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Assessment DetailsSubject BIOS222 PATHOLOGY AND CLINICAL SCIENCE 2 and 3 TypeCase ReviewDue Date Week 11 [Sunday 11:55pm AEST]Word LimitTotal 1500 words (750 words for each case review) +/-10%Weight 30%Total Marks100

THIS ASSESSMENT REQUIRES 2 SUBMISSIONS:Case Review A (50 MARKS): Musculoskeletal disordersCase Review B (50 MARKS): Endocrine disordersTotal 1500 words (750 words for each article review) +/-10%Task:•Review the clinical cases given below and identify one likely disease condition that the patient could be suffering from.•Clinical Case A:Ms. Weiner is a 40-year-old yoga teacher who comes to the clinic complaining of joint pain in one of her knees, two fingers, and her big toe. The pain started a few weeks ago and has become worse over the last week. Now her knee, one of the fingers, and her big toe have become swollen, stiff, and tender. She says that her mobility has been affected because of the pain and lack of flexibility. The pain is worse when she wakes up in the morning and with movement.Ms. Weiner has been a smoker for many years but quit two years ago and she drinks socially on weekends. She is a single parent, and since she started a very busy job in a new yoga studio sixmonths ago, has been struggling to juggle the demands of looking after both her family and her job. She is very worried about the future because with her job she needs to have flexible, healthy joints. •Clinical Case B: Ms. Hunter is a 43-year-old bank manager who comes to the clinic complaining of tiredness, lethargy, decreased appetite, and constipation for the last few weeks. She says that she has had problems with insomnia lately. Ms. Hunter is concerned because sheis finding it increasingly difficult to stay on top of her job because of her lack of energy and difficulty concentrating. She says that her memory does not seem to be what it used to be and that is interfering with her job as well as her daily life. She cannot understand what is going on because although she says she has a great job, lovely family, and no financial worries, she is feeling depressed. She has noticed that she has been gaining weight even though she says she has not changed her diet and is eating the same amount of food that she normally does. Her menses have become irregular and she is wondering if she has a hormone problem as she is too young for menopause. On general observation, Ms Hunter looks tired, pale, and is slightly overweight.

•For your chosen likely disease diagnosis of each of the cases, select at least one of the learning areas from below. You may select the same learning area/s for both the diseases or select different areas.Learning areas:▪Aetiology▪Risk factors▪Pathophysiology▪Clinical signs and symptoms▪Diagnostic measures (Clinical examination or investigation)•Conduct a web search (on databases/open access journals etc.) to locate one full text credible journal article (primary or secondary) for each of the chosen disease diagnosis. Your article must address your selected learning area/s.•Write a review on each of your selected article in 750 words to generate updated knowledge on your chosen learning area. ▪Please note that your chosen article must be on one of theabove given learning area/s. If the selected article is on issue other than above (for example, management or treatment), your submission will not be marked against the given criteria and you will receive zero grade for the review. You may consult your lecturer or tutor and ensure that your selected article is appropriate. ▪Your selected journal article should be no older than 10 years.Follow the below specific guidelinesto write the review. Introduction:A brief introduction of chosen disease, learning area and article. Consider below points while writing introduction:•Start the introduction by identifying your chosen disease condition with rationale. (For example, Ms. Weiner is likely to be suffering from (name the disease)considering presence of (list the relevant symptoms that led you to this diagnosis). You may provide disease definition/characteristic clinical features to support your rationale of choosing the diagnosis (reference this). •Present the aim of the review. Here you can introduce your selected learning area and selected article. (For example, this paper reviews (cite the article-Full APA style reference of the article you are reviewing) to gain deeper understanding on (selected learning area/s e.g. pathophysiology) of (chosen disease condition). •Conclude the introduction with a brief statement of your evaluation of the article. This can be a positive or negative evaluation or, a mixed response. Summary of the article:Summarise the key findings/points from the article. You can also briefly explain the author’s purpose/intentions throughout the text.Consider the below points while writing summary:•Write the aims of the article in your own words. •Identify the methodology used by the authors to reach to the findings. •Identify key findings of the research conducted by the author/sCritique:In this section, provide a critical evaluation of at least 3 key issues/arguments/findings raised in the article.You must support your evaluation with evidence from other writings (other primary/secondary research articles). Reflect on the information to identify-what is missing or consistent. Consider the below points while writing critique:•To what extent has Authors’ aim been achieved and justified with valid and reliable evidence?

•Compare key issues/arguments/findings raised the findings of other similar studies?Good reviews also include other sources to support the critique. Makesure you include at least three credible resources to support your critique (remember to reference).Literature matrix: Organisethe key findings of your selected article and other resources that you have referenced in your critique section above using a literature matrix. A literature matrix helps to you record the main points of each resource and document how these resources relate to each other. You may reveal common ideas/patterns/themes and differences of all the resources you have referred to in this particular area. You may choose to organize information under various headings in the matrix that suit your needs including but not limited to Authors/date, Study purpose, Study Method, Sample/study participants, variables/outcome measures, Findings/ conclusions study limitations, Common ideas/similarities, Differences/unique aspects, implication for future research/ clinical practice/theory, etc.View the sample matrixes below as reference.Click hereto view a blank sample matrix.Click hereto view a completed sample matrix. Conclusion: A final conclusion of the overall contribution that the article has made to your understanding and to the development of knowledge in relation to the given case this particular area, setting it in the context of other writings in the field. You may also write your overall opinion about the article’s significance, in developing your understanding for the given case. If relevant, also comment on implications for further research or discussion in the field of topic (chosen disease and learning area).•How does information presented in the article add to the current body of knowledge?•Reflect/connect back to the caseReferences: Include a list of references at the end for all the resources you have cited in-text of the review. Follow the APA referencing guidelines for references.

Marking Rubrics:Facets/skillsRubricsLevel 0 underdeveloped Student attempts task but does not achieve minimal requirementsLevel 1 prescribed/AcquiringStudent requires a high degree of structure/guidanceLevel 2 Bounded/DevelopedStudent requires some structure and guidance Level 3 Scaffolded/ComprehensiveStudent works independently within the scaffolds provided and satisfactorily fulfil the requirementsEmbark and clarify 6 marksStudent initiates research to clarifythe aim of the review with a brief statement of evaluation of the article(Introduction)012-45-6Very limited introduction and unable to follow specific guidelinesThere is some attempt to provide a short introduction and only clarifies the disease condition being reviewed.Demonstrates ability to provide clear introduction by clarifying the disease condition being reviewed (1 mark) with appropriate rationale (1 marks); clarifies selected learning area (1 mark) and appropriately locate and state the relevant credible article being reviewed (1 mark).Presents interesting and clear introduction adhering to the specific guidelines at a comprehensive level with a precise and clear statement of evaluation of the article.Find and generate 12 marksStudent records key points of the article to generate knowledge on the selected learning issue.(Summary)01-24-88-12Unable to summarisekey findings and follow specific guidelinesThere is some attempt to provide a short summary and briefly follows specific guidelinesDemonstrates ability to provide clear summary and follow specific guidelinesWell organized summary adhering to the specific guidelines at a comprehensive levelEvaluate and reflect 12 marksStudent evaluates and reflects on key issues/arguments/findings of the article(critique)0-11-34-89-12Unable to evaluate and reflect on key issues/arguments/findings of the article.Evaluates and reflects on only one key issues/arguments/findings of the article (1 mark) and support evaluation with the findings/arguments of one additional resource (2 marks).Evaluates and reflects on two key issues/arguments/findings of the article (1 mark per key issue) andsupport evaluation with two additional resources. (2 marks per resource)Evaluates and reflects on three key issues/arguments/findings of the article (2 marks max per key issue) andsupport evaluation with three additional resources. ( 2 marks per resource)Organise and Manage 8 marks01-23-45-8

Student oraganises and manage the information to reveal common ideas/patterns/themes and differences. (Literature Matrix)Unable to provide a literature matrixEmerging level of attempt to organisethe information of all the resources in the literature matrix but fails to include all main points of the resources. (0.5 mark per resource)Or Highlight all the main points of up to 2 resources in the literature matrix (1 mark per resource) but fails to revealcommon ideas/patterns/themes and differencesDemonstrates high level of organization and ability to highlight all the main points of up to 4 resources (1 mark per resource) but fails to revealcommon ideas/patterns/themes and differencesDemonstrates high level of organization and ability to highlight all the main points of up to 4 resources ((1 mark per resource) and reveal common ideas/patterns/themes (0.5 mark per resource) and differences (0.5 mark per resource) Analyse and Synthesise 6 marksStudent analyses the information to synthesiseknowledge that produce coherent understanding for the learning issue. (conclusion)012-34-6Unable to provide a knowledgeable conclusionProvide a brief conclusion to state the overall contribution the article has made to the student’s understanding. Demonstrates high level of information analysis to provide a knowledge constructing conclusion with the overall contribution that the article has made to the understanding and development of knowledge in the context of other writings in the field.Exceptional analysis of information to provide a clear and knowledgeable conclusion and highlight implications for further research or discussion in the field of topic.Communicate andApply 6 marksStudent communicates the information as per Academic Writing guidelines0123Unable to follow Specific and Academic Writing guidelines provided in the assessment specificationsPartially follows Specific and Academic Writing guidelines provided in the assessment specificationsGenerally, follows Specific and Academic Writing guidelines provided in the assessment specificationsConsistently follows Specific and Academic Writing guidelines provided in the assessment specificationsStudent applies and follows the academic Integrity guidelines0123Unable to maintain Academic Integrity and does not fulfil the minimal references requirementPartly maintains AcademicIntegrity with major errors incitation/referencingGenerally, maintains AcademicIntegrity with minor errors incitation/referencingConsistently maintains Academic Integrity with no errors in citation/referencing

© Endeavour College of Natural HealthBIOS222_WK 11_Assessment_Case Review specification SeptemberLast updated on 21-Aug-19Version: 9.0Page 6of 6Academic Writing and Student Integrity•The assessment should be completed in your own words with the information being clear, conciseand easy to understand. Please avoid using direct quotes or definitions from other resources.•The informationcan be obtained from prescribed/recommended readings, credible websites or research papers (academic) among others. Please do not use Wikipedia.•The resourcesmust be correctly referenced following the APA referencing style as directed by the College. For further information refer below Academic Writing and Student Integrity section.•This assessment requires 2 submissions. Each submission of the assessment must be typed with Arial [11] font; single or 1½ line spaced, and submitted as a separate PDF document with a Turnitin score prior to the due date.•Your filename should contain the subject code, assignment name, your nameandversion.•Each submission must have a cover pagethat contains your name, student ID and assignment title.•Each page of the submitted assessment must have student name and student number in the footer.•Writing on all assessments is expected to be of an academic standard and presentation, and all non-original work must be properly referenced. •For assistance in ensuring this academic standard, please refer to the Communication Skills Handbook, 4thedition (2014) by Summers & Smith and the APA Referencing Guidelines. •For assistance with referencing, Mendeley citation software, and plagiarism please refer to links on the Library homepage http://library.endeavour.edu.au. •The Library Research Skills Tutorial (located on the LMS drop down Library tab) covers these areas plus other relevant skills through videos and quizzes.•Additional support can be found at the top of the LMS Main Page. The Study Skills tab contains a section on Academic Writing.•Note that all forms of plagiarism and cheating are taken very seriously at Endeavour. Please ensure that you are familiar with the Academic Integrity Policy -Higher Educationand that you are mindful of avoiding the use of any work that is not your own without proper attribution, as well as never allowing yourwork to be used by another student.Word Count•Word count must be clearly displayed on the title page or cover sheet.Words in excess of 10% beyond the required word count will not be marked. Required word count includes in-text citations but excludes text appearing in tables, graphs, figures, footnotes, captions and end-text references.•Tables, graphs, and figures can enhance assignment presentation if used in moderation to convey directly relevant information.However, generally tables, graphs and figures should be included as Appendices at the end of your assignment with an interpretation of these in text. Tables, graphs and figures should not be used as tools to increase the amount of informationthat you are conveying whilst still remaining within therequired word count, nor are they a substitute for your own synthesis or interpretation of the material. Thus, as a guide, tables, graphs or figures presented should not consist of more than 10% of the total assignment word count,whilst keeping in mind that any words so included are not part of the required word count. If you have questions about this, please consult with your lecturer beforeyou complete and submit your assessment.Late Submission•Assessments must be submitted by the stated time. Students submitting an assessment after the due date and withoutan approved extension of time will lose 10% of their mark on the assessment per day it is late. •Any standalone assessment with less than 15%of the final grade weightage is not eligible for extension.