Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Clinical microbiology laboratories throughout the world are recognising the need to maximise their diagnostic capabilities for accurate and early detection and management of medically-important parasitic, fungal and bacterial diseases of humans. This capstone unit builds upon and extends foundation concepts in LQB486 Clinical Microbiology 1 to complete your preparation for a career in clinical microbiology. This unit emphasises a strong commitment to professional practice by: (i) providing you with a comprehensive, in-depth knowledge and understanding of infectious disease states and their etiology, (ii) developing high level generic and specific laboratory-based skills in diagnostic microbiology and (iii) developing and refining critical thinking skills so that experimental results may be observed and recorded intelligently and reported with a high degree of confidence in their validity and rigor. Achievement of these objectives will ultimately translate to effective patient management in clinical practice.

Aims

Overall aims of this capstone unit are to: develop and refine your analytical and interpretive skills so that you can clinically diagnose key bacterial, parasitic and fungal diseases and bridge the gap between theoretical fundamentals, skills development in the university laboratory setting and professional practice in a research, industry or clinical workplace context.

Objectives

On completion of this capstone unit, you should be able to:

1. recognise the important role of the clinical microbiologist and their invaluable contribution to infectious disease diagnosis.

2. demonstrate and apply knowledge and understanding re: bacterial, parasitic and fungal disease states in humans, their diagnosis, etiology, pathogenesis and implications for patient management.

3. demonstrate laboratory-based generic and specific skills in diagnostic microbiology.

4. analyse and interpret clinical situations to propose hypotheses that determine strategies for data gathering, recording and interpretation.

5. continue to develop and refine high-order critical thinking, complex reasoning and problem-solving skills in order to promote your active lifelong learning.

Content

This unit focuses on bacterial, parasitic and fungal diseases that are most frequently encountered in Australia and (where appropriate) on those microorganisms most likely to penetrate the quarantine barrier. The three unit components are profiled as follows:

Bacteriology: A 'systems approach' to human bacterial disease diagnosis and pathogenesis will be adopted. Core teaching and learning themes include: roles of the clinical diagnostic microbiologist, key strategies in human infectious disease diagnosis, bacterial pathogenesis mechanisms, specimen collection and processing, isolation and identification of key microbial pathogens, conventional and molecular diagnostic methodologies, epidemiology, infectious disease control and prevention, antimicrobial agents and chemotherapy.

Parasitology: The study of parasitology is directed towards the laboratory diagnosis of parasitic disease in humans. It consists of a systematic study of identification, life history, incidence, modes of infection, epidemiology and control of parasites in humans.

Mycology: The mycology component of the unit is directed towards the laboratory diagnosis of fungal disease in humans, including identification, classification and treatment of pathogenic fungi.

Laboratory sessions in this unit will expand upon and reinforce fundamental health and safety skills developed in LQB486 Clinical Microbiology 1, focussing on those aspects of safe professional practice in a diagnostic microbiology laboratory including, but not limited to, fire safety and the safe handling of pathogenic microorganisms.

Approaches to Teaching and Learning

This capstone unit will scaffold your learning by closely integrating theory with university laboratory practice and by bridging the gap between those two experiences and real world clinical, research or industry-based laboratory practice. Strategies will involve a combination of some or all of the following: (i) fostering of independent learning to assist your transition to clinical or research workplaces by developing your information literacy skills by locating, accessing, evaluating and using resources such as journals, books, websites, interactive computer software programs, online quizzes and providing weekly self-directed tutorials, (ii) developing your practical skills in an authentic laboratory context that mirrors real life practices, including actual clinical case studies explored under the guidance of professionals from clinical practice and (iii) modelling professional practice by using past students/graduates as peer mentors to assist you in developing your diagnostic skills. There will be a strong emphasis on development and further refining of high-order critical thinking and complex reasoning skills.

This unit consists of 2 hours of lectures or lectorials and up to 4 hours of hands-on laboratory experience per week, depending on the topic. Student demand will determine whether or not optional tutorial sessions will be conducted to complement both lecture and lab class experiences. Depending on the topic, case scenario-based instruction will be part of a blended learning approach in this unit.

You will be encouraged to actively participate in Blackboard-based discussion forums. You will be encouraged to learn both independently and interdependently as part of an integrated generic skills approach.

Assessment

Weekly laboratory reports will be reviewed from-to-time and feedback given to highlight key areas where you need to focus your attention. Sample exam questions, both for theory and practical components of the unit, may be provided for students to work on throughout the semester to enhance their understanding and learning of key concepts and principles and as preparation for summative assessments. Case scenario problem-solving will play a key role in formative assessment strategies. Tutorials will provide the opportunity for feedback and critical discussion of lecture and lab class material and promote broader educational objectives including deep-learning skills. Laboratory class group or one-on-one discussions with lab instructors allow students to gain immediate and continuous feedback on their progress.Feedback will be available on your progress.

Assessment name: Examination (Theory)
Description: Summative assessment, central theory examination period, evaluating yourknowledge, understanding and application of foundation theoretical concepts presented in lectures or lectorials as well as laboratory classes throughout the semester and, wherever appropriate, assessing high-order critical-thinking and complex reasoning skills.
Relates to objectives: 1, 2, 4 and 5.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Central Exam Period

Assessment name: Literature Review
Description: Summative, evaluation of your information literacy skills in the key areas of acquisition, retrieval and analysis of data/information derived from resources such as peer-reviewed journals, books and websites in specified areas of clinical microbiology.
Relates to objectives: 1 and 2.
Weight: 20%
Internal or external: Internal
Group or individual: Individual
Due date: Week 10

Assessment name: Demonstration
Description: Summative, intra-semester and end-of-semester performance assessments evaluating your knowledge, understanding and application with respect to a combination of the following: (i) generic and specific lab skills (ii) experimental observations, interpretation and reporting (iii) report form compilation and (iv) high-order critical thinking, complex reasoning and problem-solving skills.
Relates to objectives: 1, 2, 3, 4 and 5.
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: Intra & End Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Texts:

Bacteriology:
1. Forbes BA, Sahm DF & Weissfeld AS. Bailey and Scott's Diagnostic Microbiology. (Current Edition) St Louis, USA: Mosby
2. Mims CA, Playfair, Roitt, Wakelin and Williams Medical Microbiology. (Current Edition) St Louis, USA: Mosby

Parasitology:
1. Markell EK, John DT & Krotowski WA (2006). Markell & Voge's Medical Parasitology. 9th edition. WB Saunders Company
or
2. Sheorey H, Walker J & Biggs B (2000). Clinical parasitology. A Handbook for Medical Practitioners and Microbiologists. Australia: Melbourne University Press.

Mycology:
1. Anaissie EJ, McGinnis MR & Pfaller MA (2003). Clinical Mycology. USA: Elsevier Science

References:

Bacteriology:
1. Miller JM (1999) A Guide to Specimen Management, Washington, DC, USA: ASM Press
2. Madigan MT, Martinko JM & Parker J. Brock-Biology of Microorganisms, (Current Edition) New Jersey, USA: Prentice Hall.

Parasitology:
1. Garcia LS & Bruckner DA. Diagnostic Medical Parasitology. (Current Edition). Elsevier
2. Chiodini PL, Moody AH & Manser DW, Atlas of Medical Helminthology and Protozoology. (Current Edition). Churchill-Livingstone
3. Ashe LR & Orihel TC. Atlas of Human Parasitology. (Current Edition). ASCP

Mycology:
1. Forbes, BA, Sahm, DF & Weissfeld AS. Bailey & Scott's Diagnostic Microbiology. (Current Edition). St Louis, USA: Mosby.

Risk assessment statement

This unit includes a laboratory component. In order that you become proficient in necessary practical skills, you will be trained in the handling of equipment, materials and specimens normally associated with this discipline. All students are required to complete an online health and safety quiz prior to entry to the laboratory. A passing score of 9/10 is required and will be checked prior to entry to the first laboratory. You may resit the quiz until this score is achieved. You are referred to the university's health and safety web site: http://www.hrd.qut.edu.au/healthsafety/index.jsp for further information.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 05-Oct-2012