University of Technology Sydney

91239 Human Pathophysiology

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2020 is available in the Archives.

UTS: Science: Life Sciences
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): 91400 Human Anatomy and Physiology
These requisites may not apply to students in certain courses. See access conditions.

Description

This subject aims to provide an overview of the essential elements of the disease process as it occurs in some common disorders of each of the major body systems. This information is provided in the context of how the commonly seen disorder affects healthy structure and function, and so reinforces basic anatomy and physiology previously studied. Students learn the knowledge in a clinical practice-oriented mode. Topics include immunology, cancer, endocrine, gastrointestinal, respiratory, cardiovascular, renal and body fluid, nervous, musculoskeletal and reproductive disorders.

Subject learning objectives (SLOs)

Upon successful completion of this subject students should be able to:

1. Recognise the organ structure and functional changes of common disorders in each of the major body systems.
2. Identify and describe the interactions between different systems during pathological condition.
3. Identify and explain physiological changes in tissues and organs that lead to disease development.
4. Use the pathophysiology concepts to analyse disease in different scenarios using appropriate inquiry methods with a ‘patient’ in a clinician’s style.
5. Select the appropriate diagnostic measures of the disorders, and use physical examinations and laboratory methods to make correct diagnosis as per practice by the clinicians.
6. Use the appropriate knowledge of pathophysiology to educate the general public without a medical background using creative approaches (presentation, short film, social media, talk show etc).

Course intended learning outcomes (CILOs)

This subject also contributes specifically to the development of following course intended learning outcomes:

  • Apply: Identify how disease can arise and disrupt normal physiological function. (1.1)
  • Analyse: Select and appraise the technology and tools to detect and diagnose diseases. (1.2)
  • Analyse: Examine and use appropriate scientific tools in the design and execution of medical science research. (2.2)
  • Apply: Communicate medical science effectively in a number of multimedia forms to a wide range of audiences. (5.1)
  • Analyse: Establish high-quality writing and oral skills to effectively communicate reports and other relevant ideas to a range of audiences. (5.2)
  • Synthesise: Practice the requirements for presentation of research data through preparation of oral and written works. (5.3)

Contribution to the development of graduate attributes

This subject addresses the following Graduate Attributes:

  • Disciplinary Knowledge
  • Research, inquiry and critical thinking
  • Professional, ethical and social responsibility
  • Reflection, Innovation, Creativity
  • Communication

This subject uses lectures, workshops and practicals to increase your disciplinary knowledge and to demonstrate how this theoretical knowledge is applied in practice. This is assessed through quizzes, final examination, and group presentation. Case studies are used to introduce and encourage you to learn via an inquiry oriented approach (eg. logical thought, problem solving, data analysis and determination of appropriate conclusion), as well as to develop and apply the professional skills (eg. specialised diagnostic method, treatment principles, laboratory tests), with professional, ethical and social responsibility. This is assessed through quizzes and final examination. The lectures, workshops, and practicals are designed to develop your knowledge of the current needs of society by gaining insights into current applications of pathophysiology in the clinical arena, particularly towards returning a patient to health. This is assessed through the group presentation.

Through the workshops and practicals you are encouraged to interact with each other and academic staff, thereby ensuring basic concepts of human pathophysiology are understood, and developing communications skills. The lectures, workshops and practicals are also designed to encourage you to use several information sources, such as family history, laboratory test results, and textbooks. This in turn is the beginning of skill development of information research and critical analysis and thinking, which are required for continued intellectual development. All of these graduate attributes are assessed through the group presentation.

The graduate attributes of Disciplinary Knowledge, communication, critical thinking, ethical and social responsibility, and Reflection, Innovation, Creativity are introduced and developed in lectures and practical classes, which are assessed through a group assignment of short presentation.

Teaching and learning strategies

In this subject, you will participate in a range of teaching and learning strategies that are designed to encourage you to gain an understanding of the underlying pathophysiology of human diseases in a clinical setting, master the skills to perform physical examinations on a ‘patient’, and learn the techniques to operate laboratory test and equipment for physical functions.

Lectures and online learning materials

The pathophysiology of commonly seen diseases in the major organ systems (such as endocrine, cardiovascular, gastrointestinal, renal, and respiratory) and the principles of medical care and pharmaceutical treatments are covered. In this subject, learning occurs through both the real-time delivery of content, and access to online resources such as videos, screencasts, podcasts, and learning notes. The use of videos and problem-based progressive questions means the content is covered at a workshop/tutorial session that suits your learning styles.

The online lectures are built on pre-learning materials to enable you to quickly clarify complex descriptions and terminology, and engage with complicated topics.

Workshops

You are required to complete pre-workshop learning activities to familiarise yourself with essential content on pathophysiology. Content will be delivered via online lectures and online materials (including learning notes, videos), supported by the recommended textbook and consultations with the tutors and lecturers. You will then apply this knowledge to patient cases of the related disease process and analyse this in groups during the workshops.

In the workshops, you are introduced to a range of authentic case scenarios, based on the pathophysiology of disorders in a certain system. Patient cases are used to help you learn the inquiry-orientated analysis of diseases within the major body systems in clinical situations. You will work in small teams and engage in real-time, shared decision-making activities based on the pre-work. This enables you to regulate and monitor your own learning, articulate your own learning processes and identify what you have learned and what needs to be improved. You will use these scenarios to learn concepts, interpret information, form clinical judgments and documentation, and develop creative solutions. Critical thinking is developed through analysis, interpretation of and reflection on issues or situations.

Practicals

(hands-on experience not available for 2020, some procedures will be introduced via videos)

In the practical classes in the Science Teaching Laboratory and Health Simulation Laboratory, you will have hands-on experience performing laboratory examinations on each other using the equipment commonly used in the hospital, such as an electrocardiogram (ECG) to measure cardiac rhythm, and respirometer to measure someone’s lung function, and urine chemical composition using Multistix 10 to make initial medical diagnosis of the patient. You will gain the basic professional skills from these practices as a medical technician or a health care professional.

In the simulation practical class in the Simulation Laboratory of Health Faculty, you will role-play as a clinician in a setting representing a typical hospital ward. Prior to the laboratory class, you are provided with case notes and questions, which require you to find the answers before you speak to your ‘patient’. In the class, you will work in a small team and have real-time conversations with your ‘patient’ to obtain a medical history, perform physical examinations, and administer medical treatments. Using the hospital setting and a ‘real patient’, you are engaged in real-time problem solving and shared decision-making activities to reinforce your understanding of the principles underlying the diseases, including etiology, causes, symptoms, diagnosis, and treatments, and how such knowledge is applied in real-life situations. You will also learn how to work in teams and play either leadership or an assistant role, gain awareness of effective communication strategies, and appreciating the holism of practice.

Online modules for self-learning and assessment

Online cases using an interactive video are introduced allows you to study at your own pace, self-assess, and access instant feedback. This is an inquiry orientated and an interactive learning model. Guided self-evaluation experiences help you reinforce your understanding of the discipline knowledge, reasoning, and problem-solving skills.

Collaborative group assignment and peer marking

You are required to produce a short presentation to a group-selected audience who has NO medical background. The topic of the presentation does NOT need to be from the diseases covered over in the subject, but is of interest to the general public, such as weight loss diets, introduce a community / commercial programs to improve life quality, and recruiting subjects for medical research. The audiences can be a group of school kids or a group of pensioners in a community centre. The format can be a classical Powerpoint presentation, talk show, short movie, a web blog, and any innovative means, which can promote the development of creative minds, communication skills, and being a team player.

The assignment will be presented at the end of the sessions in your workshops and marked by your peers in your own workshop/practical activities. The same marking rubric for the assignment will be provided for you to exercise the peer marking skills using a sample presentation. Benchmarking activity will be introduced in one workshop session.

Content (topics)

Topics covered in Human Pathophysiology include (each with some examples of pathologies):

  1. Nutrition disorders – undernutrition and overnutrition;
  2. Endocrine disorders – diabetes mellitus, disorders of hormone control;
  3. Cardiovascular system disorders – cardiac failure, vascular disease and hypertension;
  4. Gastrointestinal system disorders – vomiting, diarrhoea, dysfunction of the gastrointestinal tract, and accessory organs;
  5. Musculoskeletal disorders – arthritis, osteoporosis, ankylosing spondylitis, gout, and muscular disorders;
  6. Kidney and Body Fluid disorders – glomerulonephritis, nephrotic syndrome, diabetic glomerulosclerosis;
  7. Respiratory disorders – asthma, bronchitis, emphysema;
  8. Immune disorders – innate immunity, inflammation, acquired immunity;
  9. Reproductive disorders – STDs, cervical cancer, prostate cancer, PCOS;
  10. Disorders of the nervous system – neural trauma, neurodegenerative disorders, pain.

Assessment

Assessment task 1: Quizzes

Intent:

This assessment task contributes to the development of the following graduate attributes:

1. Disciplinary knowledge

2. Research, inquiry, and critical thinking

3. Professional, ethical and social responsibility
Objective(s):

This assessment task addresses subject learning objective(s):

1, 2, 3, 4 and 5

This assessment task contributes to the development of course intended learning outcome(s):

1.1 and 1.2

Type: Quiz/test
Groupwork: Individual
Weight: 60%
Length:

30 min
Criteria:

The underlying premise for the assessment is accuracy of the your disciplinary knowledge (GA1), analysis of inquiry-oriented patient case (GA2), as well as interpretation and application of disciplinary knowledge (GA3). Each quiz is assessed by the correctness of answers to questions that draw on the application of knowledge to: the principles of pathophysiology and treatment of disorders of different body systems covered during the semester; and the medical scenarios associated with these body systems. Questions range from basic knowledge recall, to inquiry oriented patient case analysis and data interpretation. Development of professional skills is assessed through the directed application of calculations and determination of appropriate conclusions.

Assessment task 2: Group presentation

Intent:

To determine your knowledge development, comprehension and application, the ability and motivation for continued intellectual development, the engagement with the needs of Society, initiative and innovative ability, communication skills, and the ability as a team player.

This assessment task contributes to the development of the following graduate attributes:

1. disciplinary knowledge

2. research, inquiry, and critical thinking

3. professional, ethical, and social responsibility

4. reflection, innovation, creativity

5. communication
Objective(s):

This assessment task addresses subject learning objective(s):

1, 3, 5 and 6

This assessment task contributes to the development of course intended learning outcome(s):

1.1, 1.2, 2.2, 5.1, 5.2 and 5.3

Type: Presentation
Groupwork: Group, group and individually assessed
Weight: 40%
Length:

Max 8 minutes presentation
Criteria:

The underlying premise for the assessment is your understanding of disciplinary knowledge (GA1), the interpretation and application of the disciplinary knowledge (GA3), your ability to provide information beyond the learning material in this subject (GA2) according to the need of the society (GA3), the ability to translate discipline knowledge into easy to understand concept and communication with your team members (GA2, GA3, GA4), and the novelty of communication format (GA4, GA5).

The presentation will be peer marked by the fellow students in your practice session, weighing 29% of the total mark. The presentation will be marked using the same rubric provided for the Bench Marking exercise against the following aspects, 1) Engagement with the needs of Society by the relevancy of content to the topic and the needs of the audiences (GA1, GA3), 2) Communication skills by the clarity and easy to understand (GA5), 3) Ability and motivation for continued intellectual development by critical Analysis of Key Information (GA1, GA2), and 4) Referencing (GA1, GA2), 5), Initiative and innovative ability by Structure, Organisation Presentation, and within time limit (GA4, GA5). The following scale will be used to assess the various criteria: 1 = Poor; 2 = Satisfactory; 3 = Good/Reasonable but still contains some flaws; 4 = Excellent. The average mark from the fellow students in the same class will be used.

The team contribution mark weighs 6% of the total mark. You will provide the mark to all the other members in your team, ranging from 0 - no contribution (including the contribution that is impossible to be considered for the final product, neglecting emails, and fail to attend or contribute to team meetings), 1- minor, 2 - acceptable, 3 – 4 average, 5 - significant, 6 - excellent. The average mark from the teammates will be used. A 0 team contribution mark will result in 0 marks for the Assessment 2 regardless of the attendance record.

Peer marking weighs 5% of the total mark, which is you give marks to other groups' presentations in weeks 11 and 12. A "0" will be awarded if a student fails to submit the peer marking sheet at the end of both sessions.

Minimum requirements

  1. Student must participate in the online quiz and group presentation.
  2. Student must obtain at least 40% of the total mark for the quiz (i.e 24/60) in order to pass the subject. If they don't, they will be awarded an X (fail) grade regardless of the total mark obtained in the subject.
  3. Tutorial/workshop sessions in subjects are an essential and integral part of each subject in which they run. These sessions provide an opportunity for consolidation and understanding of concepts introduced in lectures. Thus, a student is required to attend a minimum of 7 sessions if her/his borderline mark needs to be adjusted to pass this subject.

Required texts

Any text book on pathophysiology is acceptable.

Recommended texts

Bullock S, Hales M. Principles of Pathophysiology. Pearson. (ebook available at UTS https://ebookcentral.proquest.com/lib/uts/detail.action?docID=5495513; e-book purchase via http://www.pearson.com.au/9781442510456)

OR

Porth CM. (2011) Essentials of Pathophysiology. Concepts of Altered Health States. 3rd Edition. Lippincott Williams & Wilkins

OR

Porth CM. (2005) Pathophysiology. Concepts of Altered Health States. 7th Edition. Lippincott Williams & Wilkins

OR

Huether, SE & McCance, KL (2008) Understanding Pathophysiology, 4th Edition. Mosby.

OR

Craft, Gordon, Huether, McCance - Australian & NZ adaptation. ebook available online https://ebookcentral.proquest.com/lib/uts/detail.action?docID=1722500

References

  • Marieb, EN and Hoehn, K. (2007) "Human Anatomy and Physiology", Ed 6, Pearson - Benjamin Cummings.
  • Seeley, Stephens, Tate. (2008) "Anatomy and Physiology", 8th Edition, McGraw Hill.
  • Harris P, Nagy S, Vardaxis N. (2006) Mosby's Dictionary of Medicine, Nursing and Health Professions. Mosby - Elsevier.