Overview
In this unit, you will focus on examining, diagnosing and managing common paediatric and pregnancy related conditions. You will advance your understanding of a range of management topics related to the paediatric and pregnant population including injury prevention, advice on healthy lifestyles, self-managed care, rehabilitation, and treatment options. This unit will assist you with your clinical development in the student clinic by addressing the importance of integrating knowledge and skills to support clinical decision-making for this special population.
Details
Pre-requisites or Co-requisites
Pre-requisite: CHIR20006 Clinical Practice 3 and CHIR20007 Diagnostic Imaging 2 Co-requisite: CHIR20009 Clinical Practice 4
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
Some students found the quiz questions difficult to understand.
It is recommended that the unit coordinator invite another staff member to review all quizzes for clarity.
Feedback from SUTE
Some students would have liked additional practical time to focus on manual skills.
It is recommended that the unit increases the frequency of student workshops with a specialist pregnancy / paediatric chiropractor (in combination with the midwifery team), with more time devoted to practice.
- Explain the morphology of a clinical condition according to its anatomy, biomechanics, etiology, epidemiology, pathophysiology and prevalence
- Interpret findings from a case history and physical assessment to formulate and develop a differential diagnosis or clinical impression in order to consider an appropriate management plan and prognosis, taking in consideration patient safety, absolute and relative contraindications
- Apply the appropriate chiropractic approach to treatment (within the scope of practice) that includes technique/skills, exercises/rehabilitation, health promotion, prevention, lifestyle advice and self-managed care in a professional and ethical way, in accordance with the chiropractic code of conduct and professional standards.
- Apply humanistic factors involving communication skills and bio-psychosocial awareness, relative to the patient-practitioner interface.
This is a specific preparatory unit to assist you to develop an individualised pathway towards strengthening the majority of elements and performance indicators of CCEA’s Accreditation Standards. There is also a loose alignment with the Clinical Interest Groups of the Chiropractors Association of Australia (National).
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - On-campus Activity - 0% | ||||
| 2 - Portfolio - 25% | ||||
| 3 - Portfolio - 25% | ||||
| 4 - In-class Test(s) - 50% | ||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Knowledge | ||||
| 2 - Communication | ||||
| 3 - Cognitive, technical and creative skills | ||||
| 4 - Research | ||||
| 5 - Self-management | ||||
| 6 - Ethical and Professional Responsibility | ||||
| 7 - Leadership | ||||
| 8 - Aboriginal and Torres Strait Islander Cultures | ||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Vancouver
For further information, see the Assessment Tasks.
m.fernandez@cqu.edu.au
Module/Topic
Lecture: Introduction to the unit, pregnancy with respect to pain AND Maternal setting stages – is there a role for health providers?
Tutorial: Overview of the ACD1 unit and expectations
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Module/Topic
Lecture : Musculoskeletal conditions associated with pregnancy.
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
On campus activity: 800am - 1100am (Pass/Fail)
Module/Topic
Lecture: Pelvic floor incontinence and organ prolapse.
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Module/Topic
Lecture: Abdominal separation (diastasis recti)
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Module/Topic
Lecture: Pre and post pregnancy exercise
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Lecture: Intercourse and pain
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Module/Topic
Lecture: Musculoskeletal paediatrics
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Online Quiz (25% of mark)
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Friday May 2nd. On campus activity: 800am - 1100am (Pass/Fail)
Assessment 1: On-campus activity Due: Week 7 Friday (2 May 2025) 11:45 pm AEST
Assessment 3: Online Quiz Due: Week 7 Wednesday (30 Apr 2025) 7:30 am AEST
Module/Topic
Lecture 8: Plagiocephaly
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Module/Topic
Lecture 9: Torticollis and otitis media
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Assignment due week 9 Thursday (15 May 2025) 11:59 pm AEST (25% of mark)
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Assessment 2: Assignment Due: Week 9 Thursday (15 May 2025) 11:45 pm AEST
Module/Topic
Lecture 10: Colic
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Module/Topic
Lecture 11: Breastfeeding and tongue-tie
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Relevant reading and content will be available on Moodle
Events and Submissions/Topic
Module/Topic
Lecture 12: Paediatrics History & Examination
Tutorial: Review lecture. Discussion / case scenario specifically related to lecture.
Zoom, Friday 10am - 11am
Chapter
Events and Submissions/Topic
Module/Topic
End of term test
Chapter
Events and Submissions/Topic
17/6/25 test on campus (Tuesday) 9-11am (50% of mark)
Module/Topic
Chapter
Events and Submissions/Topic
1 On-campus Activity
You will be required to attend two 3-hour practical sessions that will include learning how to assess and manage paediatric and pregnant patients. During the session you will be required to actively participate, and at the completion, you will be asked (in a small group) to demonstrate practical skills related to (i) a paediatric patient (i.e., demonstrating touch and hold palpation to the spine) and (ii) for a pregnant patient (i.e., demonstrating modified and safe adjustive procedures for the spine). This is a Pass/Fail task that will take place on the Friday of weeks 2 and 7. If students are unsuccessful in this Pass/Fail task they will be unable to complete the unit successfully.
Week 7 Friday (2 May 2025) 11:45 pm AEST
Week 8 Friday (9 May 2025)
You will be required to demonstrate practical skills related to:
(i) a paediatric patient (i.e., demonstrating touch and hold palpation to the spine) and
(ii) for a pregnant patient (i.e., demonstrating modified and safe adjustive procedures for the spine).
No submission method provided.
- Apply the appropriate chiropractic approach to treatment (within the scope of practice) that includes technique/skills, exercises/rehabilitation, health promotion, prevention, lifestyle advice and self-managed care in a professional and ethical way, in accordance with the chiropractic code of conduct and professional standards.
- Apply humanistic factors involving communication skills and bio-psychosocial awareness, relative to the patient-practitioner interface.
2 Portfolio
You will be provided with one pregnancy case study for this assignment.
You will combine lecture, tutorial, podcast, practical workshop and other relevant literature, you will reflect on the management of this special population, by briefly exploring how and why it differs from the general population. This assignment should be no longer than 500 words (+/- 10%) and take into consideration the application of the following:
First, provide a clear (and tight) 50-word summary of the case (i.e., an elevator pitch).
Then elaborate on:
1) Manual therapy and instrument-assisted techniques including manipulation/adjustments, mobilisation, and soft tissue therapies chosen with justification to address joint articulations and/or soft tissues. If you consider passive modalities important, be sure to include these too.
2) Postural and rehabilitative exercises chosen with justification.
3) Nutrition advice and supplementation chosen with justification.
4) Lifestyle and public health advice with justification.
It is highly recommended you consult and reference the literature with respect to your justifications within your assignment. It is also recommended that you present each section with a new heading for all 4 points.
References can all be listed together at the end of your assignment.
This assignment is worth 25% of the final grade. In the absence of an approved extension, there will be no opportunity to complete the task after the assigned date.
Important to note - the tight word limits will force you to be concise, focusing on key arguments, and avoid unnecessary fillers. Further, you will prioritise the most relevant evidence and arguments rather than simply summarizing everything you find. In professional and academic settings, clear, succinct writing is often more valued than long-winded explanations.
Minimum pass rate: 50%
Rubric for assignment
|
Feature |
0-3 |
3-7 |
7-9 |
Full marks. 10 marks each |
|
Elevator pitch summary (50 words) |
No information supplied |
Minimal information supplied |
Moderate information supplied |
Outlines important key components of the case |
|
Manual therapy, that may also comprise passive modalities and soft tissue components are explored and explained (<125 words) |
Demonstrates poor knowledge of manual therapy principles |
Demonstrates some knowledge in understanding and application |
Shows good knowledge of manual therapy techniques and applications |
Demonstrates an excellent knowledge of key manual therapy including appropriate technique selection and application |
|
Postural and rehabilitative exercises are explored and explained (<125 words) |
Demonstrates poor knowledge of postural and rehabilitative exercises, their purpose, and principles. Unable to differentiate between exercise types or their applications. |
Demonstrates some knowledge but with gaps in understanding. Can identify basic exercises but struggles to explain their rationale or variations. |
Good knowledge of various postural and rehabilitative exercises, their indications, and modifications. May need deeper insight into progression and adaptation. |
Demonstrates excellent knowledge of postural and rehabilitative exercises including biomechanics, rationale, modifications, and progression strategies. |
|
Nutritional and supplementation explored and explained (<125 words) |
Demonstrates poor knowledge of nutritional principles macronutrients, micronutrients, and supplements. Unable to explain their roles or applications. |
Demonstrates some knowledge but with gaps in understanding. Can identify basic nutrients and supplements but struggles to explain their function or benefits. |
Good knowledge of various nutritional components and supplements, including their roles and appropriate applications. May need deeper insight into evidence-based recommendations. |
Demonstrates excellent knowledge and understanding of nutrition and supplementation, including metabolism, nutrient timing, evidence-based efficacy, and individualization of nutritional and supplementation components |
|
Lifestyle and public health advice with justification (<125 words) |
Demonstrates poor knowledge (e.g., physical activity, nutrition, sleep, stress) and public health strategies. Unable to explain their role in health outcomes. |
Demonstrates some knowledge but with gaps in understanding. Can identify key lifestyle factors but struggles to explain their impact on public health. |
Good knowledge of lifestyle interventions and public health strategies, linking them to health outcomes. Some minor gaps in depth. |
Demonstrates excellent knowledge and understanding of lifestyle behaviors, public health initiatives, and their role in disease prevention, population health, and well-being. |
|
References current and relevant |
No compliance |
Little compliance |
A few errors |
Full compliance |
Week 9 Thursday (15 May 2025) 11:45 pm AEST
Submitted into Moodle
Week 12 Thursday (5 June 2025)
2 weeks following submission.
Please refer to rubric above.
Please ensure you cite any AI-generated content just as you would any other source.
- Explain the morphology of a clinical condition according to its anatomy, biomechanics, etiology, epidemiology, pathophysiology and prevalence
- Interpret findings from a case history and physical assessment to formulate and develop a differential diagnosis or clinical impression in order to consider an appropriate management plan and prognosis, taking in consideration patient safety, absolute and relative contraindications
- Apply humanistic factors involving communication skills and bio-psychosocial awareness, relative to the patient-practitioner interface.
3 Portfolio
The purpose of this online quiz is to assess your knowledge and understanding of the lecture and tutorial component of the obstetrical material presented through weeks 1-6 inclusive. Students will be required to demonstrate this by selecting the one best answer for a mixture of multiple choice questions, short answer, true/false and matching correct statements. You will be allowed one attempt for the quiz, which will need to be completed within the allotted time frame. This quiz is worth 25% of the final grade. In the absence of an approved extension, there will be no opportunity to complete the task after the assigned date.
Week 7 Wednesday (30 Apr 2025) 7:30 am AEST
Quiz is 60 minutes duration and open During TASAC hours 7:30am to 6:00pm AEST
Week 7 Wednesday (30 Apr 2025)
Quiz closes at 6pm April 30th
The emphasis for the quiz will be on continued demonstration of the learning outcomes in this unit.
Students will be assessed on their ability to supply and/or select the correct answers to the questions posed in the quiz.
The expectation is that you answer questions without the assistance of Generative AI tools.
Minimum pass mark: 50%
- Explain the morphology of a clinical condition according to its anatomy, biomechanics, etiology, epidemiology, pathophysiology and prevalence
- Interpret findings from a case history and physical assessment to formulate and develop a differential diagnosis or clinical impression in order to consider an appropriate management plan and prognosis, taking in consideration patient safety, absolute and relative contraindications
- Apply the appropriate chiropractic approach to treatment (within the scope of practice) that includes technique/skills, exercises/rehabilitation, health promotion, prevention, lifestyle advice and self-managed care in a professional and ethical way, in accordance with the chiropractic code of conduct and professional standards.
4 In-class Test(s)
The final end of term (online) test will be in the format of an multiple choice questions, short answer, matching and true or false quiz to assess your knowledge and understanding of the lecture and tutorial components of paediatric conditions and related material presented through weeks 7-12 inclusive. Students will be required to demonstrate this by selecting the one best answer. You will be allowed one attempt for the quiz, which will need to be completed within the allotted time frame. This quiz is worth 50% of the final grade. In the absence of an approved extension, there will be no opportunity to complete the task after the assigned date.
Exam Week Tuesday (17 June 2025) 9:00 pm AEST
Exam week Tuesday 9-11am
Exam Week Tuesday (17 June 2025)
You should be able to demonstrate as specified in the learning outcomes:
1. understanding of the relationship between anatomy, aetiology, pathophysiology, diagnoses and treatment options of conditions seen in the paediatric population (neonate to adolescent).
2. understanding of the physiological processes associated with the pregnant patient and childbirth.
3. understanding of the relationship between anatomy, aetiology, pathophysiology, diagnoses and treatment options of conditions seen with the pregnant patient.
4. interpret findings from history and physical examination of paediatric and obstetrical patients.
The expectation is that you answer questions without the assistance of Generative AI tools.
Minimum pass mark: 50%
- Explain the morphology of a clinical condition according to its anatomy, biomechanics, etiology, epidemiology, pathophysiology and prevalence
- Interpret findings from a case history and physical assessment to formulate and develop a differential diagnosis or clinical impression in order to consider an appropriate management plan and prognosis, taking in consideration patient safety, absolute and relative contraindications
- Apply the appropriate chiropractic approach to treatment (within the scope of practice) that includes technique/skills, exercises/rehabilitation, health promotion, prevention, lifestyle advice and self-managed care in a professional and ethical way, in accordance with the chiropractic code of conduct and professional standards.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
