PAEDIAT 3000 - Biology of Childhood Growth, Development & Health

North Terrace Campus - Semester 1 - 2022

In this course, students will investigate the biological processes underlying infant, child and adolescent growth, development and health. This will include discussion of normal and perturbed neonatal, infant, child and adolescent growth and development, specific exploration of neurodevelopment and its assessment and the processes of learning. We will investigate the biology, prevention and management of common childhood diseases, and conclude with discussions of the adolescent, including sex hormones and gender. Social and ethical implications of current practice, interventions and research will be discussed within appropriate topics. Students will have opportunities to hear from scientists and practitioners with relevant expertise. Active learning will be encouraged, for example, through guided reading and group exercises. Students will enhance skills in analysis of literature and in creating a coherent written account of a body of work.

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Course Details

Course Code	PAEDIAT 3000
Course	Biology of Childhood Growth, Development & Health
Coordinating Unit	Medical Sciences
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Prerequisites	ANAT SC 2109
Assessment	Participation, Peer assessment, Essay plan, 2 Written Essays, Quizzes, Final Exam

Course Staff

Course Coordinator: Associate Professor Cheryl Shoubridge

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

A detailed timetable of topics and presenters will be provided through MyUni.

Course Learning Outcomes

On successful completion of this course students will be able to:

1. Demonstrate an understanding of major aspects of infant, child and adolescent growth and development

2. Explain current practice and developments related to common childhood diseases, including the underlying biology

3. Demonstrate an understanding of the processes of normal brain development and mental health disorders

4. Discuss social and ethical aspects of infant, child and adolescent health including current practice, interventions and research

5. Locate, evaluate and synthesise evidence related to child growth, development and health

6. Communicate scientific information clearly and concisely in spoken and written English

7. Work effectively as an individual and in groups in the pursuit of scientific knowledge

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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3, 4
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	4, 5
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	6, 7
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1 - 7
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	4
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	4, 7

Learning Resources

Required Resources

There is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via MyUni.

Recommended Resources

N/A

Online Learning

The primary means of communication outside of formal contact hours will be via MyUni. Announcements and discussion boards will be the main method of communicating with the student cohort. Course material will be supported by online resources via MyUni. Material will be sequentially released in line with the teaching and learning activities in each week.
Learning & Teaching Activities

Learning & Teaching Modes

Lectures will be used to introduce topics and theoretical considerations and will also provide opportunities to hear from scientists and medical practitioners with relevant expertise.

Workshop time will be used in a range of ways to develop the theoretical and practical concepts raised in lectures: for example, to share and provide feedback on independent learning tasks, journal club activities to develop, practice and demonstrate skills in evaluating literature, discussions of controversies and uncertainties, and to undertake group exercises.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

The expected workload for this 3 unit course is 12 hours per week through semester, including 3 hours face-to-face contact time, weekly preparation for workshops, assessment tasks and revision.

Learning Activities Summary

The course will be organsied in weekly modules with a lecture and workshop related to a particular topic. Indicative topics include:

* Neonatal and infant growth and development, including impact of preterm delivery
* Childhood growth and development
* Neurodevelopment
* Puberty and adolescent health
* Biology, prevention and management of common childhood diseases and determinants of childhood health including:
      - metabolic diseases (role of obesity)
      - infectious diseases (immune development and immunity)
      - sleep
      - genetic disorders

Specific Course Requirements

N/A

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 Summary

Assessment task	Task type	Weighting	Course learning outcomes
Participation	Summative	10%	6, 7
Plan for first essay	Formative and summative	10%	1, 2, 6
First written essay	Formative and summative	20%	1 - 7
Second written essay	Summative	20%	1 - 7
Quizzes	Summative	10%	1, 2, 3, 4
Exam	Summative	30%	1 - 4, 6

Assessment Related Requirements

N/A

Assessment Detail

Participation: students will be required to prepare in advance for selected activities in workshops, such as a journal club or pre-reading for discussions, and contributions based on prepared material will be assessed as well as overall engagement – 10% weighting

Essay plan: students will be required to submit a plan for their first essay – 10% weighting

Essays: students will be required to write two 2000 word essays, with a choice of topics and designed to allow focus and research in an area of particular interest – weighting of 20% each

Quizzes: on-line quizzes during the semester will cover the breadth of course content - 10% weighting

Exam: a 2-hour exam will be held at the end of semester – 30% weighting

Assessment due dates will be provided through MyUni at the start of semester.

Submission

Assessments will be submitted online via MyUni and feedback will be provided electronically. STudents will have the opportunity to self-check work for plagiarism before final submission through a draft submission link.

Course Grading

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.

Student Feedback

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.

Insufficient numbers of students submitted the eSELT survey in 2020 for the results to be released to course coordinators. In 2019 (the second year this course was offered), students all agreed with the question on course quality ("Overall, I am satisfied with the quality of this course"). Feedback, course organisation and diversity were rated as strengths. A representative student comment was: "Interesting and engaging content, well taught, really enjoyed the guest lecturers and their involvement in the workshops". No major changes were suggested by students in 2018 or 2019.

We strongly encourage and value your feedback this year to improve the course for 2021.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator