PATHOL 2400 - Pathophysiology for Allied Health
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code PATHOL 2400 Course Pathophysiology for Allied Health Coordinating Unit Medical Sciences Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange N Prerequisites HLTH SC 1403 Restrictions Restricted to B. Occupational Therapy (Hons) and B. Physiotherapy (Hons) students only Assessment Final Examination, assignment and continuous assessment tasks Course Staff
Course Coordinator: Dr Nicola Eastaff-Leung
Co-Course Coordinator: Dr Nicola Eastaff-Leung
Phone: +61 8 8313 9920
Email: nicola.eastaff-leung@adelaide.edu.au
Location: Room N2 07.23 Helen Mayo North
Co-Course Coordinator: Dr Rachael Farrington
Phone: +61 8 8313 3356
Email: rachael.farrington@adelaide.edu.au
Location: Room N233 Helen Mayo North
Course Timetable
The full timetable of all activities for this course can be accessed from .
Timetable information can be found in the MyUni website for this course. -
Learning Outcomes
Course Learning Outcomes
1 Apply the principles of anatomy and physiology of the human body to the pathophysiological processes of common health problems relevant to Allied Health Practitioners. 2 Summarise the pathophysiology, epidemiology, presentation, natural history and diagnoses related to common health conditions relevant to Allied Health practitioners. 3 Analyse how common health conditions impact individuals and wider society using case studies. 4 Reflect on interprofessional approaches to improve health outcomes for people with common health conditions relevant to Allied Health practitioners. University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
1, 2 Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
1, 2, 3 Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
3 Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
2, 3 Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
2, 3, 4 Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
- Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
- Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
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Learning Resources
Required Resources
All students should factor in the cost of their own electronic device. Required learning resources and readings will be provided on-line via MyUni. Students may need to access other online resources via the University library.Recommended Resources
There will be recommended reading suggestions from a range of textbooks and peer-reviewed articles but there will not be a single prescribed-textbook.
Robbins and Cotran Pathologic Basis of Disease, Kumar, Abbas and Aster (eds), Elsevier Saunders
Rubin's Pathology, Clinicopathologic Foundations of Medicine, edited by Rubin, Strayer, and Rubin Lippincott Williams and Wilkins.
Wheater's Basic Pathology: 5th edition by Young, O’Dowd and Stewart (Elsevier)
Other generic materials such as poster-developing information, scientific-writing guides, study-tips, referencing-guides etc will be recommended as needed.Online Learning
All notes, resource manuals and papers for lectures, practicals, tutorial sessions and assessment tasks are available on MyUni as well as lists of suitable readings, online quizzes and links to external websites. -
Learning & Teaching Activities
Learning & Teaching Modes
This course will use authentic scenarios to provide context for student learning. Scenarios will be structured around major body systems and common and important medical conditions, population and community health issues relevant to Allied Health professions. Students will undertake these workshops in small groups. Student learning will be scaffolded and supported by a series of activities including lectures (both face-to-face and on-line) and other on-line interactives to explore the key issues and concepts. These learning activities will provide an opportunity for students to develop and apply anatomical, pathological, physiological, and public health knowledge.
Workload
No information currently available.
Learning Activities Summary
No information currently available.
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Assessment
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Summary
Assessment Task Task Type Weighting Hurdle Requirement
(Yes or No)Learning Outcome Examination 1 Summative 20% No 1, 2, 3 Examination 2 Summative 20% No 1, 2, 3 Quiz 1 Summative 10% No 1, 2, 3, 4 Quiz 2 Summative 10% No 1, 2, 3, 4 Infographic submission Summative 15% No 1, 2, 3, 4 Poster Assignment Summative 25% No 1, 2, 3, 4 Assessment Detail
Examination 1 (20%):Examination 1 will assess course content from Weeks 1-6 (i.e. General Pathology). This will include MCQs & SAQs.
Examination 2 (20%): Examination 2 will assess course content from Weeks 7 – 12 (i.e. systems-based pathology). This will include MCQs & SAQs.
Quiz 1 (10%): MCQs and other short-answer questions due at the end of week 3.
Quiz 2 (10%):MCQs and other short-answer questions due at the end of week 9.
Infographic (15%): Students will individually complete an infographic covering a specific topic from systems-based pathology in weeks 7-12.
Poster Assignment (25%):Students will individually complete a poster assignment on a specific topic (more details to follow on MyUni). Individual feedback will be provided to each student via MyUni.
Submission
Detailed information on assessment task submission can be found in the MyUni website for this course.Course Grading
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through .
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Student Feedback
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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Fraud Awareness
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.
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