FACULTY OF HEALTH SCIENCES

School of BEHAVIOURAL AND HEALTH SCIENCES

Melbourne Campus (St Patricks)

SEMESTER 1 2019

BIOL122: Human Biological Sciences 2

UNIT OUTLINE

Credit points: 10

Prerequisites: BIOL121 Human Biological Sciences 1

Incompatible units: BIOL125 Human Biology 1 (I), BIOL126 Human Biology 2 (I), BIOL124 Human
Body in Health and Disease 1 (I), BIOL204 Human Body in Health and Disease 2 (I)

Lecturer in Charge: Dr Belinda Martinac

Office location: Building 4.20 (Mary Glowrey) room 3.84
Email: [email protected]
Telephone: +61 3 9953 3003
Contact me: By email; 9 am – 5 pm Monday, Tuesday, Wednesday and Friday for a
response within 24 hours

Unit rationale, description and aim:

Health professionals need to have an understanding of disease processes and drug action in order
to prevent and manage diseases, promote health and care for their patients/clients.
In this unit students will extend their knowledge of the human body by developing an understanding
of pathophysiology and pharmacology with respect to selected National Health Priority (NHP) areas
and Quality Use of Medicines (QUM). The influence of lifespan changes will also be introduced in
the context of these areas and drug administration. Basic principles of microbiology will be linked to
infection control practices.
Students will apply scientific knowledge to understand disease processes and their pharmacological
management for successful progression to later units in their respective courses.

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Teaching team:
Name Office Telephone E-mail
Ms Eileen Lay 420 3.63 03) 9953 3224 [email protected]
Dr Tanya Uebergang 4.20 3.61 03) 9953 3201 [email protected]
Dr Santhamma James 420 3.64 03) 9953 3219 [email protected]
Sessional staff

Mode: This is a face-to-face program core unit entailing 3 one-hour lectures and 1 two-hour
workshop every week over a ten-week semester. The weekly workshop classes are designed for
active learning. Independent and group work will be encouraged in these small classes for
maximum achievement of learning outcomes and graduate attributes. Note that the same content is
not always covered in lectures and workshops so it is important for you to attend all types of classes
to get the whole picture in a given topic.

Attendance pattern: Attendance at all classes is expected. Attendance at classes where an

assessment is being held is compulsory.

Duration: 5 contact hours per week, or equivalent, for 10 weeks.

You should anticipate undertaking 150 hours of study for this unit, including class attendance,
readings and assignment preparation.

LEARNING OUTCOMES
The Bachelor of Midwifery, Bachelor of Nursing and Bachelor of Paramedicine courses are
professional programs that require development of particular attributes for accreditation purposes.
These are also included in the learning outcomes.
On successful completion of this unit, you should be able to:
• LO1 Describe basic principles of pharmacology with respect to Quality Use of Medicines (QUM)
(GA4, GA5)
• LO2 Describe the pathophysiology of selected National Health Priority areas to explain their
respective clinical manifestations and pharmacological management (GA4, GA9)
• LO3 Explain how physiological changes that occur across the lifespan impact on disease
processes and drug administration (GA4, GA9)
• LO4 Relate microbiological principles to infection control practices (GA4, GA5)

GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. All Australian
universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater

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emphasis on ethical behaviour and community responsibility than those of many other universities.
All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed your ability to:
GA4 think critically and reflectively
GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or
profession
GA9 demonstrate effective communication in oral and written English language and visual media

CONTENT
Topics will include:
• Principles of pathophysiology
o Inflammation
o Healing
o Oedema
o Thrombosis
• Principles of pharmacology
o Pharmacokinetics
o Pharmacodynamics
o Adverse drug reactions and drug interactions
o Lifespan considerations
o Selected drug groups based on NHP areas
• Microbiological principles
o Prevention and control of infection
o Host-microbe interactions
• Selected National Health Priority (NHP) areas
o Asthma
o Arthritis and musculoskeletal conditions
o Cancer
o Cardiovascular health
o Diabetes mellitus
o Dementia
o Mental Health
o Obesity

QUALITY ASSURANCE AND STUDENT FEEDBACK

This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)
online surveys. Students will be given a longer period of time to complete assignment 1a - online

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test to reduce stress. Other assessment tasks have been refined including rewriting of some
questions. Some sections of the manual have also been rewritten to improve clarity. SELT surveys
are usually conducted at the end of the teaching period. Your practical and constructive feedback is
valuable to improve the quality of the unit. Please ensure you complete the SELT survey for the unit.
You can also provide feedback at other times to the unit lecturers, course coordinators and/or
through student representatives.
PEER ASSISTED STUDY SESSIONS (PASS)
Whether you are a top performer or could use some improvement, you will benefit from the skills
and understanding gained from attending PASS. Senior students who have excelled in this subject
facilitate PASS sessions. PASS is a voluntary program and is running alongside various units
across the University. Many students each year find this unit challenging, and PASS has a strong
record of helping students to get through such subjects. Regular attendance at PASS improves
grades and decreases failure rates. The PASS timetable will be available on the unit LEO site. The
PASS classes appear as ‘PP’ in the allocation system. You will not be able to allocate to a PASS
class until the first week of semester. You will be introduced to the program and given information
on how to sign up for PASS in your first lecture.

LEARNING AND TEACHING STRATEGY AND RATIONALE

Lectures, tutorials, web-based learning and science laboratory activities will be scheduled over a
ten week semester.
This unit uses an active approach with on-campus lectures and workshop classes that are
supported by online activities. Lectures allow teachers to convey necessary information so that
students can gain an overall understanding and make connections between different components.
Lectures also provide opportunities for students to check their understanding and ask questions.
Workshop classes will consolidate student learning in a supported environment. A series of pre-
class activities will allow students to build foundational knowledge and evaluate their understanding
in order to successfully undertake workshop classes. In workshop classes students will work
collaboratively and engage in activities such as reading, writing, discussion, or problem solving to
promote analysis, synthesis and evaluation of class content. Case studies will also be used so that
students can explore how what they have learned applies to real world situations. Online activities at
the end of each week will provide students with feedback regarding their understanding of the
relevant topic.
IMPORTANT LABORATORY SAFETY INDUCTION
You will need to complete the online laboratory safety induction by clicking on the link below. This
online induction has been designed to provide you with resources and knowledge required to
promote a safe learning and working environment in the science laboratories. This online safety
induction must be completed prior to attending your first workshop class. You will not be able to
participate in laboratory activities until this induction is complete. You can access the online
induction via: https://leo.acu.edu.au/mod/lesson/view.php?id=2441258
You must achieve 100% in this online laboratory safety induction to satisfactorily complete this
resource. Upon successful completion you will receive a certificate of completion, which is valid for
2018. Please bring the certificate to your tutor for verification during the first week of workshop
classes.

LECTURE CAPTURE
Lectures for this unit are recorded and these recordings will be available on the BIOL122 LEO site.

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SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing or tutoring staff for changes to this schedule.
Week/date Lectures Workshop Sessions
Week 1 • Introduction to unit and NHPAs Principles of pharmacology
25 Feb 2019 • Pharmacokinetics
• Pharmacodynamics

Week 2 • Inflammation & NSAIDs Principles of pathophysiology

04 March 2019 • Oedema
• Healing
Week 3 • Prevention and control of infection Infection control
11 March 2019 • Immunisations Assignment 1a: Online quiz due online through
• Obesity LEO
Monday 11th March Labour Day
Week 4 • Hypertension & antihypertensives ATH
18 March 2019 • Atherosclerosis Haemodynamic derangements
• Thrombosis & drugs that affect coagulation

Week 5 • Coronary artery disease Cardiovascular disease

25 March 2019 • Stroke
• CV drugs

Week 6 • Diabetes Mellitus Diabetes mellitus

01 April 2019 • Consequences of DM
• Pharmacological management of DM

Week 7 • Asthma I Asthma

08 April 2019 • Asthma II Assignment 1b: In class test (closed book)
• Pharmacological management of asthma

Week 8 • Fractures Arthritis and osteoporosis

15 April 2019 • Osteoarthritis
• Osteoporosis
Friday 19th April Good Friday

22 April 2019 UA Week Recess

Week 9 • Dementia Depression and addiction

29 April 2019 • Depression & anti-depressants
• Pathophysiology & management of addiction

Week 10 • Introduction to cancer Cancer

06 May 2019 • Clinical manifestations of cancer Assignment 2: Vodcast due online through LEO
• Rationale for cancer treatment
Clinical placement and study week
Exam period (commences 3rd June 2019)
Public holiday: Monday 11th March Labour Day, Friday 19th April Good Friday
Students who miss a class due to Public Holidays should try make up by attending other classes that week

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ASSESSMENT STRATEGY AND RATIONALE
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome. In order to pass this unit, you are required to complete and submit assignments 1,
2 and 3. Students must obtain an aggregate mark of equal to or greater than 50% for these
assessment tasks.
The assessment strategy used allows students to progressively develop their knowledge of
pathophysiology and pharmacology. The first assessment task is divided into two parts and primarily
focusses on knowledge acquisition and assimilation. Part A is an online quiz which assesses basic
principles of pathophysiology and pharmacology. This online quiz is an early assessment task which
enables students to receive timely feedback regarding their progress in the unit. Part B is an in-class
test where students are assessed on how well they can relate these basic principles to certain National
Health Priority areas including their pharmacological management.
The second assessment task is a vodcast where students produce a 5-minute voice recording with
accompanying visual material based on a person who has a disease/condition that is a National
Health Priority area. This novel assessment task allows students to apply their knowledge of
pathophysiology and pharmacology to a real situation.
The final assessment task is the end-of-semester examination which will assess integration and
application of key concepts covered in this unit.
You may be eligible for a supplementary assessment if your final grade for this unit is between 45 and
49%; if you have submitted/attempted all assessment tasks in this unit; and if you do not fail any other
units this semester. The supplementary assessment in this unit is a new written assessment and will
be sat in the deferred examination period. You must achieve a score of 50% or greater in the
supplementary assessment in order to pass the unit. If you pass this assessment, your grade will
convert from NF to PA and your final percentage will be recorded as 50%.
Please note that University Policy requires students to be available throughout the periods designated
for central examinations, including supplementary and deferred examinations, as published in the
common academic calendar. Therefore, if you are offered a supplementary assessment, it is our
expectation that you are available at this time; vacations, and failure to check your ACU email account
are not considered acceptable reasons for special consideration.

ELECTRONIC SUBMISSION, MARKING AND RETURN

There is electronic submission, marking and return for assignment 1a and 2 in this unit. The Table
below provides an overview of all assessment for this unit.

Assessment tasks Due date Weighting Learning Graduate

(%) outcome(s) attribute(s)
assessed assessed

1. Tests
Part a: Online test Week 3, 15% LO1, LO3 GA4, GA5
14/03/2019
The online quiz requires students 25% LO2, LO4 GA4, GA9
11:55pm
to use appropriate resources to
demonstrate knowledge of basic
principles of pathophysiology and

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 pharmacology including lifespan
influences on drug administration
Part b: In-class test
The in-class test requires Allocated week 7
students to relate disease workshop class
processes to clinical outcomes
and pharmacological
management of selected National
Health Priority areas.

2. Vodcast Week 10, 20% LO2, LO3 GA4

09/05/19
The vodcast is an oral
presentation that requires 11.55 pm
students to describe a National
Health Priority area in relation to
a person.

3. End-of-semester Central 40% LO1-LO4 GA4

examination examination
period
The end-of-semester examination
requires students to use critical
thinking skills to demonstrate their
knowledge of pathophysiology
and pharmacology.

ASSIGNMENT 1: Tests
Part a: Online test

Due date: Week 3, 14/03/2019, 11:55pm

Weighting: 15%
Length and/or format: 60 minutes
Purpose: The online quiz requires students to use appropriate resources to
demonstrate knowledge of basic principles of pathophysiology
and pharmacology including lifespan influences on drug
administration.
Learning outcomes assessed: LO1, LO3
How to submit: Online via the BIOL122 LEO site
Return of assignment: Marks will be released via the BIOL122 LEO site, and the online
test re-opened to students, within 3 weeks of the assessment.
Assessment criteria: The number of marks each question is worth will be clearly
indicated. The marking scheme will be developed by relevant
lecturers.

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• The online test is open book.
• The online test will be accessible for 36 hours; once you commence the online test, you must
finish within 60 minutes (you will not be able to save your progress and come back to it another
day).
• The online test will include MCQs based on all material covered in weeks 1-2.
• Students are very strongly urged NOT to complete the online test using WiFi and a mobile
device. There are many computers available for use here at the University. Computer problems
ARE NOT grounds for Special Consideration.
• There are no word limits or referencing requirements.
• Students who miss the online test and have a legitimate, documented reason, need to contact
the LIC within 5 working days of the assessment due date to organise a re-sit.

Part b: In-class test

Due date: Week 7; allocated workshop class

Weighting: 25%
Length and/or format: 60 minutes
Purpose: The in-class test requires students to relate disease processes to
clinical outcomes and pharmacological management of selected
National Health Priority areas.
Learning outcomes assessed: LO2, LO4
How to submit: Undertaken in your week 7 allocated workshop class
Return of assignment: Marks will be released via the BIOL122 LEO site, and test to be
returned to students within 3 weeks of the assessment.
Assessment criteria: The number of marks each question is worth will be clearly
indicated. The marking scheme will be developed by relevant
lecturers.
• The in-class test is closed book.
• The in-class test will include a variety of questions such as MCQs and short answer questions
based on all material covered in weeks 3-6.
• There are no word limit or referencing requirements.
• Students who miss the online test and have a legitimate, documented reason, need to contact
the LIC within 5 working days of the assessment due date to organise a re-sit.

ASSIGNMENT 2: Vodcast
Due date: Week 10, 09/05/2019, 11.55 pm
Weighting: 20%
Length and/or format: 5-minutes
Purpose: You will have the opportunity to describe the pathophysiology
and pharmacological management for a ‘person/client’ who has
either type II diabetes mellitus or asthma by making a Vodcast -
these conditions have been identified as National Health Priority
Areas according to the Australian Institute for Health and

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 Welfare. This assignment will also help you to demonstrate
effective communication in oral and written English language and
visual media
Learning outcomes assessed: LO2, LO3
How to submit: Online via the BIOL122 LEO site
Return of assignment: Marks and feedback will be released via the BIOL122 LEO site
within 3 weeks of the assessment
Assessment criteria: The marking rubric for this task is on page 14
• This assessment task requires you to make a 5-minute Vodcast presentation (a video with audio,
written text and pictures/diagrams) about type II diabetes mellitus or asthma.
• Your Vodcast has to be about a specific ‘person/client’ who has either type II diabetes mellitus or
asthma.
• If you are repeating BIOL122 your vodcast will need to be on the topic you did not cover
previously (eg. If you did asthma previously you should now do type 2 diabetes mellitus; if you
have done both topics already please contact your LIC)
• You will need to create your own ‘person/client’ according to the following criteria*

‘Person/client’ criteria For example For example Fill in for your

‘person/client’
What is their name? Phillip Nguyen Julie McRoberts
What is their gender? Male Female
What is their age? 15 years old 68 years old
What condition do Asthma Type II diabetes
they have? (either mellitus
type II diabetes
mellitus or asthma)
Are they a within a Yes Overweight
healthy weight range?
Do they exercise? Phillip wishes he Walks with a friend
could play more every morning
sport
What is their Student Retired teacher –
occupation? cares for two
grandchildren under
5 years of age three
times a week.
What is their living Phillip lives with his Julie has an adult
status? parents and two family and lives on
younger sisters her own since her
husband died 3
years ago
What is their family Nothing relevant Julie’s Father died of
medical history? complications
related to diabetes
mellitus
Are they pregnant? NA NA
Are they a smoker? Has tried smoking a No
few times

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 What is their alcohol NA Enjoys a glass of
intake? wine at social
occasions
What medications Salbutamol Metformin
have they been
prescribed?#
*The examples listed in the table above are suggestions; you need to create your own ‘person/client’.

# Commonly used drugs for asthma include salbutamol and inhaled corticosteroids. These medications can also be
used in pregnancy; the inhaled corticosteroid budesonide is considered to be the safest (Category A).
A commonly used drug for type II diabetes mellitus is metformin. Insulin is used to maintain normal blood glucose
levels for diabetic women in pregnancy.

• You will then be required to answer a series of specific questions that relate directly to your
‘person/client’ and the condition she or he has. All of your answers must be specific for this
person; marks will not be given where your presentation does not relate to the person you have
‘created’.
• The specific questions will be available on LEO during week 6 of semester.
• You will need to research your topic; please ensure that you keep a record of any references that
you have used.
• You will be required to write an annotated bibliography as part of this assignment. An annotated
bibliography provides information regarding how you used the research to support your
assignment.
For example: You may have used the following journal article:
Pilcher, J. and Beasley, R. (2015) Acute use of oxygen therapy. Australian Prescriber 38:98-100.
I used this article to examine the use of oxygen therapy for asthmatics.

• Your annotated bibliography should contain between 6 to 10 citations.

• To create your assignment you must follow one of the three processes below:
1. Use a smartphone or tablet and make your Vodcast: wmv, mp4, iMovie or MOV files can then
be uploaded to LEO.
2. Use a computer and make your Vodcast with Powerpoint using the audio function: this
produces a file that can be submitted to LEO.
3. Use a web cam and make your Vodcast with the free internet platform Screencast-o-matic:
this produces an mp4 file which can be uploaded to LEO.
http://screencast-o-matic.com/
• No other media sources may be used to create your Vodcast.
• Staff assessing Vodcasts will stop listening at the 5-minute mark; please ensure that you keep to time.
• The following is a link to the University’s online subscription library that teaches the latest
software tools and skills if you need additional help in this area.
http://lynda.acu.edu.au/lynda_campus
• Your Vodcast should not exceed 50 MB. You will not be able to upload your Vodcast file
to LEO if it is more than 50 MB.
• The Vodcast needs to be your own original work; you cannot include YouTube clips or other
videos as part of your Vodcast.
• If you do not have access to a media source to make your Vodcast please contact the LIC
immediately.

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• Please be mindful that it can sometimes take 5-10 minutes to download and submit your Vodcast
file to LEO; please do not leave submission till the last minute.
• Instructions regarding how to submit your Vodcast will be available on LEO.
• It is your responsibility to check that your Vodcast has been submitted successfully. To
do this you will need to go to a different computer, log onto LEO and open your Vodcast to
check that you can see the visual material and hear the audio content.

Check-list for this assignment

☐ I have chosen a condition (either type II diabetes mellitus or asthma).

☐ I have created a ‘person/client’ based on the criteria listed in the table on page 9.

☐ I have researched the condition that my ‘person/client’ has been diagnosed with.

☐ I have answered the specific questions that were made available on LEO and all my answers are
related to my particular person/client.

☐ I have used the answers to these specific questions in making my Vodcast.

☐ I have used an annotated bibliography at the end of my presentation.

☐ My Vodcast does not exceed 50 MB.

☐ My Vodcast does not contain any other YouTube clips or videos.

☐ My Vodcast is within the required 5-minute duration.

☐ I have checked my submitted Vodcast file using a different computer; the visual material is
working and I can hear the audio content.

☐ I have read the marking scheme and additional information about the Vodcast on LEO

ASSIGNMENT 3: End-of-semester examination

Due date: Central examination period
Weighting: 40%
Length and/or format: 2 hours
Purpose: The end-of-semester examination requires students to use
critical thinking skills to demonstrate their knowledge of
pathophysiology and pharmacology.
Learning outcomes assessed: LO1-LO4
How to submit: Submitted to the Examination Invigilators in the Central Examination
venues
Return of assignment: Not returned to students; review organised as requested
Assessment criteria: Examinations will be marked based on the marking scheme
prepared by relevant lecturers and intercampus moderation will
ensure fairness, reliability and consistency.

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• A variety of question styles will be used and you will be given further information about the
structure of the exam on the last contact day of the unit.

REFERENCING
This unit requires you to use the APA referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.

ACU POLICIES AND REGULATIONS

It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the
Student Portal.

Assessment policy and procedures

You must read the Assessment Policy and Assessment Procedures in the University Handbook:
they include rules on deadlines; penalties for late submission; extensions; and special consideration.
If you have any queries on Assessment Policy, please see your Lecturer in Charge.

Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy
and the Academic Misconduct Procedures are available from the website. Please read them, and
note in particular that cheating, plagiarism, collusion, recycling of assignments and
misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and
can include being excluded from the course.

FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND

TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.

STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.

Page 12 of 15 Semester 1, 2019

 • The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/discussion forums:
https://leo.acu.edu.au/course/view.php?id=29521
You should become familiar with the unit LEO site, since we will be using LEO for constant updates
and communication in the unit. Check the BIOL122 LEO site for lecture notes, lecture recordings,
workshop questions, feedback quizzes, and other online resources to maximise your learning. It is
important for you to be confident in using LEO to complete online assessments. It is also the
channel for questions you want to ask your peers and tutors, and get feedback to improve your
learning experience.
In addition, for this unit you will be required to use the following technologies: voice recording
devices such as microphones on computers or phones.

TEXTS AND REFERENCES

Required text(s)
Bullock, S. & Hales, M. (2013). Principles of pathophysiology. Frenchs Forest, Australia. Pearson.
Martini, F., Nath, J. & Bartholomew, E (2018). Fundamentals of anatomy and physiology (11th ed.).
San Francisco: Benjamin/Cummings.

Recommended references
Bryant, B., & Knights, K. (2015). Pharmacology for health professionals (4th ed.). Chatswood, NSW:
Elsevier Australia.
Bullock, S., & Manias, E., (2014). Fundamentals of pharmacology (7th ed.). Frenchs Forest,
Australia. Pearson.

Further references
Black, J. (2012). Microbiology: Principles and explorations (8th ed.). Hoboken, NJ: John Wiley.
Copstead, L.C., & Banasik, J.L. (2013). Pathophysiology (5th ed.). St. Louis, Missouri: Elsevier
Saunders.
Craft, J., Gordon, C., Huether, S.E., McCance, K.L., Brashers, V.L., & Rote, N. S. (2015).
Understanding pathophysiology. Chatswood, NSW: Elsevier Australia.
Guyton, A.C., & Hall, J.E. (Eds.) (2011). Guyton and Hall textbook of medical physiology (12th ed.).
Philadelphia, Pa.: Saunders/Elsevier.
Huether, S., & McCance, K. (2012). Understanding pathophysiology (5th ed.). St. Louis, Mo:
Elsevier.
Jenkins, G. W., & Tortora, G., J. (2013). Anatomy and physiology: From science to life (3rd ed.).
Hoboken, NJ: John Wiley & Sons.

Page 13 of 15 Semester 1, 2019

Lee, G., & Bishop, P. (2013). Microbiology and infection control for health professionals (5th ed.).
Frenchs Forest, Australia. Pearson .
McCance, K., & Huether, S. (Eds.) (2014). Pathophysiology: The biologic basis for disease in adults
and children.(6th ed.). St. Louis, Mo.: Elsevier Mosby.
Martini, F. H., & Ober, W. C., Nath, J.L., Bartholomew, E.F., Petti, K. & Ober, C.E. (2015) Visual
anatomy and physiology (2nd ed.) Boston: Pearson.
Marieb, E.N., & Hoehn, K. (2013). Human anatomy & physiology (9th ed.). Glenview, Ill. : Pearson
Education
Marieb, E.N. (2012). Essentials of human anatomy and physiology (10th ed.). San Francisco:
Benjamin
Grossman, S.C., & Mattson Porth, C. (Eds.) (2014). Porth’s pathophysiology: Concepts of altered
health states (8th ed). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins Health.
Sherwood, L. (2013). Human physiology from cells to systems (8th ed.). Belmont, California :
Brooks/ Cole Cengage Learning.
Tortora, G., & Derrickson, B. (2012). Principles of anatomy and physiology (13th ed.). Hoboken, NJ:
John Wiley & Sons.

Page 14 of 15 Semester 1, 2019

APPENDICES
Student name/ID:

85-100% (21.5-25) 75-84 (19-21) 65-74 (16.5-18.5) 50-64 (12.5-16) 0 – 49 (0-12) Mark/25
Serious errors or omissions
Very extensive coverage of Main areas of the subject
Coverage of the material required, with all matter covered, but perhaps
Main areas of the subject
Coverage of most of the main
that makes the material of
matter covered, but with some substandard quality.
subject content covered. Some with some minor omissions; areas, but with some major
omissions; generally good Significant areas not
matter unexpected aspects that are generally excellent overall omissions; a sound overall outline
overall coverage of the subject covered, or significant
relevant and integrated well coverage of the subject of the subject matter
(25%) into the subject as a whole matter
matter amounts of irrelevant
material brought in
Level of accuracy very high, Accurate, but with some lapses Generally accurate, but with some
Flawless accuracy without but perhaps with some areas of accuracy, perhaps in the significant errors of fact, or
Accuracy of any errors or that have slight more complex areas of the misinterpretations of core concepts. Many errors of key facts or
misunderstandings; lucid and misunderstandings, but not subject. These would normally Material requires significant concepts. Material requires
information well-explained. Layout and significant. Minor errors of require some revision. Some revision. Material has several extensive revision. Many
(25%) organisation of material is presentation or layout, but errors of formatting or formatting or composition errors formatting or editing errors
excellent none that impact upon the structure, but nothing too that betray a lack of rigour in
meaning of the material significant to cause concern compiling the material

Erudite, clear and explains Some areas where ambiguity Easy to engage with but does Generally clear and Material is confused or
complicated material in may be creeping in, but have some aspects that are understandable, but tends to over- ambiguous, with the user
Clarity of eloquent terms for target generally very clear and confusing or not well-explained, complicate material and make it being led towards
audience to understand easy/straightforward to which could lead to confusion hard to understand. Perhaps key misunderstandings or
material easily; excellent timing; understand; very good over the more difficult areas; aspects are missing or give an incorrect facts as a result;
(25%) sequenced in a logical, story- timing; mostly sequenced in a good timing; mostly sequenced erroneous impression/confused poor timing; little/no
like manner that enhances logical, story-like manner that in a logical, story-like manner understanding; reasonable timing; material logically
the vodcast enhances the presentation that enhances the presentation some material logically sequenced sequenced

Degree of The vodcast is ambitious and The vodcast has been a The vodcast was clearly not
The vodcast is good, but has not The vodcast does not
innovative, and represents a challenge to produce, and has straightforward and a
challenge, significant investment of time some excellent ideas or novel significant amount of effort has
taken an undue amount of effort or appear to have had much
organisation, planning or effort placed into its
referencing and thought; background to aspects to it; the background gone into its production, but
innovative thought to produce; the production; there is little or
and client your patient is exceptionally to your patient is very well there is limited innovation
background to your patient has no background to your
well explained; bibliography explained; bibliography was involved; the background to
background was fully annotated and all annotated and sources your patient is well explained;
some relevant detail; bibliography patient; poor, if any,
(25%) was mainly a citation list bibliography
sources credible credible bibliography was annotated
TOTAL
Additional comments:

Page 15 of 15 Semester 1, 2019