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MEDI301 – Cardiorespiratory 2

2017 – MED 3

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit convenor
Mark Butlin
Contact via email or through iLearn communication
Lecturer
Karen Peebles
Contact via email
Credit points Credit points
3
Prerequisites Prerequisites
Admission to BClinSc and (12cp at 100 level) and (9cp at 200 level including MEDI201)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
MEDI301 is an intensive unit aimed at extending the understanding of the cardiovascular and respiratory body systems developed in MEDI201 (Cardiorespiratory 1). Learners will develop: a deep understanding of cardio-respiratory physiology, knowledge of the mechanisms that maintain homeostasis in these systems, and the ability to relate cardiovascular and respiratory diseases to underlying pathophysiological pathways. Students will identify key cardio-respiratory diseases and create a 'health campaign', including texts targeting the broader community, healthcare consumers (i.e. patients and carers), and healthcare professionals - with a view to summarising and broadcasting a holistic analysis of the impact of cardio-respiratory disease on individuals, as well as local and global communities. Learners will also critically consider experimental design and interpretation of scientific and medical evidence in cardio-respiratory contexts.

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. Coherently explain the functions of the cardiovascular and respiratory body systems and the mechanisms that maintain their homeostasis.
  2. Relate knowledge of cardiovascular and respiratory structure and function to cardio-respiratory disease processes (and potential interventions).
  3. Critically evaluate experimental design and appraise scientific and medical evidence to justify solutions to clinical problems and inform professional decision-making.
  4. Summarise relevant information and evidence to construct a variety of communications to inform different healthcare stakeholders.
  5. Demonstrate appropriate awareness of the societal, cultural and ethical dimensions of healthcare and medical research in the field of cardio-respiratory disease.
  6. Effectively participate in classes and peer teams seeking and reflecting on feedback to improve individual and team performance.

General Assessment Information

Grade descriptors and other information concerning grading are contained in the Macquarie University Grading Policy, which is available at: http://www.mq.edu.au/policy/docs/grading/policy.html

To pass this unit, students must demonstrate sufficient evidence of achievement of the learning outcomes.

Further details for each assessment task will be available on iLearn including marking rubrics.

All final grades in the Bachelor of Clinical Science are determined by a grading committee and are not the sole responsibility of the Unit Convenor.

Students will be awarded one of these grades plus a Standardised Numerical Grade (SNG). The SNG is not necessarily a summation of the individual assessment components. The final grade and SNG that are awarded reflect the corresponding grade descriptor in the Grading Policy.

Extensions

Applications for assessment task extensions must be submitted via: www.ask.mq.edu.au.

For further details please refer to the Disruption to Studies Policy available at: http://mq.edu.au/policy/docs/disruption_studies/policy.html

Late Submission

All assignments which are officially received after the due date, and where no extension has been granted, will incur a deduction of 10% for the first day, and 10% for each subsequent day including the actual day on which the work is received. Weekends and public holidays are included. For example:

Due date Received Days late Deduction Raw mark Final mark
Friday 14th Monday 17th 3 30% 75% 45%

Assessment Tasks

Name Weighting Due
Health campaign 30% Weeks 2 and 4
Experiment design 30% Weeks 3 and 5
Mini-exam 40% Week 3 and 5

Health campaign

Due: Weeks 2 and 4
Weighting: 30%

Health campaign poster of the type for display in the clinical workplace (individual task) and health campaign radio or web video advertisement of the type for community education (group task).


This Assessment Task relates to the following Learning Outcomes:
  • Relate knowledge of cardiovascular and respiratory structure and function to cardio-respiratory disease processes (and potential interventions).
  • Critically evaluate experimental design and appraise scientific and medical evidence to justify solutions to clinical problems and inform professional decision-making.
  • Summarise relevant information and evidence to construct a variety of communications to inform different healthcare stakeholders.
  • Demonstrate appropriate awareness of the societal, cultural and ethical dimensions of healthcare and medical research in the field of cardio-respiratory disease.
  • Effectively participate in classes and peer teams seeking and reflecting on feedback to improve individual and team performance.

Experiment design

Due: Weeks 3 and 5
Weighting: 30%

Aim and method for a study pertaining to a physiological challenge and cardio/respiratory regulation. Taking one if the physiological challenge study designs, running a pilot study, and writing up the results and observations.


This Assessment Task relates to the following Learning Outcomes:
  • Coherently explain the functions of the cardiovascular and respiratory body systems and the mechanisms that maintain their homeostasis.
  • Critically evaluate experimental design and appraise scientific and medical evidence to justify solutions to clinical problems and inform professional decision-making.
  • Summarise relevant information and evidence to construct a variety of communications to inform different healthcare stakeholders.
  • Demonstrate appropriate awareness of the societal, cultural and ethical dimensions of healthcare and medical research in the field of cardio-respiratory disease.
  • Effectively participate in classes and peer teams seeking and reflecting on feedback to improve individual and team performance.

Mini-exam

Due: Week 3 and 5
Weighting: 40%

In-class exam on unit content to date.


This Assessment Task relates to the following Learning Outcomes:
  • Coherently explain the functions of the cardiovascular and respiratory body systems and the mechanisms that maintain their homeostasis.
  • Relate knowledge of cardiovascular and respiratory structure and function to cardio-respiratory disease processes (and potential interventions).

Delivery and Resources

Technology Used

Active participation in the learning activities throughout the unit will generally require students to have access to a tablet, laptop or similar device. Students who do not own their own laptop computer may borrow one from the university library.

Recommended Readings

Unit readings for MEDI301 are available via the university library website.

The recommended texts for this unit include:

  1. Silverthorn DU. (2014 or 2016). Human physiology: an integrated approach (6th or 7thGlobal ed). Boston: Pearson Education.
  2. Hall JE & Guyton AC. (2006 ). Textbook of medical physiology (13th ed). Philadelphia, PA: Saunders, Elsevier.

Unit Schedule

The structure of the learning activities in each week is as follows:

  • 3 hour lecture on unit material. Mini-exams will be conducted at the beginning of the lecture on weeks when due.

  • 3 hour seminar, which can take the form of a tutorial, practical, or group activity as required for the content of that week.

 

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.

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

  • Coherently explain the functions of the cardiovascular and respiratory body systems and the mechanisms that maintain their homeostasis.
  • Relate knowledge of cardiovascular and respiratory structure and function to cardio-respiratory disease processes (and potential interventions).

Assessment tasks

  • Health campaign
  • Experiment design
  • Mini-exam

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

  • Relate knowledge of cardiovascular and respiratory structure and function to cardio-respiratory disease processes (and potential interventions).
  • Critically evaluate experimental design and appraise scientific and medical evidence to justify solutions to clinical problems and inform professional decision-making.

Assessment tasks

  • Health campaign
  • Experiment design
  • Mini-exam

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

  • Critically evaluate experimental design and appraise scientific and medical evidence to justify solutions to clinical problems and inform professional decision-making.
  • Demonstrate appropriate awareness of the societal, cultural and ethical dimensions of healthcare and medical research in the field of cardio-respiratory disease.
  • Effectively participate in classes and peer teams seeking and reflecting on feedback to improve individual and team performance.

Assessment tasks

  • Health campaign
  • Experiment design

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 outcome

  • Summarise relevant information and evidence to construct a variety of communications to inform different healthcare stakeholders.

Assessment tasks

  • Health campaign
  • Experiment design

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

  • Coherently explain the functions of the cardiovascular and respiratory body systems and the mechanisms that maintain their homeostasis.
  • Relate knowledge of cardiovascular and respiratory structure and function to cardio-respiratory disease processes (and potential interventions).
  • Critically evaluate experimental design and appraise scientific and medical evidence to justify solutions to clinical problems and inform professional decision-making.
  • Summarise relevant information and evidence to construct a variety of communications to inform different healthcare stakeholders.
  • Demonstrate appropriate awareness of the societal, cultural and ethical dimensions of healthcare and medical research in the field of cardio-respiratory disease.
  • Effectively participate in classes and peer teams seeking and reflecting on feedback to improve individual and team performance.

Assessment tasks

  • Health campaign
  • Experiment design
  • Mini-exam

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

  • Demonstrate appropriate awareness of the societal, cultural and ethical dimensions of healthcare and medical research in the field of cardio-respiratory disease.

Assessment tasks

  • Health campaign
  • Experiment design

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

  • Demonstrate appropriate awareness of the societal, cultural and ethical dimensions of healthcare and medical research in the field of cardio-respiratory disease.

Assessment tasks

  • Health campaign
  • Experiment design

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

  • Critically evaluate experimental design and appraise scientific and medical evidence to justify solutions to clinical problems and inform professional decision-making.
  • Demonstrate appropriate awareness of the societal, cultural and ethical dimensions of healthcare and medical research in the field of cardio-respiratory disease.
  • Effectively participate in classes and peer teams seeking and reflecting on feedback to improve individual and team performance.

Assessment tasks

  • Health campaign
  • Experiment design