Cardiorespiratory Pathophysiology 1A

Subject PHTY30008 (2011)

Note: This is an archived Handbook entry from 2011.

Credit Points: 12.50
Level: 3 (Undergraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2011:

February, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 76 hours lectures, tutorials, practical classes and self directed learning
Total Time Commitment: Students will need to allow time for self-directed learning. The following hours are given as minimum requirements: 1 hour pre/post reading for lectures, 2 hours per hour of tutorial sessions and 2 hours extra per week for practical classes. Third year students will need to spend approximately 2 hours per day in study.
Prerequisites: This subject is not available as a single subject. Students must have passed year 2 of the Bachelor of Physiotherapy and be currently enrolled in the Bachelor of Physiotherapy Year 3 to undertake this subject
Corequisites:

Students will be enrolled in:

  • Evidence Based Physiotherapy Practice 1
  • Musculoskeletal Clinical Science 1A
  • Neurology and Neuroscience 1A
Recommended Background Knowledge: Years 1 and 2 of the Bachelor of Physiotherapy.
Non Allowed Subjects: None
Core Participation Requirements: None

Coordinator

Dr Annemarie Lee

Contact

Dr Doa El-Ansary
Subject Overview: On completion of this subject, students should comprehend the mechanisms by which the pathophysiology, history and physical examination of medical and surgical cardiorespiratory conditions are integrated to produce a problem list from which an effective physiotherapy management plan is derived. Students will have developed skills in managing uncomplicated medical and surgical patients including accurate assessment, performance of basic techniques and the ability to safely implement and modify these as necessary. The theoretical component will cover the evidence for and the use of cardiorespiratory techniques, the role of exercise in both respiratory and cardiac conditions and the management of paediatric cardiorespiratory conditions. It will build on theory gained in Cardiorespiratory Systems in second year. Equipment used in the management of cardiorespiratory patients will also be studied.
Objectives:
  • Comprehend mechanisms by which pathophysiology, history and physical examination of medical and surgical cardiorespiratory conditions are integrated to produce a problem list and implement effective physiotherapy management plan.
  • Develop knowledge for the evidence for and use of cardiorespiratory techniques, the role of exercise in both respiratory and cardiac conditions.
  • Continue to build on theory gained in Cardiorespiratory Systems in 2 nd year.
Assessment:

Students must pass the combined theoretical and practical components of the assessment in order to pass the subject.

  • 2 hour written examination at the end of semester (60%).
  • Practical/Tutorial class assessment (10%) during the semester.
  • Practical skills examination (30%) end of semester.
Prescribed Texts:
  • Physiotherapy for Respiratory and Cardiac Problems - Adults and Paediatrics (JA Pryor and SA Prasad), 4th edn, Churchill Livingstone, 2007
  • Respiratory Physiology - The Essentials (JB West), 6th edn, Lippincott, Williams and Wilkins 2000
Breadth Options:

This subject is not available as a breadth subject.
Fees Information: Subject EFTSL, Level, Discipline & Census Date
Generic Skills:

By the completion of this subject, students will have had the opportunity to develop the following generic skills:

  • An appreciation of the importance of, and development of good written and verbal communication skills
  • The ability to begin to apply new research data to problem-solve in clinical cases
  • Provide opportunities to discuss education and compliance issues recognizing the interactions of psychosocial, communication and ethical factors with emphasis on client-centred practice
  • An appreciation of the importance of, and skills in developing, a team approach in working with colleagues

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