PSC3014 : Physiology and functional anatomy of the gastrointestinal tract in health and disease
- Offered for Year: 2025/26
- Available for Study Abroad and Exchange students, subject to School approval at module registration
- Module Leader(s): Miss Laura Watson
- Co-Module Leader: Professor David Kennedy
- Lecturer: Mrs Pamela White, Mrs Helen Banks, Professor Christopher Eggett
- Owning School: Biomedical, Nutritional and Sports Scien
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
| Code | Title |
|---|---|
| PSC1002 | Physiology |
| PSC2018 | Human Anatomy for Physiologists |
Pre Requisite Comment
Students require basic knowledge of physiology equivalent to that taught at Stage 1 in the Physiology module PSC1002 and a basic understanding of human anatomy equivalent to that provided in the Stage 2 PSC2018 module.
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
This module aims to:
1. Develop students’ understanding of the functional anatomy and physiology of the digestive system to an advanced level
2. Familiarise students with the experimental evidence related to nutrient digestion and absorption
3. Enable students to critically appraise research methodology and interpret scientific data with confidence
4. Allow students to apply a holistic understanding of gastrointestinal physiology to hypothetical clinical scenarios
Outline Of Syllabus
This is the first of two Stage 3 modules on the digestive system. PSC3014 will build on previous knowledge from Stages 1 and 2 to deliver a comprehensive overview of the functional anatomy and physiology of the digestive system, with a particular focus on neurohormonal control of gut function, gastrointestinal motility, fluid and electrolyte balance and nutrient digestion and absorption.
Students will also explore and critically appraise the relevant research evidence on carbohydrate and protein absorption in depth and apply their overall understanding to a range of clinical scenarios.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 2 | 2:00 | 4:00 | Asynchronous – online content to support preparation for Dissection Room sessions |
| Structured Guided Learning | Lecture materials | 5 | 2:00 | 10:00 | Asynchronous – online content to support learning and in-person teaching sessions |
| Scheduled Learning And Teaching Activities | Lecture | 9 | 1:00 | 9:00 | In Person - lectures |
| Scheduled Learning And Teaching Activities | Practical | 2 | 2:00 | 4:00 | In person - Dissection Room practical |
| Scheduled Learning And Teaching Activities | Small group teaching | 2 | 1:30 | 3:00 | In Person - Seminars |
| Scheduled Learning And Teaching Activities | Small group teaching | 1 | 1:00 | 1:00 | In Person - group feedback seminar for in-course assessment |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 1:00 | 1:00 | In Person - individual feedback (in-course assessment) |
| Guided Independent Study | Independent study | 1 | 28:00 | 28:00 | Revision and preparation for, and sitting, assessments. |
| Guided Independent Study | Independent study | 1 | 40:00 | 40:00 | Writing up notes, self-directed study and further reading |
| Total | 100:00 |
Teaching Rationale And Relationship
The core content of the module (K1-K6, S1, S2, S3) will be delivered through a series of in-person lectures supported by asynchronous online materials and practical sessions in the anatomy dissecting room. This model will encourage students to take ownership of their own learning and support them in developing the confidence to explore related scientific literature independently. As the module progresses, students will increasingly be expected to complete asynchronous preparatory work before in-person sessions to facilitate productive and meaningful discussions around the key concepts, experimental evidence and clinical applications (K6, S1-S3).
The in-course assessment and feedback sessions will allow students to receive constructive feedback on their knowledge (K1-K6) and scientific writing skills (S1, S2, S4). The later part of the module will allow students to consolidate and apply their knowledge to a range of hypothetical clinical scenarios in interactive seminar and practical formats (K1-K6, S1-S3).
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Written Examination | 120 | 2 | A | 70 | Invigilated, in-person exam with 2 sections of equal weighting Section 1: Structured written answers. Section 2: focused short essay (choice of one from two). |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 1 | M | 30 | Invigilated (in person) structured written answer formats, under exam conditions (60 mins). |
Assessment Rationale And Relationship
The in-course written exercise tests breadth and depth of the students’ knowledge and understanding of the taught content and underlying scientific principles (K1-K6). Alongside this it will also test the desired academic skill outcomes (S1, S2, S4). Students will receive meaningful feedback on their strengths and areas for continued improvement from the in-course assessment. This will allow them to reflect and develop their study skills prior to commencing their later block of teaching and feed forward to their end of module assessment.
The written examination tests the students’ applied understanding of the content (K1-K6, S1, S2 and S4) and their ability to integrate their scientific writing skills (S3) to produce a focused essay under timed conditions.
FMS Schools offering Semester One modules available as ‘Study Abroad’ will, where required, provide an alternative assessment time for examinations that take place after the Winter vacation. Coursework with submission dates after the Winter vacation will either be submitted at an earlier date or at the same time remotely. The assessment format will not normally vary from the original to ensure learning outcomes are met. Any changes to the original format must meet module learning outcomes and be approved by the school.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PSC3014's Timetable