CVR8005 : Introduction to Gastrointestinal Physiology
- Offered for Year: 2024/25
- Module Leader(s): Miss Catherine Sykes
- Lecturer: Dr Iain Keenan, Miss Grace Fairlamb, Prof. Yan Yiannakou
- Owning School: School of Medical Education
- Teaching Location: Mixed Location
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 3 |
| Semester 2 Credit Value: | 3 |
| Semester 3 Credit Value: | 4 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Aims
This module provides the underpinning knowledge and understanding required for gastrointestinal (GI) physiology.
Outline Of Syllabus
Basic overview of Gastrointestinal Physiology investigation
Basic anatomy and physiology (including pelvic floor anatomy and basic neurophysiology)
Physics and equipment
Common medical conditions
History taking
Indications for tests
Limitations of tests
Breath testing and rationale
Patient risks
Differences between guidelines, gold standard, legal – statutory and mandatory definitions
Legislation
Gastrointestinal Physiology evidence-based research
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Structured Guided Learning | Lecture materials | 12 | 1:00 | 12:00 | Present in person: Tutorials |
| Guided Independent Study | Assessment preparation and completion | 1 | 31:00 | 31:00 | Written exercise |
| Guided Independent Study | Assessment preparation and completion | 9 | 1:00 | 9:00 | Examination (60 mins) |
| Scheduled Learning And Teaching Activities | Lecture | 12 | 1:00 | 12:00 | Present in person |
| Guided Independent Study | Directed research and reading | 1 | 19:30 | 19:30 | Reading List |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 4:30 | 4:30 | PiP. Problem based learning, Anatomy practical, Research activity, Physics & Equipment practical |
| Guided Independent Study | Reflective learning activity | 2 | 1:00 | 2:00 | Quizzes, worksheets |
| Guided Independent Study | Student-led group activity | 5 | 2:00 | 10:00 | Journal Club, Problem based learning preparation |
| Total | 100:00 |
Teaching Rationale And Relationship
The fundamental understanding of the anatomy and physiology of the gastrointestinal system, pathophysiology of gastrointestinal disease and the principles of gastrointestinal science within a quality assurance/legislative framework are imparted to students, predominately through a mix of lectures, small group teaching, field visits and tutorials.
Lecture sessions developed understanding, introduce complex concepts and provide early insights into the relationships between theory and clinical/laboratory practice.
-Small group teaching sessions are used to provide opportunities for interaction, discussion and clarification to support these lectures.
Tutorials are used to develop individual and collective understanding and to plan for the practical tasks (field visits and lab work).
An anatomy workshop will provide students with opportunity to view anatomical specimens and engage with the demonstrators during this live session to consolidate their knowledge of this topic.
A practical understanding of the role of gastro-intestinal scientists in relation to other scientific disciplines and healthcare roles will be covered in the lectures and then further developed through the student led reflective activities.
Student led activities include elements such as case based discussions, in which students will be provided with cases-based problems to work through, both collectively and individually. In this, student are expected to recognise and develop best practice procedure and provide appropriate solutions. Cases will vary in their scope and length, but are designed to frame their professional understanding to include other healthcare scientists and healthcare professionals.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 60 | 2 | A | 50 | Present in person - Inspera invigilated: MCQ (SBA) - 40 questions |
Exam Pairings
| Module Code | Module Title | Semester | Comment |
|---|---|---|---|
| Introduction to Cardiac Science | 2 | N/A | |
| Introduction to Respiratory and Sleep Science | 2 | N/A | |
| Introduction to Vascular Science | 2 | N/A | |
| Introduction to Urodynamic Science | 2 | N/A | |
| Introduction to Electrocardiography | 2 | N/A |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Written exercise | 2 | M | 50 | 1000 word written exercise. |
Assessment Rationale And Relationship
The MCQ exam (single best answer style questions) will test the student's scientific knowledge and also their ability to apply that knowledge effectively and appropriately to the clinical setting and consequently demonstrate a fundamental understanding of the module material. This is particularly important as the students will be based in a hospital/laboratory setting during their work placements.
The written exercise is used to assess the critical thinking skills, understanding and application of the knowledge developed through the course of study and the students' ability to apply this knowledge to real life problems and service development as detailed in the programme aims.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CVR8005's Timetable