The ability to correctly analyse, interpret and understand a 12-lead electrocardiogram (ECG) and background theory is crucial in a professional cardiac diagnostic role. Comprehensive ECG analysis and interpretation can provide vital information about the location and nature of heart disease.

Students will be required to recall relevant theoretical concepts as well as perform accurate ECG interpretation following a methodological approach as outlined in lectures.  The Online Quiz will assess all ECG content in weeks 1-5 inclusive.

Students will have 60 minutes to complete the quiz once it is started.

• This assessment is open book. You may benefit from having normal electrocardiographic reference ranges and a calculator available when attempting the quiz.
• This assessment is to be undertaken as an individual. As with all other university assessments, colluding with other students on non-group work tasks is considered academic misconduct, and may lead to action being taken by the Deputy Dean of Learning and Teaching HMAS.

The Online Quiz will be accessible through the assessment tab on Moodle.

It is important that you commence the Online Quiz before 7:00 pm (AEST) on Friday the 17th of April 2026. If you have not completed the test by 8:00 pm on Friday, your test may be submitted as incomplete or with no answers.

Please note:

• Once started, the quiz cannot be paused or restarted
• Only one attempt is permitted
• The Online Quiz will automatically close at 8:00 pm (AEST) on Friday, 17th of April 2026.
   

In the absence of an approved extension, the ECG Online Quiz cannot be completed at a later time.

The 72-hour grace period does not apply to this assessment. 

Students are reminded that IT support from the university's Information and Technology Division (TASAC) is only available during AEST business hours.

• If attempt issues occur outside of business hours, students should immediately email the Unit Coordinator documenting difficulties.
• Advice should include the date and time of the incident and a screenshot from the PC display if an error is evident.
• Incidents will be considered on a case-by-case basis. There is no guarantee extra quiz attempts will be offered.

Students are advised to refer to the 'Assessment Policy and Procedure (Higher Education Coursework)' document for additional university assessment guidelines.

Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

Students will be assessed on their ability to recall theory and accurately interpret a 12-lead ECG using the methodological approach available on Moodle. Marks will be awarded based on the student's ability to:

• Recall 12-lead ECG theory
• Analyse calibration settings;
• Analyse cardiac rhythm, rate, and axis;
• Identify common arrhythmias; and
• Utilise correct terminology in interpreting ECG waveforms, segments, intervals, and associated anomalies.

This written assessment task requires you to explore a range of common cardiovascular pathologies. You will analyse provided clinical information, including the outcomes of a variety of cardiac diagnostic testing procedures. Your conclusions will be used to confirm patient diagnosis and strategise plausible management strategies.

Case Study:
An 85‑year‑old female presents with progressive chest pain and worsening shortness of breath. Over recent weeks, she has developed increasing orthopnoea, requiring several pillows at night, as well as episodes of paroxysmal nocturnal dyspnoea. She also reports marked bilateral lower‑limb oedema and a noticeable decline in functional capacity, becoming breathless with minimal exertion.  Her vital signs are stable aside from mild tachycardia.

The combination of chest discomfort, heart failure symptoms, and abnormal cardiovascular findings prompts further evaluation with ECG and echocardiography to assess for potential structural heart disease.

The clinical picture is compatible with several cardiac pathologies, and echocardiographic imaging will be essential in distinguishing between;

1. Dilated cardiomyopathy, characterised by ventricular dilation and systolic dysfunction, or
2. Hypertensive heart disease, which may present with concentric left ventricular hypertrophy, especially in an elderly patient with long‑standing or under‑recognised hypertension.

Both conditions could explain the patient’s presenting symptoms, making it crucial to exclude these differential diagnoses.

Selected diagnostic imaging and testing outcomes can be viewed on the unit Moodle site under the Assessment tile.

Considering the 2D echocardiographic findings presented, respond to the following prompts:

1. Which cardiac condition (dilated cardiomyopathy or hypertensive heart disease) does the patient likely have? Justify your answer.
2. Discuss the aetiology of this cardiac condition.
3. Explain why or how this condition may have caused the patient's presenting symptoms.
4. Discuss the pathophysiology of this cardiac condition.
5. Interpret the 12‑lead ECG provided. Describe the significant findings and discuss how these relate to the underlying cardiac condition in this patient. Briefly explain the pathophysiological mechanisms responsible for these ECG changes.
6. Quantify the left ventricular volume and ejection fraction, and identify any erroneous echocardiographic measurement data presented. Include rationale for your conclusions. Compare the ejection fraction you calculated with normal reference ranges. Based on your findings, how does the EF support the diagnosis of dilated cardiomyopathy in this patient?
7. Discuss the other 2D and M-Mode echocardiographic features of this cardiac condition evident in the case study.
8. Briefly discuss one way in which this cardiac condition may be managed. 

Word Count 1400 (+/- 10%)

The written assessment must be presented in a scholarly manner. Accurate spelling and grammar, use of discipline-specific language, paraphrasing and referencing including intext citation must be demonstrated.

Research for this assessment task is to be limited to:

• The literature sources provided on the unit Moodle eReading list (including prescribed textbooks)
• No more than three (3) additional independently sourced journal articles.

The reference list is not included in the word count. Content beyond the word limit will not be marked.

Further information regarding the task descriptor and assessment criteria can be viewed in the Unit Profile, published under the information tab at the top left-hand side of the unit Moodle site.

Students are advised to review and utilise the "Written Task Rubric" document. 

Level of GenAI use allowed:  

Level 2:  You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. 

A detailed marking rubric is published on the ECHO12006 Moodle site, with grading based on the student's ability to:

• Analyse and discuss cardiovascular findings;
• Research and evaluate topics;
• Apply academic referencing protocols;
• Apply scholarly presentation standards; and
• Apply critical reflection to practice.

The Echocardiographic Skills Assessment is comprised of two parts— Part A 'Practical' and Part B 'Measurement Performance'. 

PART A - Practical

Part A of the Echocardiography Skills Assessment incorporates both a Professional and Technical component and requires students to perform a complete M-mode and two-dimensional echocardiographic examination using ultrasound equipment. Students have 70 minutes in total to complete both the Professional and Technical components.

Students will be assessed according to the Part A - Assessment of Readiness for Clinical (ARC) tool, which is available on the unit Moodle site. This document details performance criteria the student must demonstrate competence in to pass the assessment.

Professional Component

The professional component of the assessment evaluates performance aspects of the sonographic exam such as communication (verbal, non-verbal, and written), professional behaviour, ergonomics, and patient care skills. This encompasses an assessment of pre-scan, scanning, and post-scan skills.

Technical Component

The technical component of the assessment evaluates the student's scanning technique, image optimisation, and ability to complete an M-mode and two-dimensional echocardiogram within a reasonable set time to a 'Novice' level of competency.

• The ARC tool details the required imaging sequence and performance criteria cues.
• Except for panning or sector sweeps, which are critiqued live or via video recording moderation, the collection of images stored by the student represent the echocardiographic examination performed.
• At the end of the examination, the supervising tutor will acquire a variety of representative images. These images will be used during marking and moderation to ascertain achievable image quality.

Note: Part A (Practical) of the Echocardiography Skills Assessment will be video recorded for moderation purposes. The videos will not be released to students for review.

All students are required to make themselves available to act as a patient model for peer assessments. Students must additionally make themselves available for re-sit assessments if requested by the unit coordinator.

PART B - Measurement Performance

Part B of the Echocardiography Skills Assessment incorporates M-mode and two-dimensional measurement performance and self-reflection components through completion of a Laboratory Workbook.

The Laboratory Workbook assessment task requires students to engage in six (6) laboratory exercises designed to develop their echocardiography measurement skills. There are six compulsory laboratory sessions where students will be required to take precise measurements and input their measured images and values into the designated fields within the workbook. Each laboratory session concludes with several questions, which the student must complete to demonstrate their understanding. Students may complete the laboratory workbook questions during the lab sessions or later in their own time.

The final laboratory workbook task requires students to perform a series of measurements and then reflect on their own measurements for accuracy and precision.  This laboratory workbook aims to develop student's accuracy in measurement technique, emphasise the importance of precise documentation, and improve analytical skills through question completion.

Students are required to:

• Apply best practice guidelines when performing M-mode and two-dimensional measurements on echocardiographic images using discipline-specific software.
• Transcribe precise measurements and save acquired images of measurement performance into the Laboratory Workbook.
• Provide a meaningful reflection demonstrating self-awareness by identifying strengths and weaknesses in skill development.

The Laboratory Workbook must be uploaded as two separate submissions:

• Part 1 is to be submitted in Week 5. Part 1 will comprise labs 1 - 4.
• Part 2 is to be submitted in Week 11. Part 2 will comprise labs 5 - 6 and the final measurement task.

Submissions are to be uploaded to Moodle via the link provided in the Assessment tile.

Individual student feedback will be provided only where performance deficits are identified.

Students are advised to refer to the 'Assessment Policy and Procedure (Higher Education Coursework)' document for additional university guidelines regarding assessments.

The 72-hour grace period does not apply to this assessment. Due to the pass/fail nature of assessment components, there is no opportunity to apply a 5% penalty due to late submission. If a student does not attend a lab session for any reason, they are still required to submit the completed Laboratory Workbook by the due date. In the absence of an approved extension, this assessment cannot be completed at a later time and students will receive a FAIL for this assessment item. 

Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

Part A 'Practical' and Part B 'Measurement Performance' are assessed as independent components constituting the overall Echocardiography Skills Assessment.

PART A - Practical

To pass Part A of this assessment, a student must be deemed competent in both the Professional and Technical components. To pass these components, ALL criteria must be demonstrated to the appropriate level of competence detailed in the Part A - Assessment of Readiness for Clinical (ARC) Tool. Students are advised to carefully review this document, which is available on the unit Moodle site.

The professional and technical components are graded separately so that if one is passed and the other is not, only the failed component must be repeated to pass.

There is only ONE opportunity to re-sit either component of this assessment item.

PART B - Measurement Workbook

To pass Part B of this assessment, ALL sections in the Laboratory Workbook must be completed.

Students must demonstrate:

• Reasonable accuracy and consistency in measurement technique.
• Reflective discussion with insight into individual performance showing ability to critically examine where further development is needed.

There is only ONE opportunity to re-submit this assessment item.

Mock Examination

Students will be provided with a single opportunity to attempt the Echocardiography Skills Assessment under mock examination conditions. Individual feedback will be provided to students after completing the mock assessment. Students will receive a completed MOCK Part A - Assessment of Readiness for Clinical (ARC) Tool following marking. Scanning feedback will be provided verbally by the tutor supervising each individual student mock practical scanning assessment.

The mock assessment will be delivered as part of the routine laboratory sessions.

Note: there is no opportunity for rescheduling of missed laboratory sessions and any academic impact resulting from absence remains the student’s responsibility.

The purpose of this assessment is to ensure that students from the echocardiography course are well-equipped to embody the high standards of professionalism that are expected from CQUniversity students while on clinical placement blocks. Professional behaviour is a critical part of any medical imaging profession and encompasses the manner in which we treat our colleagues, patients and the professional settings and equipment we interact with. Exemplary professional behaviour is highly valued by clinical supervisors and this information may be used to endorse students for placements if requested by clinical sites.

This assessment requires students to treat each of the lab sessions as a scheduled "work shift" and to exhibit high-quality professional attributes. This assessment is based on a continuous and ongoing evaluation of student application and attendance during labs, and behaviour exhibited during the time spent studying this unit up until the completion of all formal assessments. Aspects of professionalism will be assessed across multiple levels including, but not limited to: maintenance of laboratory documentation, Moodle forums, online tutorials, lab sessions (both peer-assisted and tutor assisted), interactions with peers and staff, social media, phone calls and all official correspondence with university staff, peers and the community.

Instances of substandard professional behaviour will result in a Lapse in Professionalism (LiP) point being awarded to the offending student. Should a student acquire more than three (3) LiPs, this assessment will automatically be graded a FAIL.

LiPs may be issued in three different categories:

1. Professional behaviour towards colleagues and staff
2. Professional behaviour towards patients
3. Professional behaviour towards professional settings and equipment.

Further information is detailed in the Expected Professional Behaviour and LiP Allocation document, which is available on the Moodle site. Students are encouraged to review this document to be sure of behavioural expectations. Students should also be familiar with the CQUniversity Student Charter as well as the Australasian Sonographers Association (ASA) Code of Conduct (available online).

If an unprofessional attitude or behaviour is reported by fellow classmates and not witnessed by a staff member, a written warning detailing the allegations will be issued to the student and the student's response will be documented. If further evidence of ongoing unprofessional behaviour arises then a LiP may be awarded. If any exhibited attitude or behaviour is deemed as unsafe or inappropriate, this assessment will be graded as a FAIL at the discretion of the unit coordinator.

Absenteeism

Skills labs for this unit are mandatory. Students must advise the unit coordinator before the start of compulsory labs if unable to attend. Failure to notify staff (via email or phone) before the start of a missed lab will result in a LiP (Lapse in Professionalism) except in extraordinary circumstances. Lateness to labs may result in a LiP, whether notice is given or not. Labs missed for a valid reason (eg. illness or injury) require supporting documentation. Medical or health-related certificates must be in the approved formats articulated in the CQUniversity Assessment Policy and Procedure (HE Coursework), section 5.

Any missed labs must be clearly marked on the Lab Attendance Page and Reflective Feedback Form. A tutor's signature is not required in this case. There is no opportunity to 'make up' missed lab sessions.

Peer-Assisted Practice (PAP) Sessions

Students are offered regular peer-assisted practice sessions, which are scheduled through Google Doc links on the Moodle site. Penalties will be applied if instructions and rules disclosed on these documents are not adhered to. Failure to abide by these regulations may result in a LiP and removal of attendance privileges.

Tutor Assisted Practice (TAP) Sessions

Students are offered several TAP sessions throughout the term, which are scheduled through Google Doc links on the Moodle site. A tutor will be present to offer direct assistance to students in a group setting.

Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

This assessment incorporates maintenance of pertinent lab documentation including lab attendance and any Lapse in Professionalism (LiP) points accrued throughout unit delivery. To pass this unit students need to consistently display a high standard of professional behaviour including, but not limited to, punctual lab attendance. All interactions with staff and peers pertaining to this unit will be treated as a replica of the clinical work environment, and students are expected to demonstrate the professional behaviour expected in a formal work environment. No more than three (3) Lapses in
Professionalism are permitted to pass the unit.

Students are required to complete the following documentation and submit to Moodle in PDF format. All documents are available on the unit Moodle page.

1. A signed Lab Agreement Form (to be completed in the first laboratory session in week 1).
2. A signed Consent Form - Sonographic Examination for Teaching Purposes (to be completed in the first laboratory session in week 1).
3. A completed and signed Lab Attendance and Professional Behaviour Assessment form (signed and uploaded to Moodle by week 12, Friday 5th June at 8:00 pm (AEST) ).

The "Laboratory Agreement Form" and "Consent Form", as well as the Mandatory Laboratory Induction, must be completed in the first laboratory session in week 1. Students cannot participate in laboratory activities until these documents are completed.

To PASS this assessment, all documentation must be completed appropriately, legible, labelled appropriately and submitted by the due date and time.

The ability to set goals, self-reflect, and take advantage of feedback, are important to aid the progress of knowledge and skill development. These abilities also address industry requirements, whereby professionals must perform continuing professional development (CPD) activities.

Students are to develop goal-setting, reflection, and feedback skills through weekly activities:

1. Formative Feedback Forms (one for each laboratory session; a total of six forms). Each form must include goal-setting and self-reflection, tutor feedback, and tutor signature. The feedback form must be completed before leaving the associated laboratory session.
2. Mock Assessment Reflection. This form must include a reflection on areas of strength and areas for improvement in preparation for the Skills Assessment.

The "Formative Feedback and Self-Reflection Forms" are available on the ECHO12006 Moodle site.

Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

The Formative Feedback and Self-Reflection document is available on the Moodle site and must be presented to the supervising tutor at each of the tutorial lab sessions.

To PASS this assessment, all documentation must be completed appropriately and submitted by the due date and time.

All documents must be legible, labelled appropriately and uploaded in PDF format. 

This test will be a written test performed in-class with closed-book conditions at the campus of your enrolment. Room details will be published on the unit Moodle site.

If you arrive late, you may enter the test room up to 30 minutes after the start of the test; you will still be required to finish your test at the preset completion time. You will not be allowed entry more than 30 minutes after the test starts.

In the absence of an approved extension, you cannot complete this assessment at a later time, and you will receive a mark of zero (0) for the assessment if you have not completed it by the scheduled date and time.

This test will be conducted with invigilation and formal examination conditions as detailed in the CQU Assessment Procedures.  As per CQU Assessment Procedures, this task is to be completed at the timetabled date and time. There is no opportunity to apply a late penalty.

Students are advised to refer to the 'Assessment Policy and Procedure (Higher Education Coursework) document for additional university guidelines regarding assessments.

The In-Class Test will assess your understanding of all echocardiography and cardiac catheterisation content presented in this unit. Questions may be drawn from lectures, additional resources provided (e.g. prescribed readings) or tutorial presentations. 

• There will be 10 minutes perusal time.
• The test duration will be 180 minutes.
• You will be required to answer a variety of online questions. Questions may include multiple choice, short answer, essay style or image interpretation format.
• Question marks are allocated based on the accuracy, depth, and breadth of required responses. The number of marks allocated for each question will be indicated within the In-Class Test.
• It is recommended that you have a simple calculator available when sitting the test.

This assessment will be attempted individually. Colluding with other students on non-group work tasks is considered academic misconduct. Any breaches of academic misconduct may lead to action being taken by the Deputy Dean of Learning and Teaching, HMAS.

The 72-hour grace period does not apply to this assessment.

Level of GenAI use allowed:
Level 1: You must not use AI at any point during the assessment. You must demonstrate your core skills and knowledge.

The allocated number of marks for each question is indicated on the In-Class Test paper. Marks are allocated based on accuracy, depth and breadth of the required response.

Marks allocated to student responses will reflect the student's ability to:

• Evaluate cardiac imaging findings;
• Analyse clinical information;
• Discuss cardiac procedures; and
• Use discipline-specific terminology.