This course is designed to introduce students to the aetiology and pathgogenesis of human disease. Examples of common medical conditions will be used to illustrate the pathophysiology of various categories of human disease. Normal responses to disease in the body will be discussed as well as goals of medical therapies to address the pathology or support normal function. The use of laboratory investigations to provide evidence in support of a clinical diagnosis will be introduced. Small group workshops exploring clinical cases will be used to introduce the process of clinical reasoning and evidence based decision making to students.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Describe the major mechanisms of human disease and the processes of compensation and repair in disease states and following injury;
2. Discuss common medical presentations in relationship to underlying pathologies;
3. Interpret clinical pathology and anatomical pathology results in selected disease states;
4. Outline therapeutic aims and mechanisms in the treatment of human disease;
5. Describe the research methods and outcomes from selected scientific publications related to the course curriculum.

Research-Led Teaching

Students are introduced to research methods through the workshop program that focuses on the application of evidence in deductive reasoning.

Additional Course Costs

nil

Required Resources

This course is delivered in person with recordings made available for the lecture series. Resources for tutorials will be made available online.

Recommended Resources

Understanding Pathophysiology 3e (Australia and New Zealand Edition) Craft and Gordon eBook ISBN: 9780729586337 Paperback ISBN: 9780729542647

https://www.elsevierhealth.com.au/understanding-pathophysiology-anz-9780729542647.html

Recommended student system requirements 

ANU courses commonly use a number of online resources and activities including:

• video material, similar to YouTube, for lectures and other instruction
• two-way video conferencing for interactive learning
• email and other messaging tools for communication
• interactive web apps for formative and collaborative activities
• print and photo/scan for handwritten work
• home-based assessment.

To fully participate in ANU learning, students need:

• A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
• Webcam
• Speakers and a microphone (e.g. headset)
• Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
• Suitable location with minimal interruptions and adequate privacy for classes and assessments.
• Printing, and photo/scanning equipment

For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements

Staff Feedback

Students will be given feedback in the following forms in this course:

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Topic: Introduction to PathophysiologyPrerecorded: Overview of causes of human diseaseLecture A: Cell injury: causes, mechanisms, cellular adaptation, reversibility, aging: apoptosis and death. Lecture B: Acute and chronic inflammation; wound healing and neoplasms Workshop: Laboratory demonstration of hallmarks of cellular pathology.	Laboratory exercises FORMATIVE
2	Topic: Innate and Adaptive Immunity in Infectious diseaseLecture A Overview of medical microbiology with emphasis on the process of infection and pathogenicity,Lecture B Overview of innate and adaptive immune defenses, vaccination and immunological memory. Workshop: Laboratory demonstration of the gross pathology and histopathology features of benign and cancerous neoplasms of the skin and selected organs.	Laboratory exercises (5%)
3	Topic: Immunopathology and Blood disordersLecture A Hypersensitivity, autoimmunity and immunodeficiencyLecture B Disorders of blood including clotting disorders, hemoglobinopathies, ABO Blood system and transfusions. Workshop.Laboratory demonstration: measurement of blood clotting.Class discussion: Introduction to clinical reasoning - the synthesis of available information (history and symptoms, physical signs, medical tests) to make a medical diagnosis.	Laboratory Exercises (5%)
4	Topic: Pathophysiology of the Endocrine systemLecture: Students will be presented with an overview of the pathophysiology and consequences of selected endocrine system disorders (thyroid, adrenal gland, sex hormones, and energy metabolism), including an in-depth treatment of Type 2 diabetes mellitus. Active Reading WorkshopIntroduction to the written assignment, the psychology of stress and active reading of a scientific paper.	Assignment: What is the pathophysiology of stress-related diseases?Students will nominate for a listed group topic, search on the emerging literature, and, write a 3-page paper summary and develop an infographic that will be presented to the class (10-minute time limit). Due DatesWeek 7: Meet with an academic mentor to discuss progress in the written assignment. (Formative)Week 10: Individual paper summary (10%)Week 12: Group infographic presentation. (10%)
5	Topic: Pathophysiology of the Cardiovascular systemLectures: Pathophysiology of the cardiovascular system including alteration of cardiovascular function across the life span, the electrocardiogram, myocardial infarction, shock, heart failure; atherosclerosis. *Introduction to the Team-Based learning platform Clinical Reasoning Workshop 60 min: Immunology case studies 60 min: Dynamic Endocrine Testing in the diagnosis of endocrine disorders	Team-based learning (TBL) assessments (Weeks 2, 3 and 4) (2%) Individual Readiness Assessment task (IRAT) Team Readiness for Assessment task (TRAT) Each tutorial that includes a TBL Clinical Reasoning section will include IRAT and TRAT assessments. The average mark of these assessments will contribute 10% to the final mark in MEDN2002.
6	Topic: Pathophysiology of the Respiratory systemLectures: Pathophysiology of the respiratory system including alteration of respiratory function across the life span, respiratory infections, pneumothorax, restrictive and obstructive diseases, environmental and occupational hazards and neoplasms. Clinical Reasoning Workshop Cardiovascular case studies Respiratory case studies (This will include revision of lung function tests in patients with impaired lung function).	Team-based learning (TBL) assessments (weeks 5 and 6) (2%) Individual Readiness Assessment task (IRAT) Team Readiness for Assessment task (TRAT) Each tutorial that includes a TBL Clinical Reasoning section will include IRAT and TRAT assessments. The average mark of these assessments will contribute 10% to the final mark in MEDN2002.
7	Topic: Check and reviewThe time allocated to the lectures in week 7 will be used to check and review the integrated understanding and the application of the knowledge acquired through the first 6 weeks.No scheduled workshopsGroups are required to meet with their academic mentor to discuss progress towards the completion of the assignment	Mid semester quiz A (10%)Mid semester quiz B (10%)
8	Pathophysiology of the Renal systemLecture: Students will be presented with an overview of the pathophysiology of the renal system including prerenal, intrarenal, and postrenal causes of renal injury; features of nephritic and nephrotic syndromes, formation and treatment of renal calculi, renal neoplasms. Clinical Reasoning Workshop Renal cases ( Note this will include tuition in interpreting GFR and urinalysis) Active reading task (Students will be provided with a Journal article and a set of questions on Padlet)	Team-based learning (TBL) assessments (week 8 including the assigned paper for the workshop) (2%) Individual Readiness Assessment task (IRAT) Team Readiness for Assessment task (TRAT) Each tutorial that includes a TBL Clinical Reasoning section will include IRAT and TRAT assessments. The average mark of these assessments will contribute 10% to the final mark in MEDN2002.
9	Topic: Pathophysiology of the gastrointestinal and hepatic systemsLecture: Students will be presented with an overview of the pathophysiology of the GIT and hepatobiliary systems. Clinical Reasoning WorkshopGIT and Liver Case studies ( Note this will include tuition in interpreting liver function tests )	Team-based learning (TBL) assessments (week 9) (2%) Individual Readiness Assessment task (IRAT) Team Readiness for Assessment task (TRAT) Each tutorial that includes a TBL Clinical Reasoning section will include IRAT and TRAT assessments. The average mark of these assessments will contribute 10% to the final mark in MEDN2002.
10	Topic: Pathophysiology of the musculoskeletal systemLecture: bone and muscle disorders, bone repair and remodeling, role of calcium, osteoporosis, muscle power in neurological disorders, and functional consequences of pathologies affecting the musculature system and rehabilitation. WorkshopScience communicationGroup activity: planning your infographic	Individual paper summary due (10%)
11	Topic: Pathophysiology of the nervous systemLecture: Overview of neurological disorders affecting the peripheral and central nervous system, together with an in-depth introduction to disorders affecting vision. Clinical Reasoning WorkshopMusculoskeletal and neurological cases studies.	Team-based learning (TBL) assessments (weeks 10 & 11) (2%) Individual Readiness Assessment task (IRAT) Team Readiness for Assessment task (TRAT) Each tutorial that includes a TBL Clinical Reasoning section will include IRAT and TRAT assessments. The average mark of these assessments will contribute 10% to the final mark in MEDN2002.
12	Topic: Mental health, Stress, Health determinants and chronic disease statesLecture: Students will be presented with an overview of the bio-psycho-social model, the factors that influence how likely we are to stay healthy or to become ill or injured, and biological relationships between poor mental health, stress and the manifestation of chronic disease. This lecture will serve in part to revise some previously covered topics within selected systems. WorkshopGroup presentations	Group Infographic Presentations (10%)

Tutorial Registration

Signup will be done on MyTimetable starting from the 11th of July

Assessment Summary

Assessment task	Value	Learning Outcomes
Lab Exercises (2 x 5%)	10 %	1,2,3
Team based learning assessment tasks (weeks 5,6,8,9,11)	10 %	1,2,3,4,5
Mid semester quiz (20%)	20 %	1,2,3,4
Assignment	20 %	1,2,3,4,5
Final Examination	40 %	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Extenuating Circumstances Application
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Examination(s)

Students should consult the ANU final examination timetable to confirm the date, time and venue of the exam.

Assessment Task 1

Lab Exercises (2 x 5%)

Instructions will be provided on WATTLE. Students will answer a series of questions or perform analyses of data from the three laboratory/practical sessions.

Exercise 1: Week 1 Hallmarks of Cellular Pathology (Formative)

Exercise 2: Week 2 Cancer (5%)

Exercise 3: Week 3 Blood Studies (5%)

Assessment Task 2

Team based learning assessment tasks (weeks 5,6,8,9,11)

Individual Readiness Assessment task (IRAT): a 5 or 10 item MCQ quiz undertaken by each student at the beginning of the workshop.

Team Readiness for Assessment task (TRAT): the IRAT MCQ quiz is answered collaboratively by the group

Each workshop that includes a TBL Clinical Reasoning section will include IRAT and TRAT assessments.

The average mark of these assessments will contribute 10% to the final mark in MEDN2002.

Assessment Task 3

Mid semester quiz (20%)

Both mid semester quizzes (Part A and Part B) will be conducted on WATTLE with Proctorio enabled at the time scheduled for lectures.

Indicative format:

Part A: Proctorio enabled WATTLE-based assessment comprised of MCQ, extended matching and fill in the blank essay questions.

Part B: Proctorio enabled WATTLE-based assessment comprised of Case-based question sets, and short answer questions.

The content will address learning outcomes from weeks 1-6 inclusive.

Assessment Task 4

Assignment

Assignment: What is the pathophysiology of stress-related diseases?

Psychological stress can interfere with biological functioning and molecular processes. People with psychological stress have a range of symptoms and disease severity. In this assignment, groups of 6-8 students will work collaboratively to research the pathophysiology of psychological stress with respect to organ-specific and/or systemic pathological features. Students will nominate a topic, search the emerging literature, and, write a 3-page paper summary (under 1200 words). The group will then collaborate to develop an infographic which will be presented to the class (10 minute time limit).

Indicative Topics:

Psychological stress and mitochondria (accelerated aging)

Stress and brain-gut axis (microbiota)

Stress and progression of cardiovascular diseases

Psychological stress effect on viral infections (COVID symptoms severity)

Pathophysiology of pre-natal psychological stress (fetal programming)

Stress and promotion of the pathophysiology of cancer (brain metastasis)

Stress and autoimmune diseases

Due Dates

Week 7: Meet with an academic mentor to discuss progress towards review plan, bibliography, and individual paper selections. (Formative)

Week 10. Paper summary. (10%)

Week 12. Group infographic presentation. (10%)

Assessment Task 5

Final Examination

The final examination (40%) will be conducted on WATTLE with Proctorio enabled at a time scheduled by ANU Examinations.

The content will address learning outcomes from weeks 1-12 inclusive.

Indicative format: WATTLE-based assessment with Proctorio comprised of MCQ, fill in the blank essay questions, Case-based question sets, and short answer questions.

MCQ and SAQ with ~80% focused on content from Weeks 8-12, ~20% focused on weeks 1-6.

Case-based questions ~60% focused on content from Weeks 8-12, ~40% focused on weeks 1-6.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand-written assignments, artworks, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Returning Assignments

Lab reports and Online progressive assessments will be marked and returned with feedback. TBL assessments include immediate feedback in class.

The major individual assignment and the group assessment will be marked and returned with feedback.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Not allowed

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students