HLTH SC 1005 - Principles of Human Health and Disease
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code HLTH SC 1005 Course Principles of Human Health and Disease Coordinating Unit Medicine Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange N Assumed Knowledge CHEM 1101 OR SACE Stage 1 or 2 with a final grade of C or below (or equiv) Course Description Foundation concepts in anatomy, physiology, pharmacology and pathology will be presented via lectures clustered into six themes. Each theme (selected from topics such as hypertension, cardiovascular disease; neurodegenerative disease; metabolic syndrome, cancer and reproductive disorders) will begin with a case-study description of human clinical symptoms, followed by a guided exploration of the case to gain greater understanding of the basic concepts that explain human health and disease. Lectures are supported by in-class review sessions (lectorials), formative online study guide exercises, recommended readings and concept check quizzes. Workshops focus on gaining an appreciation and knowledge base on scientific skills in gathering, organising, understanding and citing scientific information. Online concept check quizzes promote regular revision of main concepts throughout the semester, and the development of problem-solving skills. Two special guest lectures "Ask An Expert" at the end of term will feature invited world-class research scientists in Adelaide who will speak to the students at a lay person's level about cutting-edge research relevant to a lecture theme, and answer questions.
Course Coordinator: Associate Professor Elizabeth BeckettJoint course coordinators:
Dr Elizabeth Beckett
Dr Anna Leonard
The full timetable of all activities for this course can be accessed from Course Planner.The course timetable and schedule of assessment deadlines will also be available on the corresponding MyUni course pages.
Course Learning Outcomes
- Explain, at an introductory level, biological processes essential for the maintenance of health and the mechanisms underlying the cause, consequence, and treatment of a range of human diseases.
- Demonstrate an ability to read, evaluate and interpret case study information, formulate a hypothesis, and explore sources of information to understand clinical signs and symptoms.
- Solve problems using logic and knowledge based on first principles in human biology.
- Discuss gaps in our knowledge of health and disease and gain insight into the contemporary process of medical science research.
- Locate and select relevant information using on-line databases and search tools
- Evaluate the quality and rigor of evidence presented to support an idea.
- Accurately interpret and cite scientific publications.
- Synthesise ideas based on critical evaluation of published information and communicate ideas clearly in a logical sequence.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1 - 7 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
2 - 7 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4, 8 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
1 - 8 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
4, 7 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
2 - 8
Required ResourcesCourse information will be provided on MyUni. Students are expected to engage frequently and deeply with this material.
Course notes for each lecture session will be provided for download and will serve as a reference or template for taking notes.
Recommended course readings and links to relevant websites may also be posted by theme lecturers on the MyUni course pages.
The recommended textbook, Visual Anatomy & Physiology by Martini, Ober & Nath (published by Pearson), is available either as a hardcopy textbook or electronic text (e-book). The text (online or hardcopy) also provides access to additional formative materials and animations that instructors may incorporate into their lecture presentations and course notes.
Recommended ResourcesThe recommended textbook ("Visual Anatomy & Physiology"; Martini et al.) for the course is available as an electronic version, and also provides useful formative materials and animations that instructors will incorporate into their lecture presentations and course notes.
Online LearningRecordings of the lectures will be posted on MyUni after each lecture (via Echo 360) to provide students opportunities to review the lecture material following the face-to-face lecture sessions if desired. Attendance at lectures is however strongly encouraged so that students have an opportunity to engage with discussions in class and ask questions.
Recommended course readings and links to relevant websites will be posted on the course MyUni website for each lecture.
Concept check quiz questions and other assessed activities will be posted in advance wherever possible, allowing students to work through the tasks before committing their answers online.
Learning & Teaching Activities
Learning & Teaching ModesTheme lectures
Theory will be presented in 6 blocks of lectures, each block relating to a clinical case. Case study themes vary from year to year but examples include diabetes mellitus, cardiovascular disease, metabolic syndrome, cancer, neurodegenerative disease, infertility, and developmental disorders. Each case study will be used as a starting point to introduce a number of key principles that underpin human health and disease and to build an integrated view of relevant anatomy, physiology, pharmacology and pathology concepts. Further exploration of concepts covered in lectures may be supported by recommended readings and self-paced formative exercises.
In class review sessions
Fortnightly review sessions will provide an opportunity for students to ask questions to clarify their understanding of concepts and/or for the lecturer to review the material covered in the preceeding lecture block. The structure of review sessions will be at the discretion of each theme lecturer but may take the format of an in-class formative quiz or interactive games and activities.
Concept check quizzes
Online quizzes spaced throughout the semester are designed to promote regular revision of the material covered in lecture sessions. Questions will be released approximately one week prior to the quiz submission deadline to give students adequate time to prepare their answers. Once started the quiz it must be completed within 1 hour.
Researching & writing resources
Information sheets on gathering, summarising and citing quality information will be provided online via the MyUni course page. These info sheets will serve as supporting material for the preparation of a written essay to be submitted at the end of the semester.
Writing workshops & feedback sessions
Six sessions are scheduled during the semester to provide an opportunity for course instructors to assist students in honing their writing skills. Some of these sessions will also provide opportunity for the provision of group feedback on assessed tasks.
Researching & writing tasks
- Online quiz on sourcing, summarising and referencing information appropriately
- Submission of essay plan and selected references for essay assignment
- Submission of referenced essay
Ask an Expert guest lectures
Two special guest lectures at the end of term will feature invited world-class research scientists in Adelaide who will speak to students at a lay person's level about cutting-edge research relevant to a lecture theme. Students will submit a written question to demonstrate understanding of the information presented for assessment.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
Contact sessions Number of sessions Duration of each session (hrs) Total hours (hrs/semester) Theme lectures 24 1 24 In-class review sessions 6 1 6 In-class examinations 3 1 3 Ask the Expert lectures 2 1 2 Workshops and feedback sessions 6 1 6 Non contact Number Expected time Total hours (hrs/semester) Weekly review of lectures 12 3 36 Study for examinations 4 6 24 Preparation and completion of concept check quizzes 3 5 15 Preparation and completion of writing tasks 1 & 2 2 3 6 Essay research and writing 1 15 15
Expected workload per week: 11-12 hours
Students are reminded that the overall predicted workload for a full time student is an average of 48 hours per week per teaching semester. This includes contact and non-contact hours and includes general study and time to complete assignments.
As HLTH SC 1005: Principles of Human Health & Disease is a 3 unit course then it is expected that you spend approximately 12 hours per week studying this course. The table above provides a suggestion as to how you may divide your time between the various learning activities - bearing in mind that this can be flexible depending on each student's individual learning methods.
Learning Activities SummaryAn up-to-date timetable of course activities can be downloaded from MyUni.
The course is organised into 6 lecture blocks, each block themed on a clinical case study. In-class and end-of-semester examinations will test comprehension and application of theory concepts.
Lectures are supported by fortnightly in-class review sessions and concept check summative quizzes which are completed online.
The course also comprises components which are designed to give students an opportunity to develop and improve their literature searching and writing skills. Students will be challenged to think about the best ways to gather, critique and summarise information and various resources and face-to-face sessions will be available to support their learning.
Two special guest lectures "Ask An Expert" at the end of term will feature invited world-class research scientists who will speak to the students at a lay person's level about cutting-edge research relevant to a lecture theme.
Specific Course RequirementsPrerequisite(s): ANAT SCI 1102 (Human Biology 1A); OR BIOLOGY 1101 (Molecules Genes & Cells); OR BIOLOGY 1310A (Fundamentals of Biomedical Science); OR approval from the course coordinator.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Task Type Weighting Learning Outcome Concept check quizzes (3) Summative 5% each x 3 = 15% 1-3 In-class exam 1 Summative (or formative if taking comprehensive exam) 18% 1-3 In-class exam 2 Summative (or formative if taking comprehensive exam) 18% 1-3 In-class exam 3 Summative (or formative if taking comprehensive exam) 18% 1-3 Optional comprehensive exam
during university exam period*
Summative* 54%* 1-3 Writing tasks (2) Summative 5% each x 2 = 10% 5-8 Referenced essay Summative 15% 5-8 Ask the Expert questions (2) Summative 3% each x 2 = 6% 4
* An optional comprehensive exam (covering all six themes) is available in the end-of-semester university examination period.
The higher of either the summed in-class exams score (out of 3 x 18%) or the comprehensive final exam score (out of 54%) will be used as the theory examination component mark.
Assessment Related RequirementsTheory examination hurdle requirement
A passing grade (at least 45%) on the theory examination component is required to pass the course (irrespective of the calculated overall course grade). Three examinations will be held during scheduled class times (usually in weeks 5, 9 and 12 of the semester, but check schedule for details). Each exam covers material from the preceeding two blocks of lectures. An optional comprehensive exam (covering all six themes) is available in the end-of-semester university examination period. The higher of the two (either the summed in-class exams score; or the comprehensive final exam score) will be used as the theory examination component mark. A student can elect not to sit the final end-of-semester exam if they are satisfied with their summed score from the 3 in-class exams. Whilst students will be offered the better result of their attempts, the 45% minimum hurdle requirement must be met to pass the course.
Additional examinations / academic supplementary examinations
As multiple exam papers are set for this course (i.e. in class exams and end-of-semester comprehensive exam) additional examinations (formerly known as academic supplementary examinations) are NOT offered to students who fail the course due to a failure to meet a composite score of 45% in theory examinations (even if the overall course grade >45%)
Assessment DetailTheory exams (54%)
Three examinations will be held during scheduled class times (usually in weeks 5, 9 and 12 of the semester - please check schedule
for details). Each exam covers material from the preceeding two blocks of lectures. An optional comprehensive exam (covering all six themes) is available in the end-of-semester university examination period. The higher of the two (either the summed in-class exams score; or the comprehensive final exam score) will be used as the theory examination component mark. Whilst students will be offered the better result of their attempts, the 45% minimum hurdle requirement must be met.
Concept check quizzes (15%)
To promote progressive learning and review of the material presented in lectures, 3 online quizzes will be released during the semester (the timing of which will be indicated on the course timetable on MyUni). One week prior to the quiz deadline the questions will be released to enable students to research and prepare their answers.
Summative writing tasks (10%)
Two assessed tasks will be set during the semester which are designed to assist students with developing skills in literature searching, summarising and referencing information appropriately.
Referenced essay task (15%)
A detailed assessment rubric will be provided to students to help guide them in the task of writing a short essay with correct bibliographic citations. Essays will typically summarise current progress on a contemporary medical science research topic.
Ask an Expert Questions (6%)
Students are expected to listen intently and be actively engaged in both Ask The Expert lecture sessions. At the end of the special lecture students will fill out a form to be submitted directly to the course coordinator with name, student ID, and a relevant question for the speaker. Submitted forms will be assessed by the course coordinator. Students will receive 0 marks for no submission, 1 mark for submission with minimal effort, 2 marks for submission with satisfactory effort and 3 marks for submission demonstrating evidence of solid comprehension of the subject matter.
SubmissionOn-line quiz materials will be made available on MyUni at least one week in advance of the quiz deadline. Late submissions are not accepted and will receive no score. Extensions or supplemental assessments will not be provided for on-line quizzes unless there are exceptional extenuating circumstances (at the discretion of the course coordinator).
Late submissions of any other summative assessment items (e.g. submission of referenced essay) shall be governed according to the Adelaide Medical School late submission policy. This policy will be enforced strictly throughout the course.
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 Access Adelaide.
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.Instructor and course SELTs will be run annually.
Optional support provided as demonstrator sessions are run throughout the semester to assist students with mastering workshop material on scientific skills, resources, and databases.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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’s disciplinary procedures.
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