LQD285 Pathophysiology for Health Professionals


To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.


Unit Outline: College 1 2025, Kelvin Grove, Internal

Unit code:LQD285
Credit points:12
Assumed Knowledge:

LQD185

Coordinator:Cristina Bowers | cristina.dow@qut.edu.au
Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of the teaching period.

Overview

This unit will introduce students to pathophysiology (study of disease processes), and will address the predominant disorders affecting Australians across the lifespan, particularly those identified by the National Health Priority Areas as contributing significantly to disability and death in Australia. This unit will build on foundational knowledge of the normal structure and function of the human body developed in Anatomy and Physiology for Health Professionals (LQD185). 

Learning Outcomes

On successful completion of this unit you will be able to:

  1. Demonstrate knowledge of pathophysiology relevant to diseases that have the greatest impact on Australians, in alignment with the National Health Priority Areas.
  2. Critically analyse and interpret clinical case studies to inform more detailed assessment of the person's health status.
  3. Effectively interpret, and communicate information within a clinical practice context using appropriate terminology.

Content

The following topics will be covered in this unit: 

  • Fundamental concepts of pathophysiology
  • Main disorders of the following organ systems: cardiovascular, urinary, reproductive, musculoskeletal, nervous, respiratory, integumentary and gastrointestinal (including diabetes and cancer)

Learning Approaches

This unit takes a blended approach to learning and teaching. You will be provided with both eContent and timetabled activities such as tutorials and workshops. eContent will be clearly identified on your Canvas site for you to engage with on a weekly basis before your classes. eContent could include videos, readings, self-reflection and/or peer activities designed to enhance your learning experience. During the timetabled activities, the unit coordinator and/or your tutor will further explain content and you will be provided with opportunities to explore this content in a collaborative learning environment. After your weekly classes, you should continue to engage with unit resources to ensure you consolidate your understanding of unit content. Teaching team members will also be available for one-on-one consultations to assist you with your learning journey. 

Feedback on Learning and Assessment

Students will receive feedback in various forms throughout the semester which may include:

  • Informal: worked examples, such as verbal feedback in class, personal consultation
  • Formal: in writing, such as checklists, rubrics, written commentary
  • Direct: to individual students, either in written form or in consultation
  • Indirect: to the whole class

Assessment

Overview

To enable you to determine whether you are meeting the expected learning outcomes for this unit, assessment tasks are structured throughout the teaching period. These activities will help you to regularly evaluate your understanding of the subject matter presented in the unit through formative and summative learning opportunities that focus on the identification of anatomical structures and interpretation of physiological data.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Mid-semester examination

This assessment task will comprise multiple choice and short response question items that will assess foundational concepts related to pathophysiology.

Weight: 20
Length: 1 hour
Individual/Group: Individual
Due (indicative): Week 7
Related Unit learning outcomes: 1

Assessment: Digital Case Presentation and Oral Justification

This assessment item contains 2 parts:

  • Part 1 (30%) requires students to work in a group of 2-3 to create a digital PowerPoint presentation which interprets and critically analyses a detailed clinical case scenario (submitted in Week 9).
  • Part 2 (20%) requires students to individually briefly discuss their group PowerPoint presentation and respond to questions relating to the presentation (undertaken during Weeks 10-12).

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Weight: 50
Individual/Group: Individual and group
Due (indicative): Week 9
Oral justification undertaken between weeks 10-12
Related Unit learning outcomes: 1, 2, 3

Assessment: Examination (written)

Multiple-choice and written response questions that will examine your understanding of the pathophysiology underlying diseases and the application of this knowledge to critically analyse and interpret clinical case studies.

Weight: 30
Individual/Group: Individual
Due (indicative): During central examination period
Central exam duration: 2:10 - Including 10 minute perusal
Related Unit learning outcomes: 1, 2

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Recommended text(s)

Recommended:

Craft J, Gordon C, et al. (2018). Understanding Pathophysiology 3rd edition, Elsevier.

Kumar, V., Abbas, A., & Aster, J. (2020). Robbins & Cotran Pathologic Basis of Disease, 10th edition, Elsevier

Risk Assessment Statement

If you are distressed by issues explored in the content of this unit you should approach academic staff or consult the University counselling service. 

Course Learning Outcomes

This unit is designed to support your development of the following course/study area learning outcomes.

HL10 Diploma in Health Science

  1. Demonstrate foundational knowledge and skills relating to the provision of safe, person-centred, evidence-based practice across the lifespan.
    Relates to: ULO1, Mid-semester examination, Digital Case Presentation and Oral Justification, Examination (written)
  2. Apply critical thinking, problem solving and digital literacy skills to evidence-based decision making that aims to promote the health and wellbeing of individuals and/or groups in the community.
    Relates to: ULO2, Mid-semester examination, Digital Case Presentation and Oral Justification
  3. Communicate effectively in an academic and professional manner across a range of contexts and diverse audiences.
    Relates to: ULO3, Digital Case Presentation and Oral Justification