Course coordinator
Dr Brooke-Mai Whelan
Course overview
- Study period
- Semester 2, 2025 (28/07/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Rehab Sci School
This course focuses on general ageing and how common health conditions can impact on communication and swallowing abilities. The course facilitates the development of assessment and management skills for the older client presenting with communication and swallowing difficulties.
Course requirements
Prerequisites
You'll need to complete the following courses before enrolling in this one:
SPCH7122
Restrictions
MSpPathSt students only
Course contact
Course staff
Lecturer
Associate Professor Anthony Angwin
Ms Daniella Cain
Tutor
Associate Professor Anthony Angwin
Dr Rebecca Packer
Professor Elizabeth Ward
Practice education liaison
Ms Daniella Cain
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A detailed course outline is provided on the course Blackboard site within the 'Learning Resources' content area.
Aims and outcomes
The focus of this course is on older adults and the impact common age-related health conditions have on communication and swallowing abilities. Through online learning resources and weekly tutorials, students will develop skills in monitoring and evaluating the progress of individual and community goals for communication and/or swallowing disorders and in modifying interventions in line with these needs. Students will engage in authentic case-based learning activities where they will continue to develop their clinical reasoning skills and knowledge of evidence-based practice to assess, differentially diagnose and devise person- and family-centred speech pathology management plans for older clients with communication and/or swallowing disorders. In this course, students will gain understanding of the role of interprofessional teams in the overall management of older adults presenting with communication and/or swallowing disorders.
Students will independently engage with online learning resources before the weekly tutorials. In tutorials, authentic learning experiences with peers and teaching staff are provided. During tutorials, students will actively participate in independent, small group and large group inquiry-based learning activities. Although this flipped approach to learning provides students with more flexibility, the associated workload is similar to that of a traditional course.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Critically analyse complex interrelationships between normal aging processes, age-related health conditions, and their multidimensional impacts on communication and swallowing function in older adults. (SPA PS 1.1, 1.3, 1.6, 1.7, 3.1, 3.2).
LO2.
Select and interpret comprehensive assessment protocols to evaluate communication and swallowing disorders in adults across a range of contexts, demonstrating advanced clinical reasoning (SPA PS 1.5, 3.2, 3.3).
LO3.
Demonstrate understanding of evidence-based intervention approaches for managing communication and swallowing disorders across a range of contexts and populations, including stroke and neurodegenerative disease (SPA PS 1.1, 1.3, 3.4, 3.5).
LO4.
Identify the principles of person and family-centred care when working with adults and their support networks in various healthcare settings (SPA PS 1.4, 1.6, 3.4).
LO5.
Discuss ethical considerations in providing speech pathology services to adults, including in palliative care contexts (SPA PS 1.1, 1.2, 1.6).
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Examination |
In-semester exam
|
40% |
12/09/2025 9:00 am
The start time and location for this exam will be provided on the public timetable. |
| Presentation |
Video presentation
|
20% |
17/10/2025 1:00 pm |
| Examination |
End of Semester exam
|
40% |
End of Semester Exam Period 8/11/2025 - 22/11/2025 |
Assessment details
In-semester exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Due date
12/09/2025 9:00 am
The start time and location for this exam will be provided on the public timetable.
- Other conditions
- Time limited, Secure.
Task description
This examination will be an in-person on-campus School based In-semester examination. The exam will include both short answer and case-based questions and will cover all content included from weeks 1-6 of the semester. Further information will be provided during the semester to assist with preparation.
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 90 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Please select "In-semester" exam when submitting the deferred exam request.
Video presentation
- Identity Verified
- Online
- Mode
- Oral, Product/ Artefact/ Multimedia
- Category
- Presentation
- Weight
- 20%
- Due date
17/10/2025 1:00 pm
Task description
For this assessment, students will be required to prepare and record an 'in-service' presentation to educate a hypothetical nursing team about primary progressive aphasia.
The video presentation will address the following 3 (three) key points:
- What is Primary Progressive Aphasia (PPA), including how it differs from other types of aphasia or dementia.
- The subtypes and communication profiles of PPA, to help nurses understand what to expect and how communication difficulties might impact care for, and interactions with, patients with PPA.
- What role speech pathologists play in supporting communication for people with PPA and their families.
The presentation must be 4-5 minutes in length and include 3 PowerPoint slides relating to the 3 (three) key points indicated above. In addition to the 3 slides, students may include 1 additional slide as a title slide and 1 additional slide with references. Students must also submit the script for their presentation via TurnItIn. Further information and marking criteria will be provided on Blackboard.
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance.
A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
End of Semester exam
- Identity Verified
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- 40%
- Due date
End of Semester Exam Period
8/11/2025 - 22/11/2025
- Other conditions
- Secure.
Task description
This exam will include both short answer and case-based questions and may cover all content included from weeks 8-13 of semester.
This assessment task is to be completed in-person. The use of generative Artificial Intelligence (AI) or Machine Translation (MT) tools will not be permitted. Any attempted use of AI or MT may constitute student misconduct under the Student Code of Conduct.
Exam details
| Planning time | 10 minutes |
|---|---|
| Duration | 90 minutes |
| Calculator options | No calculators permitted |
| Open/closed book | Closed book examination - no written materials permitted |
| Exam platform | Paper based |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
Deferred exam requests can be submitted for consideration in relation to this assessment.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 34 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Absence of evidence of achievement of course learning outcomes: A cumulative percentage from all assessment of 0 - 34%. |
| 2 (Fail) | 35 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Minimal evidence of achievement of course learning outcomes: A cumulative percentage from all assessment of 35 - 44%. |
| 3 (Marginal Fail) | 45 - 54 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Demonstrated evidence of developing achievement of course learning outcomes: A cumulative percentage from all assessment of 45 - 54%. A grade of 3 will be awarded to a student who achieves a final mark of 55% or higher but who does not pass the ‘must pass’ assessment items. |
| 4 (Pass) | 55 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Demonstrated evidence of functional achievement of course learning outcomes: A cumulative percentage from all assessment of 55 - 64% and has passed all of the 'must pass' assessment items as noted below. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Demonstrated evidence of proficient achievement of course learning outcomes: A cumulative percentage from all assessment of 65 - 74% and has passed all of the 'must pass' assessment items as noted below. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Demonstrated evidence of advanced achievement of course learning outcomes: A cumulative percentage from all assessment of 75 - 84% and has passed all of the 'must pass' assessment items as noted below. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Demonstrated evidence of exceptional achievement of course learning outcomes: A cumulative percentage from all assessment of 85 - 100% and has passed all of the 'must pass' assessment items as noted below. |
Additional course grading information
Final marks falling between whole percentages will be rounded to the nearest whole percentage. Tie-breaking will be conducted using the round half up method whereby half-way values are always rounded up, meaning, for example, that 89.5% and above will be rounded to 90% and 89.49% and below will be rounded down to 89%.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
Resubmission/Resit of assessment items
A resit or resubmission of assessment items is not available for this course.
Submitting assessment in Blackboard and Turnitin
When the assessment is submitted throughﾠBlackboardﾠyou will receive a confirmation page as a digital receipt. This information will also be sent to your student e-mail account. Please ensure you keep this email.
When the assessment is submitted throughﾠTurnitinﾠyou will receive a confirmation page displaying “Submission Complete!” and can then proceed to download your digital receiptﾠfrom yourﾠAssignment inbox.ﾠIt is suggested that you save a copy of the receipt for your personal records.
Instructions on how to submit assignments through Blackboard and Turnitin are available at:ﾠhttps://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/learnuq-assessment. Please review this information so you understand how to successfully submit your assessment items.
Use of AI in Student Placements
Artificial Intelligence (AI) and Large Language Models (e.g., ChatGPT, Microsoft Copilot, Claude) is increasingly used in society. In terms of clinical placements, students are not permitted to use AI unless explicitly indicated by the provider that this use is permitted, and the parameters of use are clear. If these are not explicit, students are expected to consult with their practice educators before implementation to determine the acceptability of generative AI use and ensure that any potential risks associated with the intended use are addressed. AI is not a replacement of, or substitute for, professional reasoning or clinical skills. Human oversight is essential in its use, and to employ generative AI effectively and responsibly, students must understand how AI works, including its functions, data storage methods, and its impact on adherence to professional codes of 2 conduct.
If used on placement, students are responsible for any outputs generated by AI, such as clinical notes and reports, and will be held accountable for the actions of any AI that is used in clinical practice. This responsibility includes ensuring adherence to the relevant profession's code of conduct and ethical standards. Transparency about generative AI use is essential in placement environments. Students must follow the relevant policies and procedures of their placement provider. Students are reminded that they need to demonstrate their ability to meet the inherent requirements of the relevant profession, operate within its scope of practice, and ensure that client/patient privacy and confidentiality are maintained at all times. Under no circumstances should identifiable clinical information be uploaded to open or external AI platforms, as it is unethical and irresponsible.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Library resources are available on the UQ Library website.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks |
Not Timetabled |
Online Self-Directed Learning Content (Self-directed Learning) Pre-recorded lectures providing preparatory information will be released in O week for student viewing prior to commencement of the course. Specifically, these lectures will provide an overview of the course and associated assessment, as well as an introduction to aphasia, psycholinguistics and cognitive neuropsychology. Pre-recorded lecture content will also be available on blackboard across weeks 2-13. It is expected that students will engage with this content prior to attending the weekly tutorials. |
Week 1 |
Lecture |
Course work Lectures An on campus/ face to face lecture will be provided in week 1 of semester introducing a psycholinguistic model of language processing. |
Multiple weeks From Week 2 To Week 13 |
Tutorial |
Weekly on-campus tutorials Weekly tutorials will be held in weeks 2-6 and 8-13 of semester. Tutorials will be inquiry/ practically-based and will facilitate student understanding and application of the course content. |
Week 10 |
Lecture |
PEP Lecture: Preparation for Block Placement 2026 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments for Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: