HLTH SC 1005 - Principles of Human Health and Disease

North Terrace Campus - Semester 2 - 2019

Foundation concepts in anatomy, physiology, pharmacology and pathology will be presented via lectures clustered into six themes. Each theme will begin with a case-study description of human clinical symptoms, followed by a guided exploration of the case to gain greater understanding of the basic concepts that underlie human health and disease. Past themes have included endocrine disorders, cardiovascular disease, respiratory disorders, neurodegenerative disease, cancer and reproductive disorders (subject to change each year). Lectures are supported by recommended readings, in-class review sessions, tutorials and study exercises. Online concept check quizzes promote regular revision of main concepts throughout the semester. Two special "Ask-An-Expert" guest lectures at the end of term will feature invited world-class research scientists in Adelaide who will speak to students about cutting-edge research relevant to a lecture theme, and answer questions.

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Course Details

Course Code	HLTH SC 1005
Course	Principles of Human Health and Disease
Coordinating Unit	Medical Studies
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	ANAT SC 1102 (or approval from the course coordinator)
Assumed Knowledge	SACE Stage 1 & 2 or IB Biology or equivalent
Assessment	In-class examinations; online quizzes; active engagement at two special lectures; tutorial participation

Course Staff

Course Coordinator: Dr Nicola Eastaff-Leung

Co-course coordinators: Dr Anna Leonard and Dr Nicola Eastaff-Leung

additional key teaching staff;
Prof Andrea Yool

Course Timetable

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

The theory will be presented in lectures clustered into six themes, selected from topics such as hypertension, metabolic syndrome, cancer; cardiovascular disease; neurodegenerative disease; reproductive and developmental disorders; inherited disorders and other human disease conditions. Each theme will begin with a case-study description of human clinical symptoms, as a starting point for building an integrated view of the relevant anatomy, physiology, pharmacology and pathology foundations. Over the fortnight, the students gain knowledge that allows them to 'discover' the diagnosis and understand the key principles that underpin human health and disease. Lectures are supported by in-class review sessions (‘lectorials') and on-line concept check quizzes. Further exploration of concepts is supported by recommended readings and self-paced on-line formative exercises. Six assessed online concept check quizzes promote regular revision of concepts throughout the semester, and the development of problem-solving skills. Two special guest lectures "Ask An Expert" at the end of term will feature invited world-class research scientists in Adelaide who will speak to the students at a lay person's level about cutting-edge research relevant to a lecture theme, and answer questions. Online workshops will develop scientific skills in gathering, organising, understanding and citing scientific information, culminating in a referenced essay on current research progress in an area relevant to one of the lecture themes.

Course Learning Outcomes

Explain, at an introductory level, biological processes essential for the maintenance of health and the mechanisms underlying the cause, consequence, and treatment of a range of human diseases.
Evaluate and interpret case study information to understand clinical signs and symptoms.
Discuss gaps in our knowledge of health and disease and gain insight into the contemporary process of medical science research.
Locate relevant information using on-line search tools and databases.
Evaluate the quality and rigor of evidence presented to support an idea.

最新糖心Vlog 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 - 5
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	2 - 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	3,5
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1-5
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	1,3
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	2 - 5

Learning & Teaching Modes

Theme lectures
Theory will be presented in 6 blocks of lectures, each block relating to a clinical case. Case study themes vary from year to year but past themes have included diabetes mellitus, cardiovascular disease, metabolic syndrome, cancer, neurodegenerative disease, infertility, and developmental disorders. Each case study will be used as a starting point to introduce a number of key principles that underpin human health and disease and to build an integrated view of relevant anatomy, physiology, pharmacology and pathology concepts. Further exploration of concepts covered in lectures may be supported by recommended readings and self-paced formative exercises.

In class review sessions
Fortnightly review sessions will provide an opportunity for students to ask questions to clarify their understanding of concepts and/or for the lecturer to review the material covered in the preceeding lecture block. The structure of review sessions will be at the discretion of each theme lecturer but may take the format of an in-class formative quiz or interactive games and activities.

Online revision quizzes
Online quizzes spaced throughout the semester are designed to promote regular revision of the material covered in lecture sessions. Questions will be released approximately one week prior to the quiz submission deadline to give students adequate time to prepare their answers. Once started the quiz it must be completed within 1 hour.

Tutorials
Concepts will be reinforced and expanded upon during 6 tutorial sessions spaced throughout the semester to support each lecture theme.

Ask an Expert guest lectures
Two special guest lectures will feature invited world-class research scientists in Adelaide who will speak to about cutting-edge research relevant to a lecture theme. Students will submit a written question to demonstrate understanding of the information presented for assessment.

Workload

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

Contact sessions	Number of sessions	Duration of each session (hrs)	Total hours (hrs/semester)
Theme lectures	24	1	24
In-class review sessions (Note: May appear as 'Workshop' on timetable)	6	1	6
In-class examinations (Note: May appear as 'Paper' on timetable)	3	1	3
Ask the Expert lectures	2	1	2
Tutorials	6	1	6

Non contact	Number	Expected time	Total hours (hrs/semester)
Weekly review of lectures	12	3	36
Study for examinations	4	6	24
Preparation and completion of online revision quizzes	3	4	12
Preparation and completion of tutorial tasks	6	4	24

Total semester workload: 137 hours
Expected workload per week: 11-12 hours

Students are reminded that the overall predicted workload for a full time student (taking 4 x 3 unit courses per semester) is an average of 48 hours per week. This includes contact and non-contact hours and includes general study and time to complete assignments.

As HLTH SC 1005: Principles of Human Health & Disease is a 3 unit course then it is expected that you spend approximately 12 hours per week studying this course. The table above provides a suggestion as to how you may divide your time between the various learning activities - bearing in mind that this can be flexible depending on each student's individual learning methods.

Learning Activities Summary

An up-to-date timetable of course activities can be downloaded from MyUni.

The course is organised into 6 lecture blocks, each block themed on a clinical case study. In-class and end-of-semester examinations will test comprehension and application of theory concepts.

Lectures are supported by fortnightly in-class review sessions and concept check summative quizzes which are completed online.

In preparation for tutorial sessions students will be challenged to think about the best ways to gather, critique and summarise information. Tutorial meetings will give students an opportunity to review concepts covered in lectures and consolidate their learning.

Two special guest lectures "Ask An Expert" at the end of term will feature invited world-class research scientists who will speak to the students at a lay person's level about cutting-edge research relevant to a lecture theme.

Specific Course Requirements

Prerequisite(s): ANAT SCI 1102 (Human Biology 1A) OR approval from the course coordinator.

Small Group Discovery Experience

This course includes aspects of small group discovery as students will meet and work together with research-experienced tutors in a small group setting to explore the literature, solve problems and communicate findings to their peers and tutors.

The 最新糖心Vlog'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	Learning Outcome
Concept check quizzes (3)	Summative	6% each x 3 = 18%	1-3
In-class exam 1	Summative (or formative if taking comprehensive exam)	20%	1-3
In-class exam 2	Summative (or formative if taking comprehensive exam)	20%	1-3
In-class exam 3	Summative (or formative if taking comprehensive exam)	20%	1-3
Optional comprehensive exam during university exam period*	Summative*	60%*	1-3
Tutorial submissions	Summative	4% each x 4 = 16%	5-8
Ask the Expert questions	Summative	3% each x 2 = 6%	4

* An optional comprehensive exam (covering all six themes) is available in the end-of-semester university examination period.
The higher of either the summed in-class exams score (out of 3 x 20%) or the comprehensive final exam score (out of 60%) will be used as the theory examination component mark.

Assessment Related Requirements

Theory examination hurdle requirement
A passing grade (at least 50%) on the theory examination component is required to pass the course (irrespective of the calculated overall course grade). Three examinations will be held during scheduled class times (usually in weeks 5, 9 and 12 of the semester, but please check schedule for details). Each exam covers material from the preceeding two blocks of lectures. An optional comprehensive exam (covering all six themes) is available in the end-of-semester university examination period. The higher of the two (either the summed in-class exams score; or the comprehensive final exam score) will be used as the theory examination component mark. A student can elect not to sit the final end-of-semester exam if they are satisfied with their summed score from the 3 in-class exams. Whilst students will be offered the better result of their attempts, the 50% minimum hurdle requirement must be met to pass the course.

Additional examinations / academic supplementary examinations
As multiple exam papers are set for this course (i.e. in class exams and end-of-semester comprehensive exam) additional examinations (formerly known as academic supplementary examinations) are NOT offered to students who fail the course due to a failure to meet a composite score of 50% in theory examinations (even if the overall course grade >45%)

Assessment Detail

Theory exams (3 x 20% = 60%)
Three examinations will be held during scheduled class times. Each exam covers material from the preceeding two blocks of lectures. An optional comprehensive exam (covering all six themes) is available in the end-of-semester university examination period. The higher of the two (either the summed in-class exams score; or the comprehensive final exam score) will be used as the theory examination component mark. Whilst students will be offered the better result of their attempts, the 50% minimum hurdle requirement must be met.

Online revision quizzes (3 x 6% = 18%)
To promote progressive learning and review of the material presented in lectures, 3 online quizzes will be released during the semester (the timing of which will be indicated on the course timetable on MyUni). One week prior to the quiz deadline the questions will be released to enable students to research and prepare their answers.

Tutorial assessments (4 x 4% = 16%)
Tutorial activities have been designed to promote understanding of the concepts covered in each themed lecture block. Students will be encouraged to submit tutorial assessments for all 6 tutorials, with their 4 highest tutorial marks contributing to their overall course grade.

Ask an Expert Questions (2 x 3% = 6%)
Students are expected to listen intently and be actively engaged in both Ask The Expert lecture sessions. At the end of the special lecture students will fill out a form to be submitted directly to the course coordinator with name, student ID, and a relevant question for the speaker. Submitted forms will be assessed out of 3 possible marks.

Submission

On-line quiz materials will be made available on MyUni at least one week in advance of the quiz deadline. Late submissions are not accepted and will receive no score. Extensions or supplemental assessments will not be provided for on-line quizzes unless there are exceptional extenuating circumstances (at the discretion of the course coordinator).

Late submissions of tutorial assessments will not be accepted, nor will replacement tutorials be organised for those students who miss a scheduled tutorial, as only the 4 highest tutorial assessment scores will contribute to the overall course grade.

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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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.

Instructor and course SELTs will be run annually. A summary of the previous years SELT reports, including an overview of actions taken by the course coordinators in response to any issues raised, will be provided via the MyUni course pages.
Student Support
Optional support provided as demonstrator sessions are run throughout the semester to assist students with mastering workshop material on scientific skills, resources, and databases.
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鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog 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

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