ECHO12003 - Principles of Cardiac Assessment
Term 2 - 2017


All details in this unit profile for ECHO12003 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

An understanding of the concepts of invasive and non-invasive diagnostic and therapeutic procedures of the cardiovascular system is necessary in the field of echocardiography and cardiac physiology. In this unit you will acquire knowledge of the principles and technical components of cardiac assessments and therapeutic procedures in complex cardiac disease, including electrophysiology, cardiac angiography, non-invasive cardiac and respiratory measurements and a variety of cardiac imaging procedures. You will apply your knowledge to simulated clinical scenarios and case studies to compare and contrast the choice of procedure within an ethical framework of best practice and patient safety.

Details

Career Level Undergraduate
Unit Level Level 2
Credit Points 6
Student Contribution Band 2
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-requisite:
ECHO12002 Adult Echocardiography 1
AND
BMSC12006 Cardiorespiratory Physiology and Coronary Care Management

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).

Offerings

Term 2 - 2017
  • Sydney

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate 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 Task Weighting
1. Group Work 30%
2. Online Quiz(zes) 20%
3. Examination 50%

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 Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

On successful completion of this unit, you will be able to:
  1. Explain diagnostic and therapeutic procedures of the cardiovascular system appropriate to acquired heart disease.
  2. Critically evaluate the practice of invasive pressure measurements.
  3. Contrast the cardiac investigations appropriate to acquired heart disease.
  4. Analyse the results of cardiac assessment in acquired heart disease.
  5. Take responsibility for achieving group goals

Linked to National and International Standards
1. ASAR Accreditation Standards for Cardiac Sonography - critical practice Unit 8 - Cardiac
2. European Association of Cardiovascular Imaging Core Syllabus
3. American Registry for Cardiac Sonography Core Syllabus

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Group Work  
2 - Online Quiz(zes)      
3 - Examination    

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication
2. Problem Solving
3. Critical Thinking      
4. Information Literacy  
5. Team Work    
6. Information Technology Competence        
7. Cross Cultural Competence          
8. Ethical practice        

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Group Work    
2 - Online Quiz(zes)        
3 - Examination            

Prescribed Textbooks

The Nuts and Bolts of Cardiac Resynchronization Therapy
Author/s: Tom Kenny Year: (2007)
Edition: 0 Publisher: Published by John Wiley and Sons Ltd
City: United Kingdom State: United Kingdom
Country: United Kingdom
The Nuts and Bolts of ICD therapy
Author/s: Tom Kenny Year: 2007
Edition: 2007 Publisher: December 2005, Wiley-Blackwell
City: United Kingdom State: United Kingdom
Country: United Kingdom
The Nuts and Bolts of Implantable Device Therapy: Pacemakers
Author/s: Tom Kenny Year: January 2015,
Edition: 2015 Publisher: Wiley-Blackwell
City: UK State: UK
Country: UK
The Nuts and bolts of Paced ECG Interpretation
Author/s: Tom Kenny Year: May 2009
Edition: Publisher: May 2009, Wiley-Blackwell
City: UK State: UK
Country: UK
Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows
Author/s: by Paul D. Purves; George J. Klein; Peter Leong-Sit; Raymond Yee; Allan C. Skanes; Lorne J. Gula; and Andrew D. Krahn Year: 2011
Edition: 2011 Publisher: Cardiotext Publishing
City: Minneapolis United States State: Minneapolis
Country: Minneapolis
View textbooks at the CQUniversity Bookshop
Note:

These books will be used in all 3 Electrophysiology units and clinical placement

Below is also a good book to purchase

Cardiac Electrophysiology 2: An Advanced Visual Guide for Nurses, Techs, and Fellows

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
  • St Jude / Abbott online facilities
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorSharon Kay (s.kay@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 10-07-2017

ECHO: Revision of Left ventricular function and assessment in 2D echocardiography 1

CCL: revision of ECG assessment for AMI

Course Resources Online (CRO)

Moodle resources

Week 2 17-07-2017

ECHO: Pathology that can be recognised with 2D echocardiography - cases

EPS/CRM: Residential school 1

Moodle resources

Residential school material

Week 3 24-07-2017

EP: Anatomy directly associated with EP

ECHO: Importance of 2D measurements in recognising pathology

CCL: the importance of cardiac output

CRO

Moodle resources

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows. Purves (2011) Chapter 7

Online Quiz
Opens Tuesday 8am

Due: Wednesday 3pm

AEST

Week 4 31-07-2017

CCL: the use of invasive measurements for various Blood Pressures

EPS/CRM: pathology we use Transseptal & Ablation techniques in - 1

ECHO: Pathology that can be assessed with colour Doppler - valves

CRO

Moodle resources

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows. Purves (2011) Chapter 10, 11 ,20

Week 5 07-08-2017

ECHO: Pathology that can be assessed with colour Doppler - shunts - cases

CCL: STEMI

Moodle resources


Online Quiz
Opens Tuesday 8am

Due: Wednesday 3pm

AEST

Vacation Week 14-08-2017
Week 6 21-08-2017

EPS/CRM: Residential school 2

ECHO: Pathology detected with spectral doppler

CCL: introduction to structural heart disease - acquired

CRO

Moodle resources

Week 7 28-08-2017

EPS/CRM: Pathology we use CRM in

ECHO: Pathology detected with spectral doppler - cases

Moodle resources

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows. Purves (2011) Chapters 9, 11

Online Quiz
Opens Tuesday 8am

Due: Wednesday 3pm

AEST

Week 8 04-09-2017

EPS/CRM: Residential school 3

ECHO: Pathologies that can be missed without performance of the FULL echo protocol

CRO

Moodle resources


Week 9 11-09-2017

EP: Ventricular Tachycardia - pathology cases

ECHO: Cases in valvular disease

CCL: Cases in CCL valve disease/shunts

CRO

Moodle resources

Cardiac Electrophysiology: A Visual Guide for Nurses, Techs, and Fellows. Purves (2011) Chapters 8, 13

Online Quiz
Opens Tuesday 8am

Due: Wednesday 3pm

AEST

Online Quiz(zes) Due Wednesday (13 Sep 17) 03:00 PM AEST
Week 10 18-09-2017

EPS/CRM: Residential school 4

ECHO: Review

CCL: Review

CRO

Moodle resources

Group Work - Pathology based case study Due Friday (22 Sep 17) 02:00 PM AEST
Week 11 25-09-2017

EP: Revision

ECHO: Revision

CCL: Revision

CRO

Moodle resources

Week 12 02-10-2017

EP: revision

ECHO: Revision

CCL: Revision

Review/Exam Week 09-10-2017
Exam Week 16-10-2017

Unit contacts:

  • CCL: John Boland, SYD, j.boland@cqu.edu.au
  • EP/CRM: Cassandra Sims, SYD c.sims@cqu.edu.au / Katrina Sowak, Abbott Health
    k.sowak@cqu.edu.au / Gerald Russell, Abbott Health g.russell@cqu.edu.au
  • ECHO: Sharon Kay, SYD, s.kay@cqu.edu.au / Kate Taylor PER k.taylor2@cqu.edu.au / Paula Boucaut,
    BNE. p.boucaut@cqu.edu.au
  • General/operational unit inquiries: Alexandria Bailey, ROK, a.r.bailey@cqu.edu.au
Recommended supplementary texts
  • Anderson, B. 2017, Echocardiography: The Normal Examination and Echocardiographic Measurements (3rd edition), Echotext, Australia.
  • Lang, R., et al, ASE Comprehensive Echocardiography, (2nd edition) 2016 Elsevier, Canada.

The theoretical learning in ECHO12003 aligns directly with the practical teaching in ECHO12004. These units should be studied in conjunction with each other.

Abbreviations

AFib Atrial fibrillation
AI Aortic valve incompetence
AMI Acute myocardial infarction
AS Aortic valve stenosis
AVNRT Atrioventricular nodal re-entry tachycardia
AVRT Atrioventricular re-entrant tachycardia
BMS Bare metal stent
CCL Cardiac Catheterisation Laboratory
CMP Cardiomyopathy
CO Cardiac output
CRT Cardiac resynchronisation therapy
DES Drug eluting stent
DTBT Door to balloon time
ECHO – MMODE Echocardiography motion mode
ECLS Extracorporeal life support
ECMO Extra-corporeal membrane oxygenation
EP Electrophysiology
EPS Electrophysiology study
CRM Cardiac rhythm management
FFR Fractional flow reserve
IABP Intra-aortic balloon pump
ICD Implantable cardiac defibrillator
ICE Inter-cardiac echocardiography
IVUS Intra-vascular cardiac ultrasound / echocardiography
MR Mitral valve regurgitation
NBG NASPE/BPEG Generic (Pacemaker code)
OCT Optical coherence tomography
PCI Percutaneous cardiac intervention
POBA Plain old balloon angiography
PS Pulmonary valve stenosis
RHC Right heart catheterisation
STEMI ST Elevation myocardial infarction
STENTS Stents
TR Tricuspid valve regurgitation

1 Group Work

Assessment Title Group Work - Pathology based case study
Task Description

Problem-based learning is widely used in Medical and Health Sciences to consolidate knowledge via clinical scenarios. The purpose of this task is to be able to collaborate as a group in clinical review, just as you will in your clinical placements and hospital medical facility work environments.

Students will be allocated a pathology commonly encountered in critical care cardiac environments. The aim is to produce a poster for oral presentation (total 5 minutes) in week 10.

This assessment involves 4 submissions:

  1. Portfolio (submitted by one team member)
  2. Poster (submitted by one team member)
  3. Presentation (delivered by all team members)
  4. Rebuttal (submitted by individuals)
  • Ensure that you (and your team) completes each submission.
  • During week 2, students will be allocated into groups of 4.
  • Students must participate in all parts.
  • Part 1, 2 and 3 are assessed as a group.
  • Part 4 is assessed as an individual component.

Portfolio
The research must be logged in a portfolio along with the dates and times of group meetings, attendees and associated dot-point minutes of each meeting and "brief" minutes. The portfolio must indicate a timeline used to complete the project and attendance or not of group members. The portfolio details will be in the unit Moodle site assessment block.

As a team you will research the anatomy, pathophysiology, pharmacology, patient presentation, diagnostic testing & imaging (including expected outcomes and measures) and common management options related to your allocated cardiac pathology. This researched report must acknowledge sources and be referenced. See the marking criteria in the unit Moodle site assessment block. The research report and meeting documents (submission 1) will be submitted in a portfolio by one team member.

Poster
The poster and oral presentation will demonstrate the anatomy, pathophysiology, pharmacology and patient presentation, followed by the imaging diagnostic testing and common management options which relate to the pathology.

The poster is to be of A1-A0 paper size. (NB: Power Point can be used to create these posters). The posters must meet CSANZ guidelines. Further details are available in the unit Moodle site assessment block.The poster (submission 2) will be submitted through the unit Moodle site by one team member.

Presentation
The oral presentation (total 5 minutes) will be presented to tutors and peers and must have at least 2 team members speaking though it would be preferred if all team members spoke. Oral presentation details are in the unit Moodle site assessment block (submission 3).

Rebuttal
After the presentation you will be given feedback and 5 questions from your tutors and peers. Individually each team member must respond to the questions / review comments within seven (7) days of the presentation date.

Maximum word count for team researched report is 1000 words +/- 10%, not including references and appendix which may contain diagnostic test results and images / diagrams.

Submit your 'Rebuttal' individually (submission 4) as a word document (for editing purposes) through the unit Moodle site.


Assessment Due Date Week 10 Friday (22-Sep-2017) 02:00 PM AEST
Return Date to Students Week 12 Friday (06-Oct-2017)
Weighting 30%
Assessment Criteria

Portfolio submission

  • Comprising of well-structured and succinct use of referencing (minimum 10 references) as set out in http://heart.bmj.com/pages/authors/
  • The quality and relevance of the references and most up-to-date knowledge will be looked at favourably.
  • Demonstrated scientific review with a supported clinical diagnosis (10 marks).
  • Referencing (5 marks).
  • Written expression and proofing (5) marks).
  • Evidence of collaborative team work and meeting attendance / contribution (5 marks).

Presentation

  • The poster should be self-explanatory, so that you are free to supplement and discuss particular points raised by viewers.
  • The presentation should not add new material but simply present that displayed on the poster.
  • Use CSANZ poster format and guidelines.
  • Illustrations (5 marks).
  • Referencing (5 marks).
  • Presentation (5 marks).
  • Flow and clarity (10 marks).

Individual rebuttal

  • Clear, evidence-based justification, argument and / or clarification of information in the poster / presentation.
  • Concise, well explained and accurate response to each of the questions.
  • Responses well supported by scientific evidence.

Peer review and rebuttal

  • After the presentation, questions will be submitted by your peers and tutors, and "review" of your poster will be given by your peers and tutors.
  • Each group member is then to produce a written 1000 word rebuttal, within 7 days of the presentation.
  • This rebuttal will provide answers to the questions submitted, defence or agreement of poster review, it can include extra seminal papers or research.
  • Part of this includes submission of a patient care flow analysis (PFA), comprising of patient presentation, the initial assessment, cardiac diagnostic test performed, results of tests, alternative cardiac diagnostics tests that could have assisted diagnosis, final outcome. This should be separately referenced specific to topics included in this rebuttal.
Conditions Minimum mark or grade - 50%
Referencing Style American Psychological Association (APA)
Submission Online
Group submission

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

2. Critically evaluate the practice of invasive pressure measurements.

3. Contrast the cardiac investigations appropriate to acquired heart disease.

4. Analyse the results of cardiac assessment in acquired heart disease.

5. Take responsibility for achieving group goals

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

8. Ethical practice



2 Online Quiz(zes)

Assessment Title Online Quiz(zes)
Task Description

There will be 4 online quizzes. One will be held in week 3, one in week 5, one in week 7 and one in week 9. They are to assess your knowledge of the unit material in preparation for residential school.

Each quiz will have 10 questions. You will be allowed 3 attempts at each quiz. It is not compulsory to attempt each quiz 3 times. The highest grade you achieve will serve as your final score for that quiz.

Quizzes open at 8 am on Tuesday and close Wednesday at 3pm (AEDT) in each week as specified above.

Quiz dates and specific topics are available on the unit Moodle site.

Once the quiz has commenced, approximately 3 minutes per question will be given, for example, a 10 question quiz would be given a time limit of 30 minutes to complete. This is subject to change at the discretion of the course coordinator based on the content of the pool of questions.

No attempts are permitted after the quiz has closed, so ensure adequate time for completion.

Number of Quizzes 4
Frequency of Quizzes Other
Assessment Due Date Week 9 Wednesday (13-Sep-2017) 03:00 PM AEST
Week 3, Week 5, week 7, week 9
Return Date to Students Students will receive their score once all students have completed the quiz.
Weighting 20%
Assessment Criteria

Students must achieve a pass rate of 50% in each of the FOUR (4) quizzes to pass this component.

Answers will be either correct or incorrect and tabulated by the unit Moodle online system.

These are an open book quizzes, so you have the opportunity to consult your notes, lecture slides, text books and unit Moodle page. However there will be little time for consulting unit resources and it would be better to collate your own revision sheet from the unit resources prior to attempting the quizzes.

This assessment is to be undertaken as an individual. As with all university examinations, colluding with other students in non-group work tasks is considered academic misconduct.

Submission Online

Quizzes will be open for 30hrs to complete.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain diagnostic and therapeutic procedures of the cardiovascular system appropriate to acquired heart disease.

4. Analyse the results of cardiac assessment in acquired heart disease.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

4. Information Literacy

6. Information Technology Competence



Examination

Outline Complete an examination
Date During the University examination period
Weighting 50%
Condition Minimum percentage of examination marks required to pass course - 50%
Length 180 minutes
Details Dictionary - non-electronic, concise, direct translation only (dictionary must not contain any notes or comments).
Calculator - all non-communicable calculators, including scientific, programmable and graphics calculators are authorised.
Closed Book
Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Explain diagnostic and therapeutic procedures of the cardiovascular system appropriate to acquired heart disease.

2. Critically evaluate the practice of invasive pressure measurements.

3. Contrast the cardiac investigations appropriate to acquired heart disease.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

Engagement

The Cardiac Physiology course teaches cognitive, technical and creative skills that will ensure students can engage with the workplace and wider community.

Graduate Attributes

Communication - Students are provided with a variety of contexts to demonstrate written, verbal and non-verbal communication.

Problem Solving - Students are presented with case-studies, real-life scenarios and clinical related problems in order to perform various problem solving techniques.

Information literacy and technology competence - Media rich learning environments provide opportunities for students to engage in multiple literacies throughout the course with an emphasis on current technological advancements in teaching, learning and the clinical environment.

Indigenisation of Curriculum

Achieved by the use of experts, use of videos and stories to teach. Making the curriculum relevant for real life. Course and research material are reviewed for their indigenous cultural sensitivity.

Internationalisation of Curriculum

Students are encouraged to search for material internationally and think about their studies and future working life in an international context.

Sustainability

Ensure advancements in Health and Medical Physiology are by sustainable ethical research.

Work Related Learning

Science, clinical and research skills are learned to improve patient related care.


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