PODI12010 - Advanced Anatomy and Podiatric Biomechanics

General Information

Unit Synopsis

This unit will provide you with comprehensive knowledge in functional anatomy and biomechanics of the lower limb specifically required in the profession of podiatry. A strong focus will be on the integration of anatomical structures and functions and how these both influence, and are influenced by the manner in which the skeletal, muscular, nervous, and circulatory systems work together. You will learn to use biomechanical terminology relating to the lower extremity that describes motion, position and structural abnormality. Theoretical principles, measurement techniques and gait analysis will also be investigated.

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

Prerequisites: ALLH11005 Anatomy and Physiology for Health Professionals 1 and ALLH11004 Anatomy and Physiology for Health Professionals 2. PODI12006 Fundamentals of Pre-Clinical Podiatry Practice.

Corequisite: PODI12009 Podiatry Clinical Practice 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 2 - 2019

Term 2 - 2019 Profile
Rockhampton
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. Online Quiz(zes) 30%
2. Practical and Written Assessment 20%
3. Examination 50%
4. On-campus Activity 0%

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: Staff reflection
Feedback
Learning in preparation for the Quiz
Recommendation
It is vital that students are knowledgeable in anatomy prior to treating patients in future years. One assessment included an online quiz which tested the students ability to remember the origin, insertion, action and innervations of different muscles, along with other content taught in the anatomy lectures. In future years it may be beneficial in giving the students more regular feedback, such as having a practice quiz at the end of each lecture. This way students get formative feedback regarding their anatomy skills and gives the opportunity to improve content knowledge.
Action Taken
Practice quizzes were conducted during tutorial sessions after the corresponding anatomy lecture.
Source: Student Feedback during the Term
Feedback
Organisation of the practicals
Recommendation
Throughout the term positive feedback was given during each practical session. The students found the hands of approach a useful way of learning. This included being able to practice each biomechanical test on each other which they found helpful in understanding the theory taught behind each test. The anatomy models were also beneficial as the students were able to visualise the muscles and anatomical structures, as opposed to only see images in the lecture slides. As this teaching strategy worked well, staff will continue to include hands-on practicals.
Action Taken
Practical sessions were utlised for students to practice biomechanical tests on each other. These sessions were also used to familiarise students with the use of gait analysis equipment such as the Zebris instrumented treadmill (Sydney), Emed pressure plate (Rockhampton) and motion capture ipad app (both campuses). The use of technology engages students more.
Source: Have Your Say
Feedback
Students had expected the unit to be much harder. There were more than 100 slides per topic in previous years. However, this year, each lecture had no more than 30 slides. The students appreciated that the material was just enough to understand the content but not overload. Complex concepts were simplified and a summary was provided in the following lecture to reinforce knowledge.
Recommendation
The difficulty students often face in taking this unit nearly a year after the pre-requistie unit in anatomy will continue to be addressed through the use of focused content and succinct lecture slides.
Action Taken
Nil.
Source: Have Your Say
Feedback
The return of assessment tasks timing was very prompt, so students were not left wondering how it went.
Recommendation
The Unit Coordinator will continue to provide prompt feedback to facilitate student progression and learning in the unit.
Action Taken
Nil.
Source: Have Your Say
Feedback
This unit also focused on lower limb biomechanics, which required a prior knowledge of science subjects such as physics. Students who did not have a background in Math and Physics found it difficult to understand concepts such as torque, moments and ground reaction forces.
Recommendation
It should not be assumed that all students have a background in Year 12 Physics and Maths. Whilst the lectures have to continue in a similar pace in order to cover the content, more time could be spent going through these concepts in small groups, such as during tutorials and practicals. The first six weeks focused on functional anatomy, whilst the later 6 weeks focused on biomechanics. The unit co-ordinator will investigate introducing the biomechanical content earlier so that students have more time to understand key concepts and ask questions during the term. The feasibility of providing individual Zoom sessions should also be explored for the students who require extra help in these basic science topics.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Describe and explain the functional anatomy of all muscle, tendon and joint units of the lower limb
  2. Interpret the mechanical, physiological and anatomical concepts in the context of human physical performance
  3. Use the key biomechanical terms and principles relating to the lower extremity, which describe motion, position and/or deformity
  4. Perform a range of biomechanical assessments using quantitative measurement techniques, including assessment of their validity
  5. Analyse the gait cycle, its determinants and the related phases of human locomotion.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Online Quiz(zes)
2 - Practical and Written Assessment
3 - Examination
4 - On-campus Activity
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
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
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 - Practical and Written Assessment
3 - Examination
4 - On-campus Activity