PHYSIOL 3103 - Integrated and Applied Systems Physiology

North Terrace Campus - Semester 2 - 2019

The Integrated and Applied Systems Physiology course is designed to challenge and stimulate your interest in how the integration of organ systems is necessary for whole body function. We will use examples that focus on the complex integration of multiple systems, including neural, gastrointestinal and cardiovascular, which enable human function. The lecture stream offers a series of independent modules covering the following main topics: cardiovascular and respiratory health and disease, gastrointestinal function and nutrient signalling, and bone marrow development. An added dimension of many of the topics is the physiological basis of the development of common diseases and changes that occur throughout the lifespan. Assessment tasks are designed to encourage, application of knowledge in to practice.

  • General Course Information
    Course Details
    Course Code PHYSIOL 3103
    Course Integrated and Applied Systems Physiology
    Coordinating Unit Medicine
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 5 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites PHYSIOL 2510 or PHYSIOL 2520
    Incompatible PHYSIOL 3000
    Assumed Knowledge PHYSIOL 2510
    Course Description The Integrated and Applied Systems Physiology course is designed to challenge and stimulate your interest in how the integration of organ systems is necessary for whole body function. We will use examples that focus on the complex integration of multiple systems, including neural, gastrointestinal and cardiovascular, which enable human function. The lecture stream offers a series of independent modules covering the following main topics: cardiovascular and respiratory health and disease, gastrointestinal function and nutrient signalling, and bone marrow development. An added dimension of many of the topics is the physiological basis of the development of common diseases and changes that occur throughout the lifespan. Assessment tasks are designed to encourage, application of knowledge in to practice.
    Course Staff

    Course Coordinator: Dr David Wilson

    Course Coordinator: Dr David P Wilson
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1) Display integrated knowledge of physiological processes related to normal function and disease in humans

    2) Explain how interactions between diverse organ systems are controlled and perturbed at cellular, molecular and biochemical levels

    3) Explain major concepts in physiology and use this knowledge to interpret case studies of human physiological disorders

    4) Critically evaluate and report on scientific information related to health research

    5) Solve quantitative problems based on knowledge of first principles in systems physiology

    6) Communicate physiological principles and research findings to peers

    7) Acquire, read, interpret and synthesise information from a wide variety of sources in a planned and timely manner

    8) Work in groups and individually in the pursuit of scientific knowledge

    9) Be conversant in a broad range of investigative methods and scientific applications, including the selection, implementation, ethical use, and limitations of the experimental techniques in physiology and related fields of research.
    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)
    1-3
    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
    4-5
    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
    6-8
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3-9
    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
    8-9
    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
    6-9
  • Learning Resources
    Required Resources
    Course reading will focus on review articles and published scientific papers, posted on the course Canvas website. There is no required textbook. ONLINE RESOURCES (free) recommended in the course include: Pubmed www.ncbi.nlm.gov/pubmed - for database searching of scientific journal articles YouTube www.youtube.com – for videos on physiological processes
    Recommended Resources
    No text book is required, reference to published scientific papers will be possible through University Library Resources.
    Online Learning
    This course will use Canvas as a major component. All lecture notes, tutorial activities and lecture recordings will be posted on Canvas. Announcements and weekly student update emails will be sent via the site. The module tests will be administered online via Canvas or in lecture depending or availability of resources. Theory will be presented in lectures and assigned published scientific papers, and supported by in-class review sessions (‘lectorials’).
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Blended learning will take place in this course. Large group lecture sessions will vary. Some sessions will be lectures, others will be question and answer sessions and case-based scenarios. Students will be divided into small groups to undertake problem-solving tasks in these sessions and within the tutorial groups. Some lectures will be pre-recorded and utlilise the flipped classroom approach.
    Workload

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

    Lectures 48, (50 minutes each) Tutorials 4 (1 hour each)
    Assessment online module tests or inclass tests 2  x 20%, Final exam 40%, Case Presentation 20%
    Weekly reading 50 minutes aligned with each lecture.
    Learning Activities Summary

    Week   Lecture topics
    1)        Cardiac Physiology
    2)        Cardiac Physiology
    3)        Haematology blood systems
    4)        Bone and delelopment
    5)        Renal, cardiovascular, respiratory integrative systems
    6)        Renal, cardiovascular, respiratory integrative systems
    7)        Renal, cardiovascular, respiratory integrative systems
    8)        Renal, cardiovascular, respiratory integrative systems
    9)        Renal, cardiovascular, respiratory integrative systems
    10)      Digestive, immune and peripheral nervous systems
    11)      Digestive, immune and peripheral nervous systems
    12)      Digestive, immune and peripheral nervous systems
    Specific Course Requirements
    Year 2 Physiology or equivalent is  a prerequisit
    Small Group Discovery Experience
    Case based learning modes and case presentation will provide a small group discovery experience.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    In class tests 1 x 20%, 1x 40% and 1x 20%, the final test may be in week 12 or 13, an individual case report assignment  20%
    Assessment Related Requirements
    NA
    Assessment Detail
    2 mid semester assessments, 1 final exam and one team based case presentation.
    Submission
    Details will be made available on MyUni.
    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.

  • Student Support
  • Policies & Guidelines
  • 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.

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