Unit convenor and teaching staff |
Unit convenor and teaching staff
Physics Lab Director
Danny Cochran
Contact via danny.cochran@mq.edu.au
During laboratory
Technique convenor
Aron Downie
Contact via aron.downie@mq.edu.au
17WW
By appointment
Technique convenor
Christopher Burrell
Contact via christopher.burrell@mq.edu.au
17WW
By appointment
Technique Tutor
Clinton Rotondo
Technique Tutor
Camille Rahme
Technique Tutor
Melanie Xabregas
Physics Professor
Deb Kane
By appointment
Technique Tutor
Dirk Crafford
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Credit points |
Credit points
3
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Prerequisites |
Prerequisites
Admission to BChiroSc and HLTH108(P) and (CHIR113 or CHIR103)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit continues to develop themes relating to Chiropractic practice introduced in CHIR113. Psychomotor skill development includes spinal palpation, basic orthopaedic testing, and soft tissue therapies. Research skills development continues through critical appraisal of published health research. Physics and biomechanical principles pertinent to the practice chiropractic continue to be developed.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
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. CHIR114 practical examinations are competency based.
For a more information see: "Competency-based Assessment, Macquarie University"
There are 3 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,
3) Physics.
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.
CHIR114 has 3 hurdles. The hurdles, their serious attempt threshold, and the method of the second attempt are described below.
Hurdle 1) Chiropractic technique participation. You must attend and participate in at least 15 of the 19 weekly CHIROPRACTIC tutorials. Participation will be recorded by your tutor. It is your responsibility to demonstrate participation (e.g. by recording your tutorial reflection per tutorial). This is a hurdle requirement.
Hurdle 2) Chiropractic technique component (comprised of both spot tests and final practical exam): must obtain 50% of the combined available marks.
Hurdle 2) Physics theory component (comprised of the physics lab marks, the in-class physics exam, and the final physics theory exam): must obtain 50% of the combined available marks.
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.
The University classifies a disruption as serious and unavoidable if it:
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 during the Faculty Supplementary Examination period. 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.
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.
GRADE |
REQUIREMENTS |
Pass |
A minimum of 50% in each of unit component AND a minimum 50% aggregate raw mark. |
Credit |
A minimum of 50% in each of unit component AND a minimum 65% aggregate raw mark. |
Distinction |
A minimum of 50% in each of unit component AND a minimum 75% aggregate raw mark. |
High Distinction |
A minimum of 50% in each of unit component AND a minimum 85% aggregate raw mark.
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Name | Weighting | Hurdle | Due |
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Chiropractic: Online Quiz | 0% | No | Rolling |
Chiropractic: Spot Test1 | 0% | No | Rolling |
Chiropractic: Spot Test2 | 5% | No | Rolling |
Chiropractic:Theory assignment | 5% | No | 19/10/18 |
Chiropractic: Practical exam | 35% | Yes | week 13 |
Chiropractic: Theory exam | 35% | No | Exam period |
Physics: in-class test | 2% | No | 23/8/18 |
Physics: Laboratory assessment | 10% | No | Week 2-4 inclusive |
Physics: Theory exam | 8% | Yes | Exam period |
Due: Rolling
Weighting: 0%
Multiple choice quiz delivered via iLearn
Due: Rolling
Weighting: 0%
Practical assessment during Technique lab
Due: Rolling
Weighting: 5%
Practical assessment during Technique lab
Due: 19/10/18
Weighting: 5%
Assignment topic and procedure will be presented in lectures
Due: week 13
Weighting: 35%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Occurring week 13 and will consist of performing procedures as taught in the unit.
Due: Exam period
Weighting: 35%
These will cover the discipline specific content of the chiropractic material. Question format will be mixed and may include Multiple Choice, True and False, and short answer questions. Chiropractic and Physics will be written at the same exam time.
Due: 23/8/18
Weighting: 2%
Final exam preparation test.
Due: Week 2-4 inclusive
Weighting: 10%
These will occur during Physics laboratory sessions. Attendance is essential for all sessions.
Due: Exam period
Weighting: 8%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
These will cover the discipline specific content of the physics material. Question format MAY be mixed and may include Multiple Choice, True and False, and short answer questions. Chiropractic and Physics will be written at the same exam time.
Technology Used and Required: iLearn, Echo360, Practical Audio/Visual Equipment, and Electronic Lectern
Will be comprised of a combination of face-to-face lectures, pre-recorded lectures, self-directed learning, and hands-on tutorials/practicals:
1 two hour lecture per week
2 two hour tutorial/practicals per week, weeks 1-12 (except where indicated)
2-3 hours per week self- instructional learning
Lecture: Thursday 0800-1000 ; for location see timetable
Tutorials1 & 2: (Chiropractic) Monday 1300-1500, or 1500-1700: for location see timetable
(Chiropractic) Friday 0900-1100, or 1100-1300:for location see timetable
Tutorial 3: (Physics - see below)
Weeks 2 – 4 inclusive will involve Physics lectures and Laboratory sessions. Please note the following:
Prescribed texts
Prescribed Unit Materials
Recommended READING
Competency based assessment: Competency-based Assessment, Macquarie University https://staff.mq.edu.au/public/download/?id=40618
Kendall et al. Muscles: Testing and Function, with Posture a and Pain (Hardcover) by Florence Peterson Kendall, Elizabeth Kendall McCreary (CDrom). Lippincott
Biel, Dorn. Trail Guide to the Body: How to locate Muscles, Bones and More. Books of Discovery.
Oatis C. Kinesiology: the mechanics & pathomechanics of human movement 2 ed. LWW
Sackett & Straus, et al. Evidence-based Medicine: how to practice and teach Ebm. Churchill Livingson.
Polgar & Thomas. Introduction to Research in the Health Sciences. Churchill Livingstone.
See CHIR114 iLearn page for unit schedule
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
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.
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:
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:
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:
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:
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:
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:
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:
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:
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:
Chiropractic technique: iLearn Quiz is now formative (was 3%)
Date | Description |
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26/07/2018 | - Corrected building numbers of convenors (new system) - Corrected an incorrect due date for assessment tasks - Modified the first Chiropractic spot test from Summative to Formative assessment |