MEDS2000 Clinical Pathophysiology Semester 1,...

Unit study package code: MEDS2000

Mode of study: Fully Online

Tuition pattern summary: This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units: 303542 (v.0) Bachelor of Science (Occupational Therapy) or any previous version OR 167899 (v.0) Bachelor of Social Work or any previous version OR 314163 (v.0) Bachelor of Science (Exercise, Sports and Rehabilitation Science) or any previous version OR 312010 (v.0) Bachelor of Social Work or any previous version OR B-OCCT (v.0) Bachelor of Science (Occupational Therapy) or any previous version OR B-EXSPRHB (v.0) Bachelor of Science (Exercise, Sports and Rehabilitation Science) or any previous version OR B-SCWK (v.0) Bachelor of Social Work or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator: Title: Associate ProfessorName: Hoe LeePhone: +618 9266 4652Email: [email protected]: Building: 401 - Room: 351

Teaching Staff:

Administrative contact: Name: Lillian BasterPhone: +618 9266 3606Email: [email protected]

Unit Outline

MEDS2000 Clinical Pathophysiology Semester 1, 2016

Faculty of Health Sciences School of Occupational Therapy and Social Work

MEDS2000 Clinical Pathophysiology Bentley Campus 19 Feb 2016 School of Occupational Therapy and Social Work, Faculty of Health Sciences

Page: 1 of 14CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

http://fees.curtin.edu.au/incidental_fees.cfm

Location: Building: 401 - Room: 228

Learning Management System: Blackboard (lms.curtin.edu.au)





http://lms.curtin.edu.au/

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Pathophysiology of body systems. Incidence and prevalence of acute, chronic and terminal pathology and comorbid conditions. Aetiology, signs, symptoms and trajectories; medical and surgical investigation, assessment and intervention in common conditions; effect of pharmacological management on health disorders.

Introduction This unit provides an introduction to what happens when body systems do not function as expected due to the impact of the disease process, trauma or injury or genetics. You will be introduced to terminology which you will encounter in your interactions with medical and allied health professionals and of course with the people to whom you are providing a service. You will be provided with various means by which to research what you need to know whenever a person is given a diagnosis in relation to their health. In the first two weeks of this unit you will be introduced to the basic pathological processes, to basic medical and surgical terminology and to some commonly used medical assessments which will assist you to understand the specific topics we will be researching and learning about in the remaining 10 weeks of the unit. The topics you will be learning about in this unit have been selected through research into the most prevalent conditions you are likely to encounter according to the ABS, WHO and AIHW. We will be consistently focusing on the aspects of health conditions in relation to the impact on a person and their life. It is important to remember that there are far more health conditions in this world than we can hope to teach about in this unit, however there are some major concepts, and knowledge and skills that you will acquire to equip you to be able to develop as a professional. You will have the opportunity in this foundational unit to link the information learnt to your own discipline. This unit forms a foundation for the teaching and learning experiences in other units within your own discipline as health conditions cross all boundaries, ages and social boundaries.

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

On successful completion of this unit students can: Graduate Attributes addressed

1 Describe the incidence and prevalence of common health conditions and differentiate between acute, chronic and terminal pathologies

2 Explain aetiology, signs, symptoms and trajectories and medical interventions of conditions commonly encountered by allied health professionals

3 Identify and describe using appropriate terminology, common health disorders and their management across the life span

4 Discuss the impact of relevant pathologies in respect to signs, symptoms and trajectories by applying inductive reasoning to client narratives





Curtin's Graduate Attributes

Learning Activities This is probably the first fully on-line unit in which you have enrolled in this University. Although you have participated in first year in blended units, the format and being involved in a fully on-line unit is quite different. You need to be prepared to be self-directed, self-motivated and disciplined to complete all the requirements of the unit. Hopefully it will also be a very valuable learning experience for you, improving your knowledge of pathophysiology, and alongside that your ability to use technology, and to communicate with people in a virtual classroom.

Learning Activities:

On-line Interactive lectures: The materials for learning in this unit are all on-line. In Blackboard there is a Virtual classroom for each week, and in that classroom you will have an interactive lecture and up to 4 activities to complete each week. There are also opportunities within each lecture to be involved in Optional Review activities, which will assist you to consolidate your learning in preparation for the assessments and for further learning. The lectures are able to be accessed from your iPhone, iPad, and computer/laptop, and are designed to be very flexible so that you can stop and recommence your learning experience for that week at any time within the week. This gives you greater flexibility to be able to shape your week around learning and other activities such as work and leisure activities. How much you complete in the lecture and activities at any one time is up to you. The Interactive Flow Chart in each Virtual Classroom will give you easy access to all aspects of the week's learning activities.

Weekly on-line tutorials: You will also be a part of an on-line tutorial of 50 minutes, where you will join a Collaborate session, engaging in learning with your peers and a tutor. You will attend that specific tutorial in the on-line space as scheduled. Each tutorial will have their learning objectives, with the activities you have completed in virtual classroom as base for discussion, learning and consolidation of knowledge and understanding of the unit topic for that week. It is a requirement that you do the activities and save them to the assignment folder of Blackboard so that they can be referred to in the tutorial, as required.

Expectations: This unit requires approximately 10 hours study each week to successfully complete all the learning and assessment activities and to achieve the unit outcomes. This includes the lectures, tutorial and the self-directed activities. The key concepts and learning experiences for this unit are to be gained through:

l Viewing the lectures and completing the associated tasks eg viewing the Youtube clips, and completing the activities,

l Attending and participating in the on-line tutorials, having done the activities and saved them to the Blackboard,

l Reading and acting upon all emails sent by the unit coordinator/tutor, l Interacting with your tutor through questions, discussions on-line and by email, l Providing on-going, timely and responsible feedback to the unit coordinator/ tutor about your learning

experiences in the unit.

HOW TO SUCCEED IN THIS UNIT! WHAT YOU NEED TO DO IN ORIENTATION WEEK.

While there are no formal face-to-face lectures or tutorials in this unit, you are part of one tutorial group with a tutor to assist you in your self-directed learning experiences. It is important that you work through all

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

the content in this unit as your achievement and success in the assessment tasks will be highly dependent upon this.

To be successful you need to develop and maintain self-discipline, and the ability to be self-directed, apply good time management skills and an interest in the material and learning opportunities presented in this unit. Procrastination will be your worst enemy.

ORIENTATION: ESSENTIAL

1. It is essential you explore all the material in the How to Begin folder accessed through the left hand panel of the Blackboard home page for Clinical Pathophysiology. This folder contains the Orientation video with a brief reflexive activity which you are required to complete for the first tutorial. The purpose is to ensure you know WHY you are doing this unit, how it is relevant to your own discipline.

2. In the Orientation you will also view the Finding Your Way Around video, which explains how to use the Interactive Flow Chart to easily and quickly access all the learning materials for the week.

3. The folder also contains important information about the IT software you require; the browser that is most suited to t h e unit; and other useful information to make the technological aspects easier. If you have problems with your device, or you have problems with any IT aspect, please contact CITS, as the unit coordinator generally has no access to being able to fix the problem.

4. You must enroll into a tutorial group. There are groups on various days and at various times to provide some flexibility in timetabling. Please enroll and then make a note of which group you are in eg Group 1 - Tutor Hoe Lee. This is the group you will participate during the semester. Once registered, you can only change group with the permission of the unit coordinator. Teaching staff will monitor the attendance in tutorial Collaborate sessions and the Blog posts as the training progresses. Time-table of the Collaborate sessions can be found in Blackboard of the unit.





Learning Resources Other resources

Recommended texts

You may like to refer to the following texts:

Craft, J., Gordon, c. & Tiziani, A. ( 2011) Understanding pathophysiology. Sydney, Australia: Mosby Elsevier Fuller, G., & Manford, M. (2006). Neurology (2 ed.). Sydney: Churchill Livingstone. McRae, R., & Kinninmonth, A. (2007). Orthopaedics and Trauma. Sydney: Churchill Livingstone. Underwood, J.C.E., & Cross, S.S. (2009) General and Systematic Pathology (2 ed.). Sydney: Churchill Livingstone Any comprehensive medical dictionary, for example: Allen, M. (2002). Mosby’s pocket dictionary of medicine for nursing and allied health. (4 ed.). St. Louis: C.V. Mosby & Co. Dirckx, J. (2007). Stedmans concise medical dictionary for the health professions. (6 ed.). Philadelphia: Lippincott Williams & Wilkins.al

Online Resources

You will be supplied with numerous on-line resources for this unit.

Websites:

Australian Institute of Health and Well-being www.aihw.gov.au/publications

l British Medical Journal: http://jnnp.bmjjournals.com/ l The Medical Journal of Australia. EMJA Clinical Guidelines: http://www.mja.com.au/ l National Library of Medicine: http://www.nlm.nih.gov/nlmhome.html l US National Network of Libraries of Medicine: http://nnlm.gov/ l National Electronic Library for Health:www.nelh.nhs.uk

YOUR USE OF ELECTRONIC RESOURCES

Wikipedia is not an appropriate academic reference. You may use Google Scholar as a useful tool to assist you in finding scholarly articles and eBooks. All websites to which you refer in activities and assessments must be considered reputable for example from Harvard Medical, or the Western Australian Health Service or the Australian Bureau of Statistics. Websites such as Better Health Channel are NOT considered to be reputable and reliable. Websites need to have references which support their information. Not all government websites have references and therefore are not considered to be reliable or academically credible. Generally websites ending with .org are NOT considered suitable for you to use as reference material for your workbooks unless they are fully referenced with reliable, current and scholarly references. Please refer to the notes you made in FPHP in first year regarding credibility of websites.

th

th





http://www.aihw.gov.au/publications

http://jnnp.bmjjournals.com/

http://www.mja.com.au/

http://www.nlm.nih.gov/nlmhome.html

http://nnlm.gov/

http://www.nelh.nhs.uk/

Assessment Assessment schedule

Detailed information on assessment tasks

1. Blackboard online test

The Multiple Choice Question Test will be available for you to complete on specific time. It cannot be completed at any other time.

The test focuses on the material covered in Weeks 1 and 2, including the material from the lecture, the activities and the Youtube clips.

There are 45 questions to be completed in 45 minutes. This is a timed test, and will you will not be able to answer any questions after allocated time.

There is only one attempt allowed, but changes to answers can be made within the testing period. The MCQ test is accessed through the Assessment folder in Blackboard.

Please read the instructions for the test carefully before proceeding with the test.

2. The Health Condition Profile allows you to examine one health condition in detail. By completing this assignment you will learn of the aetiology, trajectory, symptoms, clinical manifestations, methods of diagnosis and treatment strategies, allied health contribution to care, medications, co-occurring conditions, incidence across the globe, side effects of medication, and surgical interventions for the condition you choose to research.

You will choose one of the following health conditions to research and write about:

1. Rheumatoid Arthritis 2. Carpal Tunnel Syndrome 3. Ankylosing Spondylitis

Further detailed instructions are in the Health Condition Profile folder in the Assessment folder on Blackboard. Format: Word limit: 1200 words maximum

Note: Plagiarism is a serious offence and will be monitored by tutors through reference-checks. University policy for plagiarism will be adhered to in this unit.

3. The Client Case Narrative is designed to assist you to research a health condition, and to report it from the client's perspective. In this way you are discovering not only the pathophysiological aspects of the health condition but the impact on a person's life.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Blackboard online test 15 percent Week: 3 Day: 18 March (Friday) Time: 5:00 pm

1,3

2Health condition profile 15 percent Week: 6

Day: 8 April (Friday) Time: 11:00 pm

2,3

3Client case narrative 30 percent Week: 10

Day: 6 May (Friday) Time: 11:00 pm

2,3,4

4Complex case group presentation 40 percent Week: 14

Day: 3 June (Friday) Time: 11:00 pm

1,2,3,4





Overview of the assessment:

You will present a client’s story, from their perspective, regarding a health condition with which they have been diagnosed. The story must include the client’s life and medical details, and must include the accurate detail of the condition gained from research through credible sources.

Details of the Assessment:

There are four Client Case Stories in the Client Case Narrative folder in the Assessment folder in Blackboard. You will choose one of the four clients whose condition you research in detail.

You will use a third person narrative to illustrate your knowledge of the health condition, its progression, and effects on the client and their life. Your presentation must be a comprehensive and in-depth representation of the condition and its effects. The Client Story should be supported by the foundational knowledge in field of clinical pathophysiology. For example, it is justified to provide a narrative that a client recovering from Ischemic Heart Disease experiences dizzy spells and lethargy, consequentially, has to lie in bed most of the time and is unable to work in a mine.

You also must include in the client’s story aspects of popular belief and understanding of the condition, and show comparison to the scientific knowledge of the condition, for example, it is the belief of a significant percentage of the population that there is no such condition as Attention Deficit Hyperactivity Disorder (ADHD) and that this “condition” is just bad behaviour caused by poor parenting. Your client’s story should include refutation through literature of the popular, but not always accurate, beliefs and understandings. For example in refutation of the previous claim regarding ADHD, you could use the or International Statistical Classification of Diseases and Related Health Problems (ICD-10) and Diagnostic and Statistical Manual of Mental Disorders (DSM-5) definition, and associated articles regarding diagnosis, or websites such as http://webweekly.hms.harvard.edu/archive/pressreleases/mcl/0302ADHD.html

Any websites used to support the scientific argument MUST be reputable, preferably a recognized scholarly website.

You may use “made-up” quotes from your client, however it must be obvious these are quotes, and they must be relevant and add value to your writing, for example, in discussing the issue of new and controversial research Mary stated “I really want to believe that the implantation would work but in 90% of cases of people with the same disease as me, the research says it is painful, costly and there is little evidence that it will work and it has to be replaced after two years.” (Smith, 2009) Note: the in-text reference must be included in the reference list to substantiate the information you have included in the client story.

Format:

Length: 1700 words maximum (any words over the limit will be excluded from marking Font: Times New Roman or Arial 12 point.

Line spacing: 1.5

Referencing: APA 6th

Submitted to Turnitin in Word file name must be "Last name>first name>student number>Case Story>Client name" Cover page: Includes Student name, student ID, Assessment 3: Client case story, date of submission, word count, and plagiarism statement. YOU MUST INCLUDE YOUR TUTORIAL GROUP NUMBER ON THE COVER PAGE.

4. Complex case group presentation

This assessment requires students to work in groups of 5 to research a complex, comorbid conditions, from a simulation video, and to present them in an Echo 360 video. The focus of the assessment is to work in Interprofesional teams where possible, to explore conditions which co-occur and which have a combined effect on a person and their life.

The group membership will be determined by the tutor in each tutorial group. Students will use electronic and/or face to face meetings to develop their presentation. The format of the presentation will be up to the





http://webweekly.hms.harvard.edu/archive/pressreleases/mcl/0302ADHD.html

group members. It must be respectful of the client and it must also be informative, evidence based, and relate to the disciplines of the members of the group. However you can be creative in what you produce. Your presentation will be 8-10 minutes in length. It will be posted to the Echo site.

Group members will also submit a SPARK mark which determines the contribution of the group members.

The tutor will aggregate the marks form SPARK, the peer mark and the tutors own mark which will then constitute the final mark.

Further details on how to complete the assignment, and what is required, are in the Group Presentation folder in the Assessment folder.

Pass requirements

Students must attempt and submit all the required pieces of assessment. Submission of a blank assignment does not constitute ‘completing’ an assessment. Students are required to achieve an overall unit grade of 50% or greater to pass the unit. Where a student does not attempt and submit a piece of assessment the student’s mark and grade will be recorded a Failed-Incomplete.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extensions should be sent to [email protected] l If the circumstances of your application are likely to impact on multiple units, please contact the course

coordinator

Deferred assessments

If your results show that you have been granted a deferred assessment you should immediately check your OASIS





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

mailto:[email protected]

email for details.

Deferred examinations/tests will be held from 11/07/2016 to 15/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

Supplementary assessments

Supplementary assessments, if granted by the Board of Examiners, will have a due date or be held between 11/07/2016 and 15/07/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.

It is the responsibility of students to be available to complete the requirements of a supplementary assessment. If your results show that you have been granted a supplementary assessment you should immediately check your OASIS email for details.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files





http://libguides.library.curtin.edu.au/referencing

https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

l Introduction to PowerPoint, Word and Excel

Additional information Students should receive marks, assignments and feedback as soon as practicable, to maximise their opportunity to improve their performance. Research consistently highlights the significant loss of impact to learning when feedback to students is delayed. Ideally, feedback to students for items other than a final examination will be provided under normal circumstances within 15 working days and no later than 20 working days. Further information on this can be found under section 7 in the Assessment and Student Progression Policy. http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm





http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

1. The unit has undergone review and change based on student and staff feedback, and that of the clinical field.

2. The format of Assessment 2 (HCP) and Assessment 3 (Client’s narrative) and their rubric were revised, so that students can see a clear delineation of the focus of the two assessments.

3. The additional questions enhancing the understanding of the foundational concepts and knowledge in chronic condition were added to the bank of the MCQ and the optional review quizzes.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Week Begin Date

Interactive Lecture Topics Assessment Due

O 22 February

Orientation Week

1.

29 February

Foundational Module 1: Pathological Processes

2. 7 March

Foundational Module 2: Medical Terminology

Foundational Module 3: Medical Assessments

3. 14 March

Systemic conditions: What do they have in common

Obesity, Renal disease, Alcohol and substance misuse & Diabetes

Blackboard MCQ test 18 Mar (Fri) 5:00 pm

4. 21 March

Fractures, and bone diseases across the lifespan

Upper and lower limb fractures

Childhood bone diseases

5. 28 March

Tuition Free Week

6. 4 April What happens when joints don’t work?

Rheumatoid arthritis, osteoarthritis, THR & TKR

Health Condition Profile Assessment 8 Apr(Fri) 11:00 pm

7. 11 April

We need air – conditions that affect respiration

COPD, Asthma, TB

8. 18 April

Tuition Free Week

9. 25 April

Cancer is not a sentence Lymphomas, myelomas, leukemia, breast cancer

10. 2 May Acute neurological conditions – short and long term effects

ABI & TBI, stroke, and SCI

Client case narrative assessment

6 May (Fri) 11:00 pm

11. 9 May Chronic neurological conditions – congenital and degenerative

Spina bifida, Parkinson’s Disease and CP

Release of complex case simulations

12. 16 May Problems of the heart across population groups

Cardiac conditions, RHD

13. 23 May It’s not all in the mind – mental health

PTSD, Depression, Eating disorders





14. 30 May

The world is shrinking – sensory disorders

AMD, retinitis pigmentosa

Complex case study group presentation

assessment 3 June (Fri) 11:00 pm

15. 6 June Study Week

16. 13 June

Examinations – there is no examination for this unit

17 20 June





MEDS2000 Clinical Pathophysiology Semester 1,...

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