PED2005 : Systems Pharmacology (Inactive)
- Inactive for Year: 2018/19
- Module Leader(s): Professor Farhad Kamali
- Lecturer: Dr Richard McQuade, Dr Peter Chater, Prof. Philip Home, Dr SarahJayne Boulton, Dr Lindsey Ferrie
- Owning School: Biomedical Sciences
- Teaching Location: Newcastle City Campus
|Semester 2 Credit Value:||20|
The module aims to provide you with:
• a knowledge and understanding of the physiological control of several major body systems
• a knowledge and understanding of the mechanisms by which drugs can modify the function of such systems
• an opportunity to further develop practical skills specific to pharmacological research
• an opportunity to research an area of drug treatment in further detail
Outline Of Syllabus
The module covers five major systems (themes) including the central nervous system, respiratory, gastrointestinal, endocrine system and inflammation/infection. Each theme describes the cellular and physiological control of that system in both health and disease states. The mechanism of action of drug classes used in the treatment of each disease state are then described as well as possible side effects and their causes. CNS and Endocrine themes are supported by a revision seminar and the gastrointestinal theme is supported by one computer aided learning (CAL) programme and three in vitro practicals.
|Scheduled Learning And Teaching Activities||Lecture||22||1:00||22:00||N/A|
|Guided Independent Study||Assessment preparation and completion||1||1:00||1:00||CAL session - test|
|Guided Independent Study||Assessment preparation and completion||1||1:00||1:00||Essay|
|Scheduled Learning And Teaching Activities||Practical||1||3:00||3:00||CAL session|
|Scheduled Learning And Teaching Activities||Practical||3||3:00||9:00||Laboratory sessions|
|Scheduled Learning And Teaching Activities||Small group teaching||2||1:00||2:00||CNS and Endocrine seminars|
|Guided Independent Study||Independent study||1||162:00||162:00||Private study|
Teaching Rationale And Relationship
Lectures are used to impart new information and to support students integrating their knowledge from other stages and modules of the course. The seminar sessions are designed to reinforce the taught material and provide an opportunity for students to clarify concepts or challenge their learning further through peer and staff discussions.
The CAL session introduces students to the specific in vivo techniques used in the practicals allowing students to have a trial an error approach which is not appropriate when using live tissue. The CAL also encourages students to consider the ethical issues associated with in vivo research. Practicals then provide a personal experience of essential practices, equipment and safety procedures in the laboratory. The practicals link directly with the GI theme of the module so provide contextual learning for the students.
The format of resits will be determined by the Board of Examiners
|Module Code||Module Title||Semester||Comment|
|BMS2012||Clinical Immunology and Viral Pathogens||2||N/A|
|MIC2025||Bacterial interactions with human hosts and the immune system in human disease||2||N/A|
Assessment Rationale And Relationship
The short multiple choice style test assess student’s understanding of the practical equipment set up and the design of organ bath experiments prior to their laboratory sessions so ensures students have a good understanding of the techniques they will use. The test also assess students basic laboratory calculation skills which links directly with tasks set in the practical and more generally in all laboratory practice.
These reports challenge the students to concisely summarise their experiment design and results in a manner they will have seen before in the literature but have never written themselves without a pro-forma. The reports assess the students’ theoretical knowledge of the GI system as well as their ability to use an evidence-based approach in their scientific writing. This is also useful training before the stage 3 dissertation projects.
The essay assess the students’ ability to review the scientific literature and integrate this with their taught material on the same general theme to produce a summary of the therapeutic area. This supports students in the development of their written communication skills and additional reading skills.