General Information | |
Duration | 1 semester (14 teaching weeks) |
Level | Year 2, Semester 3 |
Unit Weighting | Unit Credit Points: 10 credit points Total Course Credit Points: 320 credit points |
Student Workload | Number of timetabled hours per week: 4 Number of personal study hours per week: 6 Total workload hours per week: 10 |
Prerequisites/ Corequisites | PRI104: Communication in Health |
Academic Details | |
Description | This unit of study focuses on developing basic research knowledge and skills such as the critical review of literature, data collection, developing research questions, and the ability to analyse and evaluate the scientific process. The unit will nurture the development of scientific thinking in Chinese medicine, and encourage critical thinking to ensure the ongoing acquisition of knowledge and the critique of its application in practice.
This unit will include defining research, the scope of research, data collation, understanding statistics, research methodologies, and the evaluation and critique of research publications. Basic skills, such as performing and writing a literature review will be addressed. Emphasis will be placed on research methodologies relevant to Chinese medicine. |
Learning outcomes | Upon completion of this unit students should be able to:
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Unit requirement | To successfully complete the unit, students must: attend 80% of all the tutorial classes; attempt all assessment tasks including summative and formative assessments and achieve at least 50% of the total marks. |
Assessment | Assessment 1: Quiz (30%)
Assessment 2: Literature Review (40%) Assessment 3: Presentation (30%) |
Prescribed text | * The prescribed and recommended readings are subject to annual review.
Polgar, S., & Thomas, S. A. (2013). Introduction to research in the health sciences (6th ed.). Edinburgh; New York: Elsevier. |
Recommended readings | Berglund, C.A. (2012) Ethics for Health Care. Melbourne: Oxford University Press.
CONSORT and STRICTA statements Creswell, J.W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). California: SAGE Publications. Critical Appraisal Skills Programme (CASP) 2014.CASP Checklists (URL used) Oxford. CASP Domholdt, E. (2000) Physical Therapy Research. Hoffman, T., Bennett, S., & Del Mar, C. (2013). Evidence based practice across the health professions. Sydney: Churchill Livingston MacPherson H. (eds.) (2008) Acupuncture research: Strategies for establishing an evidence base. Edinburgh: Churchill Livingstone. Philadelphia:WB Saunders.Gravetter, F. J. &Wallnau, L. B. (2011). Statistics for the Behavioral Sciences (9th ed.). Cengage Australia. Physiotherapy Evidence Database (PEDro) Checklist Portney, L.G., & Watkins, M.P. (2009). Foundations of clinical research: Applications to practice (3rd ed.). Upper Saddle River: Pearson/Prentice Hall. Nagy, S., Mills, J., Waters, D., & Birks, M. (2010). Using research in healthcare practice. Philadelphia, Pa. Sydney: Lippincott Williams & Wilkins. Neuman, L.W. (2010) Social Research Methods: Qualitative and Quantitative Approaches. Pearson Education. Riegelman, R. K. (2012). Studying a study and testing a test: How to read the medical evidence (5th ed.). Philadelphia, Pa.: Lippincott Williams & Wilkins. Walliman, N. (2010). Research Methods: The Basics, Taylor & Francis. |
Block Clinical Practice 1
General Information | |
Duration | 1 semester (14 teaching weeks) |
Level | Year 4, Semester 7 |
Unit Weighting | Unit Credit Points: 10 credit points Total Course Credit Points: 320 credit points |
Student Workload | Number of Clinical Hours: 250 |
Prerequisites | CCM304 TCM Internal Medicine; ACU307 TCM Practice 3 (Acupuncture Microsystems); CCM308 TCM Traumatology |
Academic Details | |
Description | For CPP404 Block Clinical Practice 1, fourth year students participate in an intensive clinical internship experience at the SITCM teaching clinic, and inter-professional learning at non-TCM external clinics.
Interns participate in a 250-hour supervised internship (including 18 hours inter-professional practice) and they are placed in a position to take substantial responsibility for all aspects of managing, marketing and running of the clinic. The objective of this unit is to instill in students a desire to achieve excellence in the practice of acupuncture and Chinese herbal medicine/dispensing, engage in inter-professional practice and work collaboratively with other health care practitioner, and contribute to improving both the quality of life of patients and the wellbeing of the community and the environment. Students are required to complete 120 treatments with acupuncture and/or Chinese herbal medicine. The treatments with acupuncture must be roughly equal to the treatments with Chinese herbal medicine. The range of areas covered should include: internal medicine (minimum 30 treatments); traumatology (minimum 30 treatments); gynaecology (minimum 15 treatments); The internship includes patient assessment, comprehensive differential diagnosis, treatment using Chinese medicine and/or acupuncture or other auxiliary treatment(s), patient communication in awareness of Australia’s healthcare context including multi-cultural/multi-racial issues that may affect practice, the application of basic counseling skills, ethical professional behavior, referral processes, the reporting of adverse events, the application of appropriate first aid measures for adverse reaction to treatment, prompt transfer to medical services where appropriate, and infection control and safety. Students are also required to participate in activities on and off campus for 18 hours for inter-professional learning. Non-TCM practitioners such as medical practitioners (GPs), physiotherapists, chiropractors, psychologists and Aboriginal and Torres Strait islander health practitioner are invited on campus to provide students with an understanding of their health care approaches, to provide formal presentations and informal discussions and/or case study analyses of their approaches to health care and management. Inter-professional learning may take place off campus at approved non-TCM practitioners’ clinics. Students may arrange to visit, observe, and interact with practitioners in at least two different disciplines (e.g. GP and physiotherapist) within the allocated hours for inter-professional learning. Students may engage with non-TCM practitioners regarding consultations and treatment options, and contribute insights from the TCM standpoint and options of TCM treatment. The desire to achieve excellence in the practice of acupuncture and/or Chinese herbal medicine and to contribute to improving both the quality of life of patients and the wellbeing of the community and the environment will be a key feature in the teaching and learning of this unit. |
Learning outcomes | Upon completion of this unit students should be able to:
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Unit requirement | To successfully complete the unit, students must: attend 100% of the entire clinic hours including fulfilling receptionist roles; attempt all assessment tasks and achieve at least 50% of the total marks and at least 50% for Clinical Assessment. |
Assessment | Assessment 1: Case Reflection (40%)
Assessment 2: Case Presentation (40%) Assessment 3: Overall Clinical Performance (20%) |
Prescribed text | * The prescribed and recommended readings are subject to annual review.
N/A |
Recommended readings | Bensky, D., & Barolet, R. (2009). In Scheid V. (Ed.), Chinese herbal medicine: Formulas & strategies (Rev. ed.). Seattle, WA: Eastland Press.
Bensky, D., Clavey, S., Gamble, A., & Stoger, E. (2004). Chinese herbal medicine: Materiamedica (3rd ed.). Seattle, Wash.: Eastland Press. Chinese Medicine Board of Australia.Codes and Guidelines,. Available at http://www.chinesemedicineboard.gov.au/Codes-Guidelines.aspx Cheng, X., Cheng, Y., & Deng, L. (2010). Chinese acupuncture and moxibustion (3th ed.). Beijing: Foreign Languages Press. Cole, K., & Australian Institute of Management. (2004). Crystal clear communication: Skills for understanding and being understood. (2nd ed.). New York; Sydney: Prentice Hall. Davis, C. M. (2006). Patient practitioner interaction: An experiential manual for developing the art of health care (4th ed.). Thorofare, NJ: Slack Incorporated. Maciocia, G. (2008). The practice of Chinese medicine: The treatment of diseases with acupuncture and Chinese herbs (2nd ed.). Edinburgh; New York: Elsevier. National Health and Medical Research Council. Australian Guidelines for the prevention and control of infection in healthcare (2010). Australian Government: Canberra. Available at http://www.nhmrc.gov.au/node/30290(Accessed 26/06/2017) Safety information, Department of Health and Ageing, Therapeutic Goods Administration. Available at http://www.tga.gov.au/safety/problem-medicines-forms-bluecard.htm (Accessed 26/06/2017) |
Pathophysiology & Microbiology
General Information | |
Duration | 1 semester (14 teaching weeks) |
Level | Year 2, Semester 4 |
Unit Weighting | Unit Credit Points: 10 credit points Total Course Credit Points: 320 credit points |
Student Workload | Number of timetabled hours per week: 4 Number of personal study hours per week: 6 Total workload hours per week:10 |
Prerequisites/ Corequisites | HMS201 Pathology |
Academic Details | |
Description | The first part of this unit addresses patho-physiological change and clinical manifestation of disorders of water and electrolyte metabolism, disorders of acid-base balance, shock, disorders of coagulation and anticoagulation balance, ischemia-reperfusion injury, pulmonary pathophysiology, cardiovascular dysfunction, hepatic pathophysiology and renal dysfunction.
The other part of this unit introduces students to Microbiology. Students will firstly study the nature and types of microorganisms including bacteria, fungi, viruses and protozoa. The topics address their structure, physiology, growth, diversity, inter-relationship and control mechanisms. Emphasis of this study will be on the role of microorganisms in infectious diseases, the nature of microbial infections indifferent body systems, infection control, immunity and mechanisms of host resistance, common vaccines, the mode of action of antibiotics, and the development of drug resistance. The importance of the human microbiome in health and disease will also be taught. |
Learning outcomes | Upon completion of this unit students should be able to:
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Unit requirement | To successfully complete the unit, students must: attend 80% of all the lectures and tutorial classes, attempt all assessment tasks including formative and summative assessments and achieve at least 50% of the total marks, and achieve a mark of at least 40% in the final examination. |
Assessment | Assessment 1: Pathophysiology Quiz (25%)
Assessment 2: Microbiology Essay (25%) Assessment 3: Final examination (50%) |
Prescribed text | * The prescribed and recommended readings are subject to annual review.
Porth, C. (2014). Essentials of pathophysiology: Concept of altered health states (4th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. |
Recommended readings | McCance, K. L., & Huether, S. U. (2014). Pathophysiology: The biological basis for disease in adults and children (7th ed.). St. Louis, Mo: Elsevier/Mosby.
Murray, P. R. et al. (2016). Medical Microbiology (8th ed.). Philadelphia, PA: Elsevier. Willey, J. M. et al. (2017). Prescott’s Microbiology (10th ed.). New York, NY: McGraw-Hill. |
Pharmacology
General Information | |
Duration | 1 semester (14 teaching weeks) |
Level | Year 4, Semester 8 |
Unit Weighting | Unit Credit Points: 10 credit points Total Course Credit Points: 320 credit points |
Student Workload | Number of timetabled hours per week: 4 Number of personal study hours per week: 6 Total workload hours per week: 10 |
Prerequisites/ Corequisites | ACU207 TCM Practice 1 (Acupuncture Techniques) and CHM208 Chinese Herbal Medicine & Formulae 3 |
Academic Details | |
Description | This unit introduces the student to the specialities of CM Pediatrics and Dermatology. The student will firstly study the theory and practice of paediatrics. The unit presents the physiology of children including growth, development and care needs, as well as the pathology of childhood disorders. The methods of paediatric diagnosis are examined including the CM differentiation of the main paediatric disorders. For each condition the aetiology, differentiation of syndromes, appropriate treatment principles and strategies, strengths and limits are examined. Treatment approaches include Chinese herbal medicine, acupuncture/moxibustion, tui-na, dietary management and nursing care.
Students are also introduced to the theory and practice of CM dermatology and the unit includes the traditional and modern classification systems of dermatological disorders. The student will study the general features of physiology, pathology and diagnosis as applied to dermatology and etiology, diagnosis, differentiation and treatment. Students will learn to formulate CM herbal prescriptions for dermatology and select points for acupuncture or Moxibustion; and discuss the strengths and limitations of CM treatment. In addition, students will learn to advise clients with regard to lifestyle, and transmission and infection control. The consideration of Australia’s multi-cultural and multi-racial context and how this may affect the practice of CM Pediatrics and CM Dermatology practice will be explored. The desire to achieve excellence in the practice of acupuncture and to contribute to improving both the quality of life of patients and the wellbeing of the community and the environment will be a key feature in the teaching and learning of this unit. |
Learning outcomes | Upon completion of this unit students should be able to:
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Unit requirement | To successfully complete the unit, students must: attend 80% of all the lectures and tutorial classes; attempt all assessment tasks including summative and formative assessments and achieve at least 50% of the total marks, and achieve a mark of at least 40% in the final examination. |
Assessment | Assessment 1: Group Presentation: Literature Review (Paediatrics) (30%)
Assessment 2: Case Study Analysis (Dermatology) (30%) Assessment 3: Final Examination (40%) |
Prescribed text | * The prescribed and recommended readings are subject to annual review.
Flaws, B. (2006). A handbook of TCM paediatrics (2nd ed.). Boulder, CO: Blue Poppy Press. Xu, Y., & Yi, S. (2004). Dermatology in traditional Chinese medicine. St. Albans: Donica Publishing. |
Recommended readings | Liang, J., Flaws, B., & Zhang, T. (1988). A handbook of traditional Chinese dermatology (1st ed.). Boulder, Colo.: Blue Poppy Press.
Wang, Shouchuan.(2012). Pediatrics in Chinese Medicine: Beijing Peoples Medical Publishing House. Scott, J., & Barlow, T. (1999). Acupuncture in the treatment of children (3rd ed.). Seattle, WA: Eastland Press. Shen, D., Wang, N., & Wu, H. (2007). Manual of dermatology in Chinese medicine. Seattle: Eastland Press. |
Huang Di Nei Jing & TCM Health Enhancement
General Information | |
Duration | 1 semester (14 teaching weeks) |
Level | Year 2, Semester 4 |
Unit Weighting | Unit Credit Points: 10 credit points Total Course Credit Points: 320 credit points |
Student Workload | Number of timetabled hours per week: 4 Number of personal study hours per week: 6 Total workload hours per week: 10 |
Prerequisites | TCM103 Fundamental Theory of TCM |
Academic Details | |
Description | This unit of study covers TCM Health Enhancement and TCM terminology. TCM health enhancement is presented and provides students with comprehensive information related to the traditional Chinese methods of preserving and enhancing health and wellbeing through lifestyle, diet, and physical exercise. The unit includes the methods of maintaining a proper balance between work and rest, the cultivation of the mind and body through physical and mental training, the principles of dietary regulation, and knowledge of foods for health preservation and Chinese medicine dietary therapy. Practical skills in the preparation of health enhancing recipes, and the practice of specific physical and mental training techniques aimed at enhancing health and fitness and preserving life, and the values and limitations of dietary therapy are discussed and analyzed.
The second part of the unit aims to introduce students to the Chinese language with particular reference to Chinese terms used in TCM. This will provide students with an overview of the Chinese language and specific instruction in the reading, writing and pronouncing of common TCM terms. The use of the Pin Yin system of Romanisation will be examined in detail to enable students to accurately spell, pronounce, write, and understand common CM terms used in their study of CM. Students will also learn to use a Chinese-English Pin Yin dictionary of Chinese medicine terminology. |
Learning outcomes | Upon completion of this unit students should be able to:
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Unit requirement | To successfully complete the unit, students must: attend 80% of all the lectures and tutorial classes; attempt all assessment tasks including summative and formative assessments and achieve at least 50% of the total marks, and achieve a mark of at least 40% in the final examination. |
Assessment | Assessment 1: Quiz (Terminology) (20%)
Assessment 2: Final Examination part 1 (Terminology) (30%) Assessment 3: Presentation (Health Preservation) (20%) Assessment 4: Final Examination part 2 (TCM Health Preservation) (30%) |
Prescribed text | * The prescribed and recommended readings are subject to annual review.
Deadman, P and Thompson, S (2016). Live well Live long. The Journal of Chinese Medicine Ltd World Health Organization. (2007). WHO international standard terminologies on traditional medicine in the Western Pacific Region. Retrieved from http://www.wpro.who.int/publications/PUB_9789290612483/en/ |
Recommended readings | Liu, Z. (2007). Health Preservation of Traditional Chinese Medicine. (2nd ed.). Beijing: People’s Medical Publishing House
Marchment, R., & Wu, G. (2005). Chinese for TCM practitioners. Forest Hill, Vic.: Ji Sheng Chinese Herbs. Pitchford, P. (2002). Healing with whole foods: Asian traditions and modern nutrition (3rd ed.). Berkeley, Calif.: North Atlantic Books. Wiseman, N., & Feng, Y. (2002). Chinese medical Chinese: Grammar and vocabulary. Brookline, Mass.: Paradigm Publications. Wiseman, N., & Zhang, Y. (2003). In Helme M. (Ed.), Chinese medical characters. Brookline, Mass: Paradigm Publications. |
Modern Chinese Herbal Medicine & Practice
General Information | |
Duration | 1 semester (14 teaching weeks) |
Level | Year 4, Semester 8 |
Unit Weighting | Unit Credit Points: 10 credit points Total Course Credit Points: 320 credit points |
Student Workload | Number of timetabled hours per week: 4 Number of personal study hours per week: 6 Total workload hours per week: 10 |
Prerequisites/ Corequisites | PRI204 Research Methods |
Academic Details | |
Description | This unit aims to deepen and broaden their knowledge, understanding and familiarity with research methodologies and principles and their ethical application in practice. Additionally, students apply their knowledge through a research project in Chinese medicine.
The unit will extend the student’s knowledge and understanding of evidence-based research practice and provide controlled clinical practice opportunities to apply their knowledge of research theory, practice-research, and research data analysis and evaluation skills to the investigation of a specific TCM problem or issue. Emphasis throughout this unit will be focused on the ethical application of the principles of evidence-based research practice through the critique of research questionnaires, undertaking literature reviews, the critical evaluation of their own and others’ research proposals and the development of a research project in Chinese medicine. The unit aims to instil in students a deep respect for and commitment to evidence-based research practice in Chinese medicine and to enhance and deepen their developing knowledge and understanding of best practice in research undertakings. This will be achieved through lecturers and assessment tasks that focus on advanced research methodologies, statistical measurement and ethical research practice in a clinical setting. Students will be able to evaluate and synthesise data on research principles and the clinical application of evidence-based practice in TCM drawing on their clinic experiences and supervised work with patients. |
Learning outcomes | Upon completion of this unit students should be able to:
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Unit requirement | To successfully complete the unit, students must: attend 80% of all the lectures and tutorial classes; attempt all assessment tasks including summative and formative assessments and achieve at least 50% of the total marks. |
Assessment | Assessment 1: Literature review (40%)
Assessment 2: Essay (40%) Assessment 3: Research Report (20%) |
Prescribed text | * The prescribed and recommended readings are subject to annual review.
Aveyard H and Sharp P (2009). A Beginner’s Guide to Evidence Based Practice in Health and Social Care Professions. McGraw-Hill Education, Maidenhead, England: Open University Press. Nagy S, Mills J, Waters D and Birks M (2010). Using Research in Healthcare Practice. Broadway NSW, Lippincott Williams and Wilkins. |
Recommended readings | Polgar, S. and Thomas, S.A. (1999) Introduction to Research in the Health Sciences. Churchill Livingstone, Melbourne.
Colton,T. (1995) Statistics in Medicine. Little, Brown and Company. Boston. Reigelman ,R.K.,Hirsch ,R.P.(1996). Studying a Study and Testing a Test: How to read the Health Science Literature. Little, Brown and Company. Berglund, C.A. (2000) Health Research. Melbourne: Oxford University Press. Domholdt, E. (2000) Physical Therapy Research. Philadelphia:WB Saunders. Neuman, L.W. (2000) Social Research Methods: Qualitative and Quantitative Approaches. Needham Heights, MA: Allwin & Bacon Lewith, G.T.; Jonas, W.B. & Walach, H. (2011) Clinical Research in Complementary Therapies: Principles, Problems and Solutions (2nd ed.), Edinburgh: Churchill Livingstone. Glasziou, P. et al (2001) Systematic reviews in health care: A practical guide, Cambridge: Cambridge University Press. |