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Unit outline_

PAIN5017: Disability and Pain Rehabilitation

Semester 2 Early, 2020 [Online] - Camperdown/Darlington, Sydney

The interface between pain assessment and treatment and the system of compensation for workplace-related injury and disability is the focus of this subject. Accordingly the role of pain management in rehabilitation following occupational injury or illness is addressed, together with the medical, legal, insurer, employer, trade union and rehabilitation provider perspectives and roles in providing protection, advocacy, compensation and treatment. Legislative and attitudinal changes in the social environment relating to occupational injury and treatment are considered together with challenges for pain management arising from dysfunction in the system of rehabilitation following injury.

Unit details and rules

Academic unit
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Duncan Sanders, duncan.sanders@sydney.edu.au
Type Description Weight Due Length
Participation group assignment Case discussion and planning: Structured online discussion participation
Forum post and participation
30% Multiple weeks n/a
Outcomes assessed: LO1 LO6 LO5 LO3 LO2
Assignment Case discussion and planning: Reflection report
Reflection report
20% Week 11 1500-2500 words
Outcomes assessed: LO1 LO2 LO3 LO5 LO6
Assignment Planning for rehabilitation
Written report and management plan
50% Week 13 1500-2500 words
Outcomes assessed: LO1 LO2 LO3 LO4 LO5 LO6
group assignment = group assignment ?

Assessment summary

  • Case discussion and planning: The purpose of this assignment is to provide students with an opportunity to explore the various aspects that can inhibit or enable the rehabilitation process where pain is the limiting factor in return to function. Students will also discuss contextual issues and supports that can influence the development of effective, yet realistic, rehabilitation plans. There are two main stages in the activity: (1) Structured online discussion: This stage invloves student’s participation in a structured discussion. It is conducted from week 2-12. (2) Reflection report: This stage involves the development of a reflection report that students submit for assessment. Students are asked to reflect and report on the case discussion and planning process.
  • Planning for rehabilitation: The purpose of this assignment is to give students an opportunity to explore 2 pain conditions in more depth and submit a short summary and management plan afterwards. Students are to choose one (1) rehabilitation case from two (2) of the following areas: musculoskeletal conditions, neurological conditions, spinal cord injury and amputee.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Online introduction Individual study (2 hr) LO1
Week 02 Module 1: overview of functioning and disability in chronic pain rehabilitation Individual study (10 hr) LO1
Week 03 Module 2: integrating themes and putting them into practice Individual study (10 hr) LO2 LO3
Week 05 Case 1: neurological conditions Individual study (10 hr) LO1 LO2 LO3
Week 07 Case 2: spinal cord injury Individual study (10 hr) LO2 LO3 LO4 LO5
Week 09 Case 3: traumatic and non-traumatic amputation Individual study (10 hr) LO2 LO3 LO4 LO5
Week 11 Case 4: musculoskeletal and multiple disabling health conditions Individual study (10 hr) LO2 LO3 LO4 LO5 LO6
Week 13 Review Individual study (5 hr) LO1 LO2 LO3 LO4 LO5 LO6

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. discuss and demonstrate an understanding of the International Classification of Functioning, Disability and Health (ICF) and how pain interacts with and is informed by the classification’s concepts of activity, participation and contextual factors
  • LO2. assess the evidence of effectiveness of pain rehabilitation in the context of specific injuries and health conditions that are associated with chronic disability
  • LO3. acquire knowledge of key rehabilitation issues and potential barriers related to disabling health conditions
  • LO4. design and manage a pain rehabilitation program, including (where relevant) return to work and community participation strategies
  • LO5. demonstrate an understanding of the role of the health professional in assisting people with chronic pain and disability
  • LO6. assess the evidence regarding compensation and litigation and their implications for people with chronic pain.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

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