成人大片

SPEECH 2001 - Anatomy and Physiology for Speech and Swallowing

North Terrace Campus - Semester 1 - 2024

In this course, students will expand on concepts learnt in Biosciences for Human Health A and B to explore in more depth, the anatomy and neurosciences specific to speech and swallowing, and the role of the central and peripheral nervous system in sensory and motor function. Students will learn to identify structural deficits, and predict the effects of impaired physiology on function to assist in clinical reasoning, practice and consultation in speech pathology. Additionally, students will be able to apply their acquired knowledge of specific anatomical and physiological features in relevant speech pathology specific cases.

  • General Course Information
    Course Details
    Course Code SPEECH 2001
    Course Anatomy and Physiology for Speech and Swallowing
    Coordinating Unit Medical Sciences
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 48 per week
    Available for Study Abroad and Exchange N
    Prerequisites HLTH SC 1403
    Restrictions Bachelor of Speech Pathology (Honours)
    Assessment Examination, various assignments and continuous assessment tasks
    Course Staff

    Course Coordinator: Professor Rainer Haberberger

    Course Coordinator: Prof Rainer Haberberger
    Phone: +61 8 8313 7390
    Email: rainer.haberberger@adelaide.edu.au
    Location Room 217, Helen Mayo North

    Tutor: Dr Hans Bogaardt
    Phone: +61 8 8313 8050
    Email: henri.bogaardt@adelaide.edu.au
    Location Level 4, Engineering & Maths Sciences Building
    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 relevant anatomical principles to describe head and neck structure and function, including its role in speech, swallowing and hearing.
    2 Apply relevant anatomical principles to describe thoracic system structure and function, including its role in respiration and speech.
    3 Apply relevant anatomical principles to describe nervous system structure and function, including its role in sensory and motor communication specifically to systems involved in speech, swallowing, vision, hearing & breathing.
    4 Demonstrate skills in accurate observation and communication of anatomical structures or events and infer their relationship to function, including application of appropriate medical terminology.
    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, 3, 4

    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.

    1, 2, 3, 4

    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.

    4

    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.

    -

    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.

    4
  • Learning Resources
    Required Resources
    Tortora, G. J., Derrickson, B. H., Burkett, B., Dye, D., Cooke, J., Diversi, T., McKean, M., Mellifont, R., Samalia, L., & Peoples, G. (2018), Principles of anatomy and physiology, (2nd ed.), Asia-Pacific: John Wiley & Sons.

    Moore, K.L., Dalley, A.F., & Agur, A.M.R. (2018). Clinically Oriented Anatomy. (8th ed.). Wolters Kluwer Health

    SPEECH 2001 Study Guide / Practical manual
    Recommended Resources
    JA Seikel, DW King & DG Drumright. 2016. Anatomy & Physiology for Speech, Language and Hearing, 5th edition. Cengage learning
    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
    Course content is delivered via a blended method of weekly workshop classes, online content and practical, skills-based activities and assessments. Practical classes are the main learning forum in this subject, while the student learning is supported by case-based learning activities in the workshops.

    Students should complete all pre-practical activities prior to attending lectures and practical classes. Students should also complete the relevant objectives for each section of the subject as soon as possible after completing the practical class.

    Students will be required to work in teams (up to 3 maximum) for the group assignment. It is recommended that students work in these teams in practical classes and workshops from week 4 onwards.

    In addition to the learning activities specified, students are expected to allocate approximately 10 hours per week of self-directed study in this subject (including on-line and pre-practical activities). This time includes subject preparation, completing learning activities, readings, assessment preparation and other related work to enhance students’ participation in this subject and students’ learning.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.


    Workshops: 12 x 2 hours = 24 hours
    Examination: 1 x 2 hours = 2 hours
    Preparation for Workshop Sessions: 2 hours per session = 24 hours
    Preparation for Assessment Tasks = 30 hours
    Weekly reading: 2 hours per week = 24 hours
    Online modules: 4 hours per week = 48 hours
    TOTAL = 152 hours
    Learning Activities Summary
    Course content is delivered via a blended method of weekly workshop classes, online content and practical, skills-based activities and assessments. Practical classes are the main learning forum in this subject, while the student learning is supported by case-based learning activities in the workshops.


  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Task Type Weighting Learning Outcome
    Examination Summative 40% 1, 2, 3, 4
    Group Assignment Formative & Summative 20% 2, 3, 4
    Assignment Summative 20% 2, 3, 4
    Continuous Assessment Summative 20% 1, 2
    Detailed information, including due dates, can be found in the MyUni wesbite for this course.
    Assessment Detail
    Examination (40%): Students will complete a two-hour written exam, during the University examination period, in which they will be required to complete questions in varying formats that will assess their knowledge of content delivered.

    Group Assignment (20%): Students have to submit a group assignment. Feedback on the assignment will be provided to students via MyUni.

    Individual Assignment (20%): Students will have to submit a (500-word) written response to questions about a speech pathology case, discussing the anatomical and physiological aspects of this specific case. Feedback on the cases will be provided to students via MyUni.

    Continuous Assessment (20%): Students will complete a weekly online quiz in preparation for the weekly lectures.
    Submission

    No information currently available.

    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 .

  • 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.

  • Student Support
  • Policies & Guidelines
  • 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.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.