Strengthening the Provision of ... - members.chiro.org.au · The Peak Body Representing...

The Peak Body Representing Chiropractors www.chiropractors.asn.au

SUBMISSION

14 July 2015

Strengthening the Provision of Quality

Diagnostic Radiology Services

Department of Health Post-Implementation Review (PIR)

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Contents

RECOMMENDATIONS......................................................................................................... 3

ABOUT THE CHIROPRACTORS’ ASSOCIATION OF AUSTRALIA ...................................... 3

INTRODUCTION .................................................................................................................. 4

ARE THE MEASURE EFFECTIVE – WHY/HOW? ................................................................ 5

IMPACT OF THE MEASURE ON PATIENTS AND CHIROPRACTORS ............................... 7

Inability to Access a Medicare Funded Radiologist Report as afforded to other

Health Care Providers ................................................................................................ 7

Increased Cost, Redundant Radiation Dose .............................................................. 7

Delays to Care ............................................................................................................. 8

Reduced Access to Services ....................................................................................... 8

Reduced Access to Gold Standard Expert Interpretation ........................................ 9

Possible Counter-Effect on Quality and Safety ......................................................... 9

CONCLUSION ...................................................................................................................... 9

RECOMMENDATIONS....................................................................................................... 10

CASE STUDIES .................................................................................................................. 11

ATTACHMENT 1- UNIVERSITY CURRICULUM FOR RADIOGRAPHY SUBJECTS IN

CHIROPRACTIC AND RADIOGAPHY

ATTACHMENT 2 - MONASH UNIVERSITY BACHELOR OF RADIOGRAPHY AND

MEDICAL IMAGING

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RECOMMENDATIONS

1. The Health Insurance (Diagnostic Imaging Services Table) Regulation should be

amended so that registered chiropractors are eligible to perform Medicare-

funded diagnostic imaging procedures under the same provisions as those

afforded to Medical Practitioners and Dentists, and within the existing scope of

diagnostic imaging training and practice.

2. Remove all regulatory obstacles that currently prevent chiropractors from

meeting the same standards of accreditation and compliance as dental and

medical facilities.

3. Chiropractors should have access to the same remote medical supervisory

requirements as per the legislation.

4. Retain the Rural Remote MBS exemptions for chiropractic imaging facilities.

These important exemptions allow diagnostic imaging health services to be more

available to remote and rural health consumers, providing them with greater

access to primary care and diagnostic services.

ABOUT THE CHIROPRACTORS’ ASSOCIATION OF AUSTRALIA

The Chiropractors’ Association of Australia (CAA) is the peak body representing the

interests of Australian chiropractors and their patients. The CAA is a national

organization with state and territory branches. The CAA corporate structure is one of

a company limited by guarantee. The organization has over 3,000 members. The CAA

is governed by a Board of Directors elected by representatives of all stakeholder

groups within the Association.

CONTACT CAA

Adjunct Associate Professor Matthew Fisher PhD DHlthSt (honoris causa)

PO Box 255, Parramatta NSW 2124

Tel: 02 02 8844 0400

Fax: 02 02 8844 0499

Email: [email protected]

mailto:[email protected]

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INTRODUCTION

Australian chiropractic is a mainstream allied-health profession registered under the

Australian Health Practitioner Regulation Agency (AHPRA) alongside medicine,

dental, nursing, psychology and physiotherapy. All chiropractors must be registered

with the Chiropractic Board of Australia (CBA) and meet the Board's registration

standards in order to practice in Australia. The CBA has developed codes and

guidelines to provide guidance to the profession.

Australian chiropractors are trained and qualified within mainstream public

universities in NSW (Macquarie University), Victoria (RMIT University), Western

Australia (Murdoch University) and Queensland (Central Queensland University).

Chiropractors are qualified and eligible to deliver management for musculoskeletal

(MSK) injuries under private health insurance, workers compensation insurance and

motor-vehicle accident schemes in Australia, and through the DVA and Medicare

Chronic Disease Management (CDM) allied health items.

The Council on Chiropractic Education Australasia (CCEA) encompasses Australasian

Council on Chiropractic Education and the Joint Education Committee of Participating

Registration Boards. This independent and nationally recognised body is responsible

for ensuring competency and high education standards in chiropractic for the

Australasian community. It achieves this by inspecting, accrediting and continually

monitoring entry-level chiropractic programs in Australasia.

Australian chiropractors receive extensive training in the diagnosis and management

of the musculoskeletal conditions they face within frontline healthcare. This training

currently surpasses physiotherapy in diagnostic imaging through the extensive

training chiropractors receive in skeletal radiography and radiology.

Providing high quality point-of-care diagnostic imaging follows the principal of the

right test at the right place at the right time. This respected diagnostic principal helps

to avoid the delivery of musculoskeletal diagnostic imaging through a wasteful, time

consuming and expensive process and one that can unnecessarily delay patient care

or referral.

There is a need to eliminate the ‘de facto’ system that exists currently which

duplicates services and red tape when diagnostic imaging performed by a

chiropractor is repeated in order to seek an MBS funded report.

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In this submission we will deal with the two key questions raised in correspondence

from the DI Accreditation Team in the Diagnostic Imaging Section within the Medical

Specialist Services Branch of the Department of Health. Specifically;

1. Are the Measure effective – why/how?

2. What, if any, was the impact of the Measure on chiropractors?

The CAA also provides three attachments to this submission;

Educational standards of the Australian/New Zealand chiropractic profession;

Comparative of education of the Australian chiropractic profession; and

Three case studies and scenario’s to help explain the impact of the measure

on patients (see pages 11-12).

ARE THE MEASURE EFFECTIVE – WHY/HOW?

In general, the CAA supports measures which are designed to strengthen the

provision of diagnostic radiology services. However, the CAA was not consulted as a

stakeholder during the formulation of the Health Insurance (Diagnostic Imaging

Services Table) 2012 Regulation.

As a consequence, the CAA believes there are aspects to this measure that have

negatively affected thousands of healthcare consumers within the Australian

healthcare system. This is particularly the case for consumers whose first point of

contact for musculoskeletal conditions has been through an Australian chiropractic

clinic.

The exclusion of appropriately qualified and licensed chiropractors who already

provide limited conventional x-ray imaging services may suggest chiropractors do not

hold minimum qualifications for performing the actual diagnostic imaging procedure

under Medicare arrangements.

Chiropractors have move extensive training in radiography and radiology than

dentists and medical practitioners; and their training compares favourably with that

given to radiographers with respect to conventional radiographic technique and

safety.

Appendix 1 (see attachment) details the Chiropractic curriculum relating to radiation

physics and protection, radiography and radiologic interpretation from three

established Universities. For comparison, Appendix 2 (see attachment) details the

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course modules relating to the above as taught at Monash University in the Bachelor

of Radiography and Medical Imaging.

To summarise, the typical structured educational training of chiropractors in the

areas of radiation physics and safety would be 40-50 hours; in radiographic

positioning 40–50 hours; and in clinical radiography 45–60 hours, with a minimum of

30 patient procedures required under accreditation standards. This is further

augmented by the education provided in anatomy, interpretive and reporting aspects

of their training, which is also substantial.

The CAA believes that:

1. The exclusion of the chiropractic profession from the performance of Medicare

related diagnostic radiographic procedures in 2012 was unnecessary.

Appropriately licensed chiropractors were, at that time, taking all necessary steps

in order to meet the purpose of the Measure as implemented in November 2012.

The chiropractic profession continues to seek to meet appropriate regulatory and

accreditation standards under the DIST in order to do so.

2. Chiropractic training is equal to or more extensive in the areas of radiography and

radiology than that of dentists and medical practitioners. Their training also

compares favourably with radiographers with respect to conventional

radiographic procedures within the specific scope necessary for conventional

radiographic imaging of the spine and extremities.

3. Chiropractors are regulated to meet appropriate Radiographic Safety Standards

above that of other less qualified Allied Health Professionals such as a

Physiotherapist. This is demonstrated by existing provisions which regulate the

chiropractic professions diagnostic imaging:

An APANSA Code (Radiation protection series 19 Code: Code of Practice for

Radiation Protection in the Application of Ionizing Radiation by Chiropractors

(2009))

Extended APHRA regulations that include specific Guidelines in relation to

Radiology/ Radiography, as an appendix to the Chiropractic Board of Australia

- Code of Conduct.

The licence to capture images by their State regulator and meet all State level

requirements of licencing and Safety Standards for the possession and use of

Medical Diagnostic Ionizing Radiation Devices.

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Prior to implementation of the 2012 Measure, chiropractors were following all

necessary compliance steps under the DIAS (Diagnostic Imaging Accreditation

Scheme).

This Measure has adversely effected hundreds of Chiropractic x-ray sites across

Australia, sites that had been invited to follow the same accreditation stages as other

professions. These sites were already up to Stage 2 Accreditation.

IMPACT OF THE MEASURE ON PATIENTS AND CHIROPRACTORS

Given the very short time frame that was given to provide a response to this review it

has not been possible to provide a comprehensive report which fully details the

impact of this Measure on an empirical level

The CAA provides the following outline as an overview of the level of impact, conveyed

to the CAA through members over the past three years since implementation.

Inability to Access a Medicare Funded Radiologist Report as afforded to

other Health Care Providers

Chiropractic patients no longer have the same option of a Medicare Funded

Radiologist Report, which is afforded to patients of Dentists and Medical Practitioners

when performing in-house diagnostic radiographic procedures. We believe this

restriction is at odds with the principle of providing the “Right care in the Right place

at the Right time”.

Increased Cost, Redundant Radiation Dose

As a direct consequence of this Measure, patients who are clinically assessed by a

chiropractor as requiring a further Radiologist Report to review images in some

clinical circumstances, must now be referred to a local radiology company a second

time to repeat the same images. This is because the images captured by the

chiropractor are now no longer eligible for a Medicare funded report.

This means the patient will either pay privately for the radiology report or, as happens

more often, is compelled to have a repeat exposure of the same radiographic study

under Medicare arrangements with another provider. The end result is more

radiation exposure and more costs with no additional benefit to the patient.

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Delays to Care

Patients who present with acute pain and who may have history and/or examination

findings that warrant further imaging are now delayed in commencing care or

receiving appropriate referral if they have been assessed as requiring a Radiologist

Report.

Having to wait for a consultation at a Diagnostic Imaging Facility and the return of

images and related reports to the chiropractor often results in lost productivity from

time off work and delays appropriate care. This is often compounded by a further

delay waiting for a follow-up appointment with the chiropractor prior to commencing

care or a referral to another health care provider if required. This increases the cost

to the patients in many cases as they are paying gap fees for x-rays from radiology

companies in many areas.

Whilst chiropractors are fully trained to both procure and interpret conventional

radiographic studies, the Chiropractors Association of Australia recognises that there

will be less frequent but significant clinical circumstances where an expert opinion

may be requested to further ensure the highest quality health care. In these

particular circumstances, the Australian chiropractic profession recognises the

importance of having access to the same specialist Medicare reporting services

currently made available to a dentist or medical doctor. It is in these situations that

patients of chiropractic services are now differentiated and experience delays in

accessing appropriate care, increased radiation exposure for no additional benefit

and extra out of pocket cost. This results in poorer health outcomes for those

affected patients.

Reduced Access to Services

It has been reported to the CAA that the viability of maintaining x-ray facilities has

become more difficult for some chiropractors as a result of some aspects of the

legislative changes implemented in November 2012.

This is more prevalent for chiropractors practicing in lower socio-economic areas,

where patients are unable to absorb the additional out of pocket cost of the private

Radiologist Report which was previously funded by Medicare prior to the introduction

of this Measure.

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Reduced Access to Gold Standard Expert Interpretation

Medical Radiologist reports are considered the Gold Standard when it comes to

interpreting radiographic studies. Following the introduction of this measure,

chiropractors who provide conventional x-ray imaging are no longer afforded the

same legislative rights that are available to dentists or medical practitioners. Patients

of chiropractic services will not receive this standard of care, under the current

measures, without paying an out of pocket fee or being re-exposed to ionising

radiation for no additional benefit.

Possible Counter-Effect on Quality and Safety

Chiropractors who previously sought a Radiologist opinion under Medicare were

required to meet the Diagnostic Imaging Accreditation Scheme compliance

requirements as other Diagnostic Imaging service providers in Australia supported by

Medicare. We believe that this high level of accreditation should be equal across all

health care professions who operate diagnostic radiography equipment.

Following the introduction of this measure, chiropractic practices performing

radiographic studies are no longer required to meet DIAS standards. We believe that

the level of compliance should be uniform to in order to avoid differing and potentially

lower standards of quality and safety for the Australian health consumers.

CONCLUSION

Chiropractors perform a valuable and necessary service to around 215,000

Australians every week. Providing appropriately trained chiropractors, who meet all

relevant legislative requirements, with the same rights as dentists and medical

doctors, should be encouraged by the DOHA. This would further strengthen the safety

and quality of diagnostic imaging procedures throughout Australia and result in:

Australian chiropractic patients receiving access to the same gold standard

radiologist report as those seeking other forms of healthcare;

An increase in the compliance requirements of chiropractors, which will improve

overall standards of equipment maintenance and practice;

Reducing the burden of redundant exposure to radiation;

Reduced delays to necessary care;

Reduced out of pocket cost to the patient;

Improve diagnostic quality, faster access to, and more appropriate care;

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Improve overall patient health outcomes.

Meet the objectives of the Department and the Australian Government to ensure

patients receive the “right service at the right place at the right time”.

No significant increased cost to Medicare;

Reducing unnecessary general practitioner and specialist consultations and the

additional workload placed upon medical professionals.

RECOMMENDATIONS

1. The Health Insurance (Diagnostic Imaging Services Table) Regulation should be

amended so that registered chiropractors are eligible to perform Medicare-

funded diagnostic imaging procedures under the same provisions as those

afforded to medical practitioners and dentists, and within the existing scope of

diagnostic imaging training and practice.

2. Remove all regulatory obstacles that currently prevent chiropractors from

meeting the same standards of accreditation and compliance as dental and

medical facilities.

3. Chiropractors should have access to the same remote medical supervisory

requirements as per the legislation.

4. Retain the Rural Remote MBS exemptions for chiropractic imaging facilities.

These important exemptions allow diagnostic imaging health services to be more

available to remote and rural health consumers, providing them with greater

access to primary care and diagnostic services.

The suggested amendment to the Health Insurance (Diagnostic Imaging Services

Table) Regulation (see Schedule 1, Part 2, Division 2.3 Group I3 - Diagnostic radiology,

Subdivision A – General) would amend the subdivision so that items 57506-57715 and

58100-58121 may also be performed by a chiropractic practitioner who:

(a) May request the service because of the operation of subsection 16B (2) if the Act; and

(b) Either:

(i) Is employed by a medical practitioner; or

(ii) Provides the service under the supervision of a medical practitioner in accordance

with accepted medical practice.

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CASE STUDIES

Case Study 1

A 69 year old female with apparent loss of bone density on cervical spine x-ray taken for post-traumatic pain following a motor vehicle accident. The chiropractor immediately recognises the appearance of demineralisation and performs an additional thoracic spine radiograph due to postural deformity which identifies multiple compression fractures in the thoracic spine. These appearances may be due to senile osteoporosis, endocrine disorders, trauma or malignancy such as multiple myeloma.

In order to ensure the most accurate diagnosis and appropriate course of action, the chiropractor requests a Medical Radiologist opinion, including recommendations for further imaging and pathology.

In this case, the appearances were due to senile osteoporosis which allowed the chiropractor to immediately commence care for the presenting pain from whiplash whilst referring the patient to her GP for investigation for osteoporosis, including

DEXA scan.

Case Study 2

A 15 year old male with neck pain following a rugby tackle was x-rayed for trauma. X-rays revealed no salient pathology. Two weeks later, nerve root signs became apparent and an MRI was indicated for suspicion of a disc lesion causing radiculopathy.

Because the current requirements for bulk-billed MRI of the cervical spine in paediatric patients requires an x-ray prior to MR imaging, the young patient is required to undergo a repeat x-ray of the cervical spine for no additional benefit, yet notable increased radiation exposure to radio-sensitive structures (including the thyroid and eyes), in order to qualify for the bulk-billed GP MRI referral.

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Case Study 3

A 50 year old 50 male with a history of smoking presented with chronic episodic and progressive mid-back pain and reduced range of motion.

An x-ray of the thoracic spine was performed to assess for degenerative change, DISH and possible seronegative spondyloarthropathy. The x-rays identified an incidental finding of a non-specific pulmonary opacity in the left lingula.

The images were sent to a Medical Radiologist for review of the pulmonary lesion which was identified as a benign hamartoma and chiropractic care was commenced for the patient’s back pain with no further imaging required.

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MACQUARIE UNIVERSITY DEPARTMENT OF CHIROPRACTIC

FACULTY OF SCIENCE

UNIT OUTLINE: HLTH304

Year and Semester: 2012. Semester 1

Unit convenor and Lecturer: Peter Bull

Lecturers: Peter Bull DC, MAppSc, FICC, FACC – Peter is a registered chiropractor, a qualified radiographer and an endorsed chiropractic radiologist, with over thirty years of clinical

experience and teaching experience in medical imaging. He has published over 30 papers on clinical radiology and is a regular

conference presenter around Australia. He is a member of the Chiropractors Association of Australia, the

British Institute of Radiology, the Association of Educators in Radiological Sciences (USA) and holds Fellowship of the International

College of Chiropractors and the Australasian College of Chiropractors.

David Spence M.Phys. D.Phil. (Oxon) –

David is a laser physicist, working in the MQ Photonics research centre

in the Department of Physics and Engineering. David studies and develops visible and ultraviolet lasers with applications in science and

medicine. These lasers include yellow lasers for use in ophthalmology,

and ‘ultrafast’ lasers emitting pulses as short as 10 femtoseconds (10-15 s). David has published over 30 papers, and regularly gives

presentations at national and international conferences.

E7A room 214

[email protected]

Subra Vemulpad BSc, MSc, PhD –

Subra teaches in the areas of medical Microbiology, Pathology and Epidemiology. Research interests include public health aspects of

infectious diseases, tropical diseases and complimentary medicine. Subra obtained his MSc and PhD qualifications from Madras University

and Delhi University (India). His earlier work was on immunodiagnostics of mycobacterial diseases,

mailto:[email protected]

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genetic improvement of amylase and protease producing Bacillus,

genetics of mycobacteria, immunology of filariasis, enzyme activity of bacteria and fungi isolated from hot springs, diarrhoeal diseases,

essential oils as antimicrobial agents, HIV serosurveillance, meningococcal meningitis, legionellosis, prevention of hepatitis B,

tuberculosis and refugee health.

TEACHING STAFF Unit Convenor

Dr Peter Bull E7A Room 231

Consultation Hours By Appointment – 9850 9383

[email protected]

Unit Lecturers

Dr David Spence E7A Room 214


[email protected]

Dr Subra Vemulpad E7A Room 226


[email protected]

Laboratory Manager

Adam Joyce E7B Room 214

9850 1061

(for timetable enquiries) [email protected]

ABOUT THIS UNIT

HLTH304 RADIOGRAPHIC PHYSICS & PROTECTION

This unit is conducted to develop students’ knowledge in the

underlying physical principles of Medical Radiation Science. The unit is presented in three distinct modules –

Module 1 is the study of Radiation Physics, it’s principles and current technology of imaging equipment.

Module 2 is the study of the principles and practice of image production and image processing techniques.

mailto:[email protected]:[email protected]:[email protected]:[email protected]

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Module 3 describes the biological effects of radiation as well as current radiation protection techniques.

COURSE OBJECTIVE

At the conclusion of the course, students will be able to:

fully understand the basic physics of Medical Radiations Science

become aware of the function and maintenance of medical imaging equipment, as well as associated

image processing equipment.

describe radiographic image formation and current film/screen combinations

be able to explain and carry out automatic film processing techniques

describe digital imaging systems become familiar with quality control procedures and

identify technical faults in the production of a radiographic image.

gain an understanding of the immediate and latent biological effects of ionising radiation

to have knowledge and understanding of radiation protection principles and their various applications

and to understand the requirements for establishing a chiropractic x-ray facility

be familiar with principles of radiographic positioning and anatomy

COURSE CONTENT

MODULE 1 RADIATION PHYSICS

Atoms and Atomic Structure Electricity and Magnetism

Electric Currents Electromagnetic Radiation

X-ray Circuits

X-ray Tubes

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X-ray Production

X-ray Interactions

MODULE 2 IMAGE FORMATION

Density and Contrast

Image Formation Radiographic Film

Film Processing Intensifying Screens

Grids and Scatter Reduction Quality Control

Special Radiographic Equipment

MODULE 3 RADIATION PROTECTION

Biological Effects of Radiation Radiation Protection

Designing your own X-ray Facility Legislative Controls on the Use of Ionising Equipment

WEEK 1 Peter Bull Introduction.

Explanation of syllabus. Historical background of the discovery of Xrays.

Atoms and atomic structure. Normal radiographic anatomy

WEEK 2/3 David Spence Electricity and magnetism.

Electric currents. Electromagnetic radiation.

X-ray circuits.

WEEK 3/4 David Spence X-ray tubes.

What are X-rays and how are they produced. X-ray interactions.

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WEEK 5 MID SEMESTER EXAM

WEEK 6 Peter Bull

Image formation. Optical density.

Automatic Exposure Control (AEC).

Density controls. Contrast.

WEEK 7 Peter Bull

Milliamperes. (mA) Kilovoltage. (kVp)

Distance. (SID) KVp and image density.

Variable kVp techniques. Image sharpness.

WEEK 8 Peter Bull Radiographic film.

Film processing. Sensitometry & densitometry.

Characteristic curve. Film storage & handling.

WEEK 9 Peter Bull

Film processing. Automatic processors.

The darkroom. Effects of concentration, time & temperature

Digital processors – CR & DR

WEEK 10 Peter Bull

Intensifying screens – Construction

Spectral matching Screen speed

Quantum mottle Film/screen cassettes.

Grids and scatter reduction.

WEEK 11 Peter Bull

Radiographic quality control.

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Image artifacts.

Special radiographic equipment (Fluoroscopy, CT, MRI, Digital Imaging). Radiation protection.

Reduction of radiation dose to the patient. Reduction of radiation exposure to the staff.

Effective dose. Regulations.

Radiation detectors. Natural background radiation.

WEEK 12 Subra Vemulpad Biological effects of radiation.

The Law of Bergonne & Tribondeau. Linear energy transfer.

Types of cell damage.

WEEK 13 Subra Vemulpad

Direct & indirect effects. High-dose radiation effects.

Radiation & pregnancy. Genetic effects.

CLASSES Lectures: 2 hours / week for 13 weeks (26 hours)

Laboratory/Tutorials: 3 hours / week for 3 weeks (9 hours)

Timetables for this unit may be downloaded from the Timetable Maker

http://www.timetables.mq.edu.au/

TEACHING STRATEGIES

http://www.timetables.mq.edu.au/

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Theoretical presentation with practical laboratory work, tutorial &

demonstration where applicable. (4-hour lectures/ 3-hour practical laboratory & 1hr tutorial per week)

UNIT WEB PAGE

The web page for this unit can be found at: https://ilearn.mq.edu.au

and following the links for either Postgraduate or Undergraduate students

You will need a log in for access to the lecture notes, details of username and passwords will be given to you in the first lecture

LEARNING OUTCOMES

At the completion of this course students will be expected to have a

comprehensive knowledge of:

the physics of electricity & magnetism. the production and properties of x-ray the properties of x-rays

and atomic structure the principles of image production & processing quality control radiation protection biological effects of radiation

Graduate Capabilities

Graduate capabilities are interdisciplinary skills, knowledge and attitudes that equip students to live and work in a rapidly changing and complex world. The nine graduate capabilities identified by Macquarie are located in a framework that represents the values of Scholarship, Ethical Practice, Engagement and Sustainability.

Cognitive Capabilities

1. Discipline Specific Knowledge and Skills

https://ilearn.mq.edu.au/

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Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

2. Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analyzing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

3. Problem Solving and Research Capability

Our graduates should be capable of researching; of analyzing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

4. Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

Interpersonal or Social Capabilities

5. Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

6. Engaged and Ethical Local and Global citizens

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As local citizens our graduates will be aware of indigenous perspectives and of the nation’s historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

7. Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

Personal Capabilities

8. Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

9. Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

From:

http://www.mq.edu.au/ltc/projects/curriculum_renewal/docs/GraduateCapabilitiesFramework.pdf

Accessed Dec 14, 2009

These GC have been aligned with the needs of the chiropractic graduate. These can be viewed in a document on the Blackboard site.

HLTH304 contributes to these Chiropractic Graduate Capabilities, by providing learning experiences which contribute to the development of the following GCs:


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1. Demonstrate a knowledge of the basic sciences, in sufficient depth and scope to allow for:

a. an understanding of the scientific knowledge, concepts and methods fundamental to acquiring and applying clinical science;

b. the application of advances in health care to their clinical practice

2. Demonstrate adequate knowledge and understanding of radiation physics, radiobiology, radiographic practice & radiation hygeine.

3. Demonstrate a capability to read, listen, question, gather and evaluate information resources in a variety of formats

4. Demonstrate a capability to assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate

5. Demonstrate an ability to analyse, to interpret and assess data and information in various forms; of drawing connections across fields of knowledge

It is important to note that the learning experiences which you have in any single unit only partially contribute to the development of a specific capability. They are frequently just a stepping stone upon which other units will build. The combination of experiences over a number of units will eventually culminate in the attainment of that graduate capability.

REQUIRED TEXTS

Radiological Science For Technologists - Physics, Biology and Protection. - Stewart C Bushong 9th Edition Mosby St. St Louis 2008

REFERENCES

Essentials of Radiologic Science. - Robert A. Fosbinder & Charles A. Kelsey; McGraw Hill New York. 2002 Principles of

Radiological Physics. - Robin Wilks, Churchill Livingstone Edinburgh

Introduction to Radiologic Technology. - LaVerne Tolley Gurley &

William J. Callaway (5th Edition); Mosby St Louis 2002

ASSESSMENT:

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ASSIGNMENT (Mid semester – take home exam) 5%

LABORATORY WORK & ASSIGNMENT – 25% MID SEMESTER EXAM – 20%

END YEAR EXAM – 50% ASSIGNMENTS Submission of Assignments in 2012 1 All assignments must be submitted to the appropriate assignment box for your unit. Assignment boxes are located in the reception area of the Faculty of Science Centre (Room 101), which is on the ground floor at the western end of building E7A. Campus maps are available at http://www.bgo.mq.edu.au/campus.htm. The Centre opens from 8.30am to 5.30pm on Monday to Friday. 2 All assignments are to be submitted by 9.00am on the date specified and must include a completed and signed coversheet stapled to the front cover. The Assignment Cover Sheet can be downloaded from the web at http://web.science.mq.edu.au/for/new_and_current_students and click on Assignment Cover Sheet.

3. Extensions to assignments is at the discretion of the unit convenor. It is the responsibility of the student to prove to the convenor that there has been unavoidable disruption. Marks will be deducted for late submissions in the absence of an approved extension.

EXAMINATIONS The University Examination period in for First Half Year 2012 is from Monday 12 June to Friday 29 June 2012. You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations. http://www.timetables.mq.edu.au/exam The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available at http://www.reg.mq.edu.au/Forms/APSCon.pdf If a Supplementary Examination is granted as a result of the Special Consideration process the examination will be scheduled after the conclusion of

http://web.science.mq.edu.au/for/new_and_current_students

12

the official examination period. (Individual Faculties may wish to signal when the Faculty's Supplementaries are normally scheduled.) You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, that is the final day of the official examination period. PLAGIARISM The University defines plagiarism in its rules: "Plagiarism involves using the work of another person and presenting it as one's own." Plagiarism is a serious breach of the University's rules and carries significant penalties. You must read the University's practices and procedures on plagiarism. These can be found in the Handbook of Undergraduate Studies or on the web at: http://www.student.mq.edu.au/plagiarism/ The policies and procedures explain what plagiarism is, how to avoid it, the procedures that will be taken in cases of suspected plagiarism, and the penalties if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or referral to the University Discipline Committee. UNIVERSITY POLICY ON ASSESSMENT 2010 An Introduction to Macquarie University’s New Policy on Assessment Assessment of student learning is a vital activity in Macquarie University’s provision of high quality educational experiences. Research has demonstrated very clearly that assessment directs how students approach their learning. Good designs ensure that students actively engage with the learning activities and find meaning in them. Assessment design is also a major determinant of academic staff and student workloads. Most importantly, rigorous and valid summative assessment of student learning is the means by which Macquarie University assures society of the capabilities of its graduates. Our new assessment policy enshrines our shared values and principles in regard to student learning and assessment. The new Macquarie University assessment policy and procedures have been developed based on wide consultation across the University and will, as with all policies and procedures, undergo regular reviews to ensure that they supports good practice. The policy itself is accompanied by several related documents to assist individuals and departments to implement the intentions and maintain the values inherent in the policy. In recognition that there are numerous stakeholders who have expectations of the processes and outcomes of assessment, a code of practices that clarifies for all stakeholders their rights and responsibilities has been developed. Similarly, in recognition of the emerging innovations in use to make assessment more challenging and authentic, a set of clearly articulated procedures and guidelines accompanies the policy and code of practice.

13

These policies, procedures and guidelines can be found at Policy Central on the Macquarie University website www.mq.edu.au/policy/. Professor Judyth Sachs Deputy Vice-Chancellor and Provost

Grades

Achievement of grades will be based on the following criteria:

High Distinction: provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application. Distinction: provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. Credit: provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; plus communication of ideas fluently and clearly in terms of the conventions of the discipline. Pass: provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; and communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes. Fail: does not provide evidence of attainment of all learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; and incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. STUDENT SUPPORT SERVICES

14

Macquarie University provides a range of Academic Student Support Services. Details of these services can accessed at http://www.student.mq.edu.au.

POLICIES

Macquarie is developing a number of policies in the area of learning and teaching. Approved policies and associated guidelines and procedures can be found at Policy Central: http://www.mq.edu.au/policy/

There you will find the University’s policy and associated procedures on:

Assessment Feedback and unit evaluation Special Consideration Appeal Against Final Grade Policy / Procedures / Guidelines Plagiarism

http://www.mq.edu.au/policy/

1


FACULTY OF SCIENCE UNIT OUTLINE CHIR 885 DIAGNOSTIC IMAGE INTERPRETATION I

Year and Semester: 2012 Semester 1 Unit convenor: Peter Bull

Prerequisites: CHIR879, CHIR880 Credit Points: 2

Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult one of the teaching staff in the unit. The 2011 academic teaching semester 1 commences on Monday 27 February 2012 and concludes on Friday 8 June 2012. ABOUT THIS UNIT This unit is an extension of CHIR879 & CHIR880 and is taught and assessed in conjunction with CHIR896 Clinical Internship I. Students further develop skills in reading X-rays. Students develop report writing skills and spinographic analysis. . TEACHING STAFF Unit Convenor Dr Peter Bull [email protected]

E7A Rm 231 9850 9383

Consultation Hours By Appointment

2

Unit Lecturers Dr Peter Bull As above Consultation Hours Dr Hazel Jenkins CLASSES 1 x 1hr lecture pw 1 x 1hr tutorial pw 1 x 1hour on-line exercise pw Self-directed study in RADLAB: 1 - 2 hours/ week The timetable for classes can be found on the University web site at:

http://www.timetables.mq.edu.au/ It is an assessment requirement of this unit that students attend tutorials.

REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS

Yochum, T., & Rowe, L., 2005, Essentials of Skeletal Radiology – Vols I & II, (3rd ed.) Lippincott, William & Wilkins, Baltimore.

Bull, PW, Class Notes 2012 Yochum, T., Haug & Rowe, L. Radiology Study Guide

UNIT WEB PAGE The web page for this unit can be found at: https://ilearn.mq.edu.au and following the

links for either Postgraduate students You will need a log in for access to the lecture notes, this will be provided to you in

your first lecture. LEARNING OUTCOMES

This Unit provides students an opportunity to build upon those theoretical skills learnt in previous years and to develop the practical art of x-ray interpretation and report writing.

At the completion of this course students will be expected to have a comprehensive knowledge of those common disease processes that affect the skeleton and to identify the hallmark x-ray appearances of those conditions. To understand the pathogenesis and to be able to provide a logical differential diagnosis based on the various x-ray appearances, patient history and clinical features.

The student can then formulate a clinical plan of management including any appropriate referral for advanced imaging.

http://www.timetables.mq.edu.au/https://ilearn.mq.edu.au/

3














We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write

4

clearly, speak effectively, and to use visual communication and communication technologies as appropriate.


As local citizens our graduates will be aware of indigenous perspectives and of the nation’s

historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.








From:




CHIR885 contributes to these Chiropractic Graduate Capabilities, by providing learning experiences which contribute to the development of the following GCs:



5



2. Demonstrate adequate knowledge and understanding of the behavioural sciences, social sciences, ethics and jurisprudence, to enable them to effectively communicate, make appropriate clinical decisions, and to practice ethically.

3. Demonstrates knowledge, skills and attitudes necessary for understanding socio-economic, demographic and cultural determinants of causes, distribution and consequences of health problems.





TEACHING AND LEARNING STRATEGY

Include lecture format augmented with slide presentations of x-ray cases. On-line WebCT modules and RADLAB teaching files are utilised along with various CD-ROM programs.

Students are presented with actual patient cases featuring the wide cross-section of problems encountered in the clinical setting. Students will develop the necessary skills expected to become completely familiar with the normal appearances and variances of the skeleton; and to know the hallmark appearances of diseases of the skeleton, chest & abdomen. Developing the skills required to proficiently interpret radiological images is not an easy task but a number of learning strategies are employed to facilitate this learning process. These include small tutorial groups, plain film & advanced image interpretation, the RADLAB and an on-line teaching facility with its various links to other radiology sites.

The RADLAB is an interactive teaching resource comprising over 1000 catalogued x-ray pathological cases and in excess of 3000 patient x-ray files that students may review and practice line analysis and report writing.

6

Students are strongly advised to spend as much time as is possible in the RADLAB to assist in the development of pattern and differential recognition. Students should timetable at least 1 hour per week of self directed study in the RADLAB. The on-line programme will require approximately 1 hour per week of participation, either at home or in the library. The Unit is conducted over two semesters during the second year of the Masters of Chiropractic programme. The subject is a full-time, on-campus subject, which follows a regional approach to develop pattern recognition and differentials. Important prerequisites for this subject include Radiological Studies I & II and the radiographic anatomy in the Clinical Anatomy units; while your clinic internship forms an important co-requisite.

RELATIONSHIP BETWEEN ASSESSMENT AND LEARNING OUTCOMES

A written exam and a practical exam will be held at the end of the semester and will comprise 80% of the total end of semester mark. Ten percent (10%) of the total end of semester marks will be derived from the on-line continuing assessment. The final 10% will be derived from the report writing assignments involving the interpretation, narrative reporting and case presentation of 10 selected x-ray cases from the clinic.

ASSIGNMENTS Submission of Assignments in 2012 1 All assignments must be submitted to the appropriate assignment box for your unit. Assignment boxes are located in the reception area of the Faculty of Science Centre (Room 101), which is on the ground floor at the western end of building E7A. Campus maps are available at http://www.bgo.mq.edu.au/campus.htm. The Centre opens from 8.30am to 5.30pm on Monday to Friday. 2 All assignments are to be submitted by 9.00am on the date specified and must include a completed and signed coversheet stapled to the front cover. The Assignment Cover Sheet can be downloaded from the web at http://web.science.mq.edu.au/for/new_and_current_students, click on Assignment Cover Sheet.

3. Extensions to assignments is at the discretion of the unit convenor. It is the responsibility of the student to prove to the convenor that there has been unavoidable

7

disruption. Marks will be deducted for late submissions in the absence of an approved extension.

EXAMINATIONS The University Examination period in for First Half Year 2012 is from Monday12 June to Friday 29 June 2012. You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations. http://www.timetables.mq.edu.au/exam The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available at http://www.reg.mq.edu.au/Forms/APSCon.pdf If a Supplementary Examination is granted as a result of the Special Consideration process the examination will be scheduled after the conclusion of the official examination period. (Individual Faculties may wish to signal when the Faculty's Supplementaries are normally scheduled.) You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, that is the final day of the official examination period.

POLICIES



Assessment Feedback and unit evaluation Special Consideration Appeal Against Final Grade Policy / Procedures / Guidelines Plagiarism

In this unit you will receive a range of verbal and written feedback on your assessment tasks and work in class or online.


8

To monitor how successful we are in providing quality teaching and learning, the Department of Chiropractic also seeks feedback from students. One of the key formal ways students have to provide feedback is through unit and teacher evaluation surveys. The feedback is anonymous and provides the Department with evidence of aspects that students are satisfied with and areas for improvement. At present, the Department is prioritising feedback in the areas of assessment and feedback. UNIVERSITY POLICY ON ASSESSMENT 2010 An Introduction to Macquarie University’s New Policy on Assessment Assessment of student learning is a vital activity in Macquarie University’s provision of

high quality educational experiences. Research has demonstrated very clearly that assessment directs how students approach their learning. Good designs ensure that students actively engage with the learning activities and find meaning in them. Assessment design is also a major determinant of academic staff and student workloads. Most importantly, rigorous and valid summative assessment of student learning is the means by which Macquarie University assures society of the capabilities of its graduates. Our new assessment policy enshrines our shared values and principles in regard to student learning and assessment. The new Macquarie University assessment policy and procedures have been developed based on wide consultation across the University and will, as with all policies and procedures, undergo regular reviews to ensure that they supports good practice. The policy itself is accompanied by several related documents to assist individuals and departments to implement the intentions and maintain the values inherent in the policy. In recognition that there are numerous stakeholders who have expectations of the processes and outcomes of assessment, a code of practices that clarifies for all stakeholders their rights and responsibilities has been developed. Similarly, in recognition of the emerging innovations in use to make assessment more challenging and authentic, a set of clearly articulated procedures and guidelines accompanies the policy and code of practice. These policies, procedures and guidelines can be found at Policy Central on the Macquarie University website www.mq.edu.au/policy/. Professor Judyth Sachs Deputy Vice-Chancellor and Provost ASSESSMENT IN THIS UNIT Task Weight Due Date Linked Learning

Outcomes

1. Practical Exams 10% Weeks 6 & 12 1-13

2. Slide

identification

30% Weeks 6 & 13 1-13

9

3. Written exam 40% Exam period 2, 7, 9, 10, 11

4. Assignment 10% 27 April 2012 1, 5-6

5. On-line quizzes 10% Weeks 2 - 12 1-13

Grades

Achievement of grades will be based on the following criteria:

High Distinction: provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application. Distinction: provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience. Credit: provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; plus communication of ideas fluently and clearly in terms of the conventions of the discipline. Pass: provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; and communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes. Fail: does not provide evidence of attainment of all learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; and incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline. STUDENT SUPPORT SERVICES Macquarie University provides a range of Academic Student Support Services. Details of these services can accessed at http://www.student.mq.edu.au.

10

TOPICS . MODULE 1 - CERVICAL SPINE

Normal developmental anatomy Developmental anomalies and anatomic variants Spinography Trauma Arthritides Bone tumours Infectious disorders Other disorders

Learning Outcomes: After you have studied this module you should – - identify normal spinal anatomy on plain radiographs, CT and MRI. - describe the various anomalies in the development of the cervical spine. - describe the various fractures and dislocations. - identify the main distinguishing clinical & radiological features of dysplasias. - differentiate between the clinical and radiologic features of the various inflammatory arthritides of the spine - describe the clinical and radiologic features of benign bone tumours - describe the various differential patterns between benign & malignant tumours - identify the various differential patterns of the various metabolic & infectious disorders

MODULE II - THORACIC SPINE

Normal developmental anatomy

Developmental anamolies and anatomic variants Spinography Scoliosis Metabolic, infectious & haematologic disorders Trauma Arthritides Bone tumours Other disorders

Learning Outcomes: After you have studied this module you should – - identify normal spinal anatomy on plain radiographs, CT and MRI. - describe the various anomalies in the development of the spine. - describe the various fractures and dislocations. - identify the main distinguishing clinical & radiological features of dysplasias.

11

- differentiate between the clinical and radiologic features of the various inflammatory arthritides of the spine - describe the clinical and radiologic features of benign bone tumours - describe the various differential patterns between benign & malignant tumours - identify the various differential patterns of the various metabolic & infectious disorders

MODULE III - LUMBAR SPINE

Normal developmental anatomy Developmental anomalies and anatomic variants Spinography Spondylolysis & spondylolisthesis Dysplasias Trauma Intervertebral disc disorders Arthritides Bone tumours Metabolic, haematological & infectious disorders Other disorders

Learning Outcomes: After you have studied this module you should – - identify normal spinal anatomy on plain radiographs, CT and MRI. - describe the various anomalies in the development of the spine. - describe the various fractures and dislocations. - identify the main distinguishing clinical & radiological features of dysplasias. - differentiate between the clinical and radiologic features of the various inflammatory arthritides of the spine - describe the clinical and radiologic features of benign bone tumours - describe the various differential patterns between benign & malignant tumours - identify the various differential patterns of the various metabolic & infectious disorders

MODULE IV - SACROCOCCYGEAL SPINE & SACROILIAC JOINTS

Normal developmental anatomy Developmental anomalies and anatomic variants Trauma Arthritides Bone tumours Other disorders

12

Learning Outcomes: After you have studied this module you should – - identify normal spinal anatomy on plain radiographs, CT and MRI. - describe the various anomalies in the development of the spine. - describe the various fractures and dislocations. - differentiate between the clinical and radiologic features of the various inflammatory arthritides of the spine - describe the clinical and radiologic features of benign bone tumours - describe the various differential patterns between benign & malignant tumours - identify the various differential patterns of the various metabolic disorders

1


FACULTY OF SCIENCE UNIT OUTLINE CHIR 886 DIAGNOSTIC IMAGE INTERPRETATION II

Year and Semester: 2012 Semester 2 Unit convenor: Hazel Jenkins

Prerequisites: CHIR885 Credit Points: 2

Students in this unit should read this unit outline carefully at the start of semester. It contains important information about the unit. If anything in it is unclear, please consult one of the teaching staff in the unit. The 2012 academic teaching year commences on Monday 20 February 2012 and concludes on Friday 30 November 2012. ABOUT THIS UNIT This unit is an extension of CHIR879, CHIR880 &CHIR885 and is taught and assessed in conjunction with CHIR897 Clinical Internship II. Students further develop skills in reading X-rays. Students further develop report writing skills and spinographic analysis. . TEACHING STAFF Unit Convenor Dr Hazel Jenkins [email protected]

E6C Rm 1 9850 9383

Consultation Hours By Appointment

2

Unit Lecturers CLASSES 1 x 1hr lecture pw 1 x 1hr tutorial pw 1 x 1hour on-line exercise pw Self-directed study in RADLAB: 1 - 2 hours/ week The timetable for classes can be found on the University web site at:

http://www.timetables.mq.edu.au/ It is an assessment requirement of this unit that students attend tutorials.

REQUIRED AND RECOMMENDED TEXTS AND/OR MATERIALS

Yochum, T., & Rowe, L., 2005, Essentials of Skeletal Radiology – Vols I & II, (3rd ed.) Lippincott, William & Wilkins, Baltimore.

Bull, PW, Class Notes 2012 Yochum, T., Haug & Rowe, L. Radiology Study Guide

UNIT WEB PAGE The web page for this unit can be found at: www.chiro.mq.edu.au and following the

links for either Postgraduate students You will need a log in for access to the lecture notes, this will be provided to you in

your first lecture. LEARNING OUTCOMES

This Unit provides students an opportunity to build upon those theoretical skills learnt in previous years and to develop the practical art of x-ray interpretation and report writing.

At the completion of this course students will be expected to have a comprehensive knowledge of those common disease processes that affect the skeleton and to identify the hallmark x-ray appearances of those conditions. To understand the pathogenesis and to be able to provide a logical differential diagnosis based on the various x-ray appearances, patient history and clinical features.

The student can then formulate a clinical plan of management including any appropriate referral for advanced imaging.

http://www.timetables.mq.edu.au/http://www.chiro.mq.edu.au/

3














We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write

4

clearly, speak effectively, and to use visual communication and communication technologies as appropriate.


As local citizens our graduates will be aware of indigenous perspectives and of the nation’s

historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.








From:




CHIR886 contributes to these Chiropractic Graduate Capabilities, by providing learning experiences which contribute to the development of the following GCs:



5



2. Demonstrate adequate knowledge and understanding of the behavioural sciences, social sciences, ethics and jurisprudence, to enable them to effectively communicate, make appropriate clinical decisions, and to practice ethically.

3. Demonstrates knowledge, skills and attitudes necessary for understanding socio-economic, demographic and cultural determinants of causes, distribution and consequences of health problems.





TEACHING AND LEARNING STRATEGY

Include lecture format augmented with slide presentations of x-ray cases. On-line WebCT modules and RADLAB teaching files are utilised along with various CD-ROM programs.

Students are presented with actual patient cases featuring the wide cross-section of problems encountered in the clinical setting. Students will develop the necessary skills expected to become completely familiar with the normal appearances and variances of the skeleton; and to know the hallmark appearances of diseases of the skeleton, chest & abdomen. Developing the skills required to proficiently interpret radiological images is not an easy task but a number of learning strategies are employed to facilitate this learning process. These include small tutorial groups, plain film & advanced image interpretation, the RADLAB and an on-line teaching facility with its various links to other radiology sites.

The RADLAB is an interactive teaching resource comprising over 1000 catalogued x-ray pathological cases and in excess of 3000 patient x-ray files that students may review and practice line analysis and report writing.

6

Students are strongly advised to spend as much time as is possible in the RADLAB to assist in the development of pattern and differential recognition. Students should timetable at least 1 hour per week of self directed study in the RADLAB. The on-line programme will require approximately 1 hour per week of participation, either at home or in the library. The Unit is conducted over two semesters during the second year of the Masters of Chiropractic programme. The subject is a full-time, on-campus subject, which follows a regional approach to develop pattern recognition and differentials. Important prerequisites for this subject include Radiological Studies I & II and the radiographic anatomy in the Clinical Anatomy units; while your clinic internship forms an important co-requisite.

RELATIONSHIP BETWEEN ASSESSMENT AND LEARNING OUTCOMES

A written exam will be held at the end of the semester and will comprise 50% of the total end of semester mark. Forty percent (40%) of the total end of semester marks will be derived from practical & slide identification assessments. The final 10% will be derived from the report writing assignments involving the interpretation, narrative reporting and case presentation of 10 selected x-ray cases from the clinic.

ASSIGNMENTS Submission of Assignments in 2012 1 All assignments must be submitted to the appropriate assignment box for your unit. Assignment boxes are located in the reception area of the Faculty of Science Centre (Room 101), which is on the ground floor at the western end of building E7A. Campus maps are available at http://www.bgo.mq.edu.au/campus.htm. The Centre opens from 8.30am to 5.30pm on Monday to Friday. 2 All assignments are to be submitted by 9.00am on the date specified and must include a completed and signed coversheet stapled to the front cover. The Assignment Cover Sheet can be downloaded from the web at http://web.science.mq.edu.au/for/new_and_current_students and click on Assignment Cover Sheet.

http://web.science.mq.edu.au/for/new_and_current_students

7

3. Extensions to assignments is at the discretion of the unit convenor. It is the responsibility of the student to prove to the convenor that there has been unavoidable disruption. Marks will be deducted for late submissions in the absence of an approved extension.

EXAMINATIONS The University Examination period in for Second Half Year 2012 is from Monday 12 November to Friday 30 November 2012. You are expected to present yourself for examination at the time and place designated in the University Examination Timetable. The timetable will be available in Draft form approximately eight weeks before the commencement of the examinations and in Final form approximately four weeks before the commencement of the examinations. http://www.timetables.mq.edu.au/exam The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances you may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available at http://www.reg.mq.edu.au/Forms/APSCon.pdf If a Supplementary Examination is granted as a result of the Special Consideration process the examination will be scheduled after the conclusion of the official examination period. (Individual Faculties may wish to signal when the Faculty's Supplementaries are normally scheduled.) You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. All students are expected to ensure that they are available until the end of the teaching semester, that is the final day of the official examination period.

POLICIES



Assessment Feedback and unit evaluation Special Consideration Appeal Against Final Grade Policy / Procedures / Guidelines


8

Plagiarism In this unit you will receive a range of verbal and written feedback on your assessment tasks and work in class or online. To monitor how successful we are in providing quality teaching and learning, the Department of Chiropractic also seeks feedback from students. One of the key formal ways students have to provide feedback is through unit and teacher evaluation surveys. The feedback is anonymous and provides the Department with evidence of aspects that students are satisfied with and areas for improvement. At present, the Department is prioritising feedback in the areas of assessment and feedback. UNIVERSITY POLICY ON ASSESSMENT 2011 An Introduction to Macquarie University’s New Policy on Assessment Assessment of student learning is a vital activity in Macquarie University’s provision of

high quality educational experiences. Research has demonstrated very clearly that assessment directs how students approach their learning. Good designs ensure that students actively engage with the learning activities and find meaning in them. Assessment design is also a major determinant of academic staff and student workloads. Most importantly, rigorous and valid summative assessment of student learning is the means by which Macquarie University assures society of the capabilities of its graduates. Our new assessment policy

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