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CHIR316 – Chiropractic Science 6

2017 – S2 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff tutor
Christopher Agius
Contact via christopher.agius@mq.edu.au
Co-convenor
Christopher Burrell
Contact via christopher.burrell@mq.edu.au
tutor
Steven Cannon
Contact via steven.cannon@mq.edu.au
Unit Convenor
Aron Downie
Contact via iLearn or aron.downie@mq.edu.au
C5C 356
By appointment
tutor
Mei Wong
Contact via mei.wong@mq.edu.au
Credit points Credit points
3
Prerequisites Prerequisites
Admission to BChiroSc and (CHIR315 or CHIR301)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit continues to develop the theory and practice of chiropractic spinal manipulative therapy encountered in CHIR315. This unit completes acquisition of a core group of techniques. The hypotheses and scientific rationale relating to chiropractic intervention is further explored. Biomechanics of the spine in relation to clinical application is explored in detail. Major themes relating to evidence-based practice (EBP) continue to be developed.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at http://students.mq.edu.au/student_admin/enrolmentguide/academicdates/

Learning Outcomes

  1. The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  2. The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  3. The ability to perform advanced static and motion palpation of spinal joints.
  4. An understanding of spinal and peripheral joint mechanics.
  5. A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.
  6. Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

General Assessment Information

Competency based assessment

In higher education, assessments must be able to recognise various levels of competencies in order to encourage students to become not only competent, but progress onto developing expertise. A key component of effective assessment in competency-based education is for assessments to be criterion-based using a developmental perspective. Defining the criteria in developmental terms, commonly called milestones or benchmarks, allows programs to determine whether the trainee is on an appropriate ‘trajectory'. Milestones provide specific guidance on trainee progress throughout the continuum of their training program. CHIR316 practical examinations are competency based.

For a more information see: "Competency-based Assessment, Macquarie University"

 

Passing the unit

There are 2 components to this unit:

1) Chiropractic technique (a minimum of 85% tutorial attendance is suggested in order to gain sufficient practical knowledge)

2) Chiropractic theory. 

Hurdle Requirements and Serious Attempt Defined

A hurdle is a passing requirement for the unit. A serious attempt is the threshold when a second chance will be provided as an opportunity to meet the hurdle requirement. CHIR316 has 1 hurdle

Hurdle: Chiropractic technique component (comprised of both spot tests and final practical exam): must obtain 50% of the combined available marks.

  • Serious attempt: defined as gaining 40-49% of the final chiropractic practical exam.
  • Second chance: a supplementary final chiropractic practical exam. 

    • You will be notified shortly after release of unit results of your eligibility for a hurdle retry.
    • You must make yourself available during the Faculty Supplementary Examination period.
    • For more information refer to the section "Policies and Procedures" within this Unit Guide.

​​

Serious and unavoidable disruption

The University classifies a disruption as serious and unavoidable if it:

  • could not have reasonably been anticipated, avoided or guarded against by the student; and

  • was beyond the student's control; and

  • caused substantial disruption to the student's capacity for effective study and/or

  • completion of required work; and

  • occurred during an event critical study period and was at least three (3) consecutive days duration, and/or

  • prevented completion of a final examination.

Students with a pre-existing disability/health condition or prolonged adverse circumstances may be eligible for ongoing assistance and support. Such support is governed by other policies and may be sought and coordinated through Campus Wellbeing and Support Services.

If you apply for Disruption to Study for your final examination, you must make yourself available for the week of July 24 – 28, 2017. If you are not available at that time, there is no guarantee an additional examination time will be offered. Specific examination dates and times will be determined at a later date.

In this scenario, only your supplementary exam mark will count towards your final exam mark, irrespective of whether or not you attended the final exam in the normal examination period. The submission of a Disruption to Studies form should not be used as a ‘just in case’ strategy. 

Assessment Tasks

Name Weighting Due
Video assignment 0% Rolling
FoCA x2 15% Week 6 & 11
Research Assignment 15% Friday Week 9
OSCE 40% Wednesday week 13
End of semester written exam 30% University Examination Period

Video assignment

Due: Rolling
Weighting: 0%

1 x Video assignment


This Assessment Task relates to the following Learning Outcomes:
  • The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • An understanding of spinal and peripheral joint mechanics.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.

FoCA x2

Due: Week 6 & 11
Weighting: 15%

Feedback on Chiropractic Assessment (2 x 7.5%)


This Assessment Task relates to the following Learning Outcomes:
  • The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • The ability to perform advanced static and motion palpation of spinal joints.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.

Research Assignment

Due: Friday Week 9
Weighting: 15%

Research skills development stream


This Assessment Task relates to the following Learning Outcomes:
  • An understanding of spinal and peripheral joint mechanics.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.
  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

OSCE

Due: Wednesday week 13
Weighting: 40%

End of semester practical examination


This Assessment Task relates to the following Learning Outcomes:
  • The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • The ability to perform advanced static and motion palpation of spinal joints.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.

End of semester written exam

Due: University Examination Period
Weighting: 30%

-


This Assessment Task relates to the following Learning Outcomes:
  • An understanding of spinal and peripheral joint mechanics.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.
  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

Delivery and Resources

Classes

  • The timetable for classes can be found on the University web site at: http://www.timetables.mq.edu.au/
  • BOTH lecture and tutorials begin on Wednesday of week 1

Required and Recommended Texts and/or Materials

TEXT

  • Esposito & Philipson, Manual of Spinal Technique, - 1st Ed. March 2005,  OR
  • Esposito & Philipson, Manual of Spinal Technique - EXERPT - available from the Department.
  • Oatis. Kinesiology “Kinesiology The Mechanics and Pathomechanics of Human Movement,” 2nd edition 2008, Lippincott, Williams and Wilkins
  • Manual of Peripheral Technique, Department of Chiropractic, Macquarie University  - online adjustment compilation available via iLearn download

RECOMMENDED READING

  • Bergmann & Peterson: Chiropractic technique, principles and procedures 3rd Ed. 2011, Mosby
  • Sackett & Straus, et al. Evidence-based Medicine: how to practice and teach Ebm. Churchill Livingson.
  • Specific week-week resources available as links via iLearn

Teaching and Learning Strategy

  • This unit is comprised of lectures and technique tutorials. There will also be some self directed learning within the course.
  • The Written assignment contributes 15% of the overall mark.
  • The Video assignments contribute 0% of the overall mark.
  • The unit is an internal offering.
  • Students are expected to attend BOTH lectures AND tutorials
  • iLearn is not a substitute for lecture attendance. Complex concepts are discussed as a group within the lecture / open forum format.

What has changed?

The Hurdle and "Serious attempt" criteria have simplified compared to 2016

 

Unit Schedule

Refer to CHIR316 iLearn 2016 for unit schedule 

Learning and Teaching Activities

Lecture

Lecture/class discussion

Tutorial

Demonstration/tutorial

FoCA

Feedback on Chiropractic Assessment

Video Assignment

Video Assignment

Theory assignment

Theory assignment

Theory assessment

End of semester exam

OSCE

End of semester practical

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html​

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Supplementary examinations

Students are expected to present 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.

The only exception to not sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances the student may wish to consider applying for Special Consideration. Information about unavoidable disruption and the special consideration process is available at Policy Central: http://www.mq.edu.au/policy/

If a Supplementary Examination is granted as a result of the Disruption to studies process, the examination will be scheduled after the conclusion of the official examination period. The supplementary examination need not conform to the regular examination format. For example it may be an oral (viva) examination rather than a written examination. It is the responsibility of the student to contact the Unit convenor or the Faculty Centre for the Supplementary exam dates.

Students 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.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Enquiry Service

For all student enquiries, visit Student Connect at ask.mq.edu.au

Equity Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Discipline Specific Knowledge and Skills

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.

This graduate capability is supported by:

Learning outcomes

  • The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • The ability to perform advanced static and motion palpation of spinal joints.
  • An understanding of spinal and peripheral joint mechanics.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.

Assessment tasks

  • Video assignment
  • FoCA x2
  • Research Assignment
  • OSCE
  • End of semester written exam

Learning and teaching activities

  • Lecture/class discussion
  • Demonstration/tutorial
  • Feedback on Chiropractic Assessment
  • Video Assignment
  • Theory assignment
  • End of semester exam
  • End of semester practical

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, 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.

This graduate capability is supported by:

Learning outcomes

  • An understanding of spinal and peripheral joint mechanics.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.
  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

Assessment tasks

  • Video assignment
  • FoCA x2
  • Research Assignment
  • OSCE
  • End of semester written exam

Learning and teaching activities

  • Lecture/class discussion
  • Demonstration/tutorial
  • Theory assignment
  • End of semester exam

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.

This graduate capability is supported by:

Learning outcomes

  • The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • An understanding of spinal and peripheral joint mechanics.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.
  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

Assessment tasks

  • Video assignment
  • FoCA x2
  • Research Assignment
  • OSCE
  • End of semester written exam

Learning and teaching activities

  • Lecture/class discussion
  • Demonstration/tutorial
  • Video Assignment

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.

This graduate capability is supported by:

Learning outcomes

  • The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • The ability to perform advanced static and motion palpation of spinal joints.
  • An understanding of spinal and peripheral joint mechanics.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.
  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

Assessment tasks

  • Video assignment
  • FoCA x2
  • Research Assignment
  • OSCE
  • End of semester written exam

Learning and teaching activities

  • Lecture/class discussion
  • Demonstration/tutorial
  • Feedback on Chiropractic Assessment
  • Video Assignment
  • End of semester exam
  • End of semester practical

Engaged and Ethical Local and Global citizens

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.

This graduate capability is supported by:

Learning outcome

  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

Assessment tasks

  • Research Assignment
  • End of semester written exam

Learning and teaching activities

  • Lecture/class discussion

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.

This graduate capability is supported by:

Learning outcomes

  • The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • The ability to perform advanced static and motion palpation of spinal joints.

Assessment tasks

  • Video assignment
  • FoCA x2
  • OSCE

Learning and teaching activities

  • Demonstration/tutorial
  • Video Assignment
  • End of semester practical

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.

This graduate capability is supported by:

Learning outcomes

  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • The ability to perform advanced static and motion palpation of spinal joints.
  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

Assessment tasks

  • Video assignment
  • Research Assignment
  • End of semester written exam

Learning and teaching activities

  • Lecture/class discussion
  • Video Assignment
  • Theory assignment
  • End of semester exam
  • End of semester practical

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, 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.

This graduate capability is supported by:

Learning outcomes

  • The ability to perform spinal adjustments and/or mobilisations with the appropriate psychomotor skills.
  • The ability to control adjustment/mobilisation procedures with regard to patient position, practitioner position, primary contact, secondary contact, lock-up/set-up, speed, amplitude and line of drive.
  • The ability to perform advanced static and motion palpation of spinal joints.
  • An understanding of spinal and peripheral joint mechanics.
  • A thorough knowledge of, and clinical proficiency in examination and testing procedures taught in this unit.
  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

Assessment tasks

  • Video assignment
  • FoCA x2
  • Research Assignment
  • OSCE
  • End of semester written exam

Learning and teaching activities

  • Lecture/class discussion
  • Demonstration/tutorial
  • Feedback on Chiropractic Assessment
  • Video Assignment
  • End of semester exam

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.

This graduate capability is supported by:

Learning outcome

  • Research skills at the level of an open inquiry within structured guidelines as part of a research skills development (RSD) progression.

Assessment tasks

  • Research Assignment
  • End of semester written exam

Disruption to Study Policy

Serious and unavoidable disruption: The University classifies a disruption as serious and unavoidable if it:

  1. could not have reasonably been anticipated, avoided or guarded against by the student; and

  2. was beyond the student's control; and

  3. caused substantial disruption to the student's capacity for effective study and/or

    completion of required work; and

  4. occurred during an event critical study period and was at least three (3) consecutive

    days duration, and/or

  5. prevented completion of a final examination.

     

Students with a pre-existing disability/health condition or prolonged adverse circumstances may be eligible for ongoing assistance and support. Such support is governed by other policies and may be sought and coordinated through Campus Wellbeing and Support Services.

If a supplementary examination is granted as a result of the disruption to studies process the examination will be scheduled after the conclusion of the official examination period. (Individual Faculties may wish to signal when the Faculty Supplementary exams are normally scheduled.)

You are advised that it is Macquarie University policy not to set early examinations for individuals or groups of students. You are expected to ensure that you are available until the end of the teaching semester that is the final day of the official examination period. 

If you are granted a supplementary exam via the Disruption to Studies process, you will have to write a supplementary exam in the supplementary exam period. In this scenario, only your supplementary exam mark will count towards your final exam mark, irrespective of whether or not you attended the final exam in the normal examination period. The submission of a Disruption to Studies form should not be used as a ‘just in case’ strategy.