred a simpler task.
Recommendation
It is recommended that assignments continue to challenge students. However, time could be spent ensuring students understand the rigour of the assessment so they can dedicate adequate time and effort to it.
Action Taken
Nil.
Source: Student feedback in 'Have your say'.
Feedback
Many students commented on the high quality of this unit. They especially liked the attention to detail, the learning resources and the engaged unit coordinator.
Recommendation
It is recommended that the same standards should be maintained in future offerings.
Action Taken
Nil.
Source: Self-reflection
Feedback
Some students felt that incorporating more visual resources in the teaching of difficult concepts would have been beneficial.
Recommendation
The unit coordinator will explore existing opportunities to better support students learning difficult concepts.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Compare the aetiology, epidemiology, pathogenesis and clinical manifestations of common diseases.
  2. Explain the pathophysiological basis of symptoms and signs of common diseases, using your knowledge of anatomy, physiology, biochemistry, microbiology and pathology.
  3. Analyse the combination, intensity and chronological development of a client’s symptoms, to infer the most likely pathological cause.
  4. Explain the multifactorial nature of disease.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4
1 - Online Quiz(zes)
2 - Written Assessment
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
6 - Information Technology Competence
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 - Online Quiz(zes)
2 - Written Assessment
3 - Examination