BMD3026 : The Science of Ageing: From Biological Mechanisms to Societal Impact (Inactive)
- Inactive for Year: 2025/26
- Module Leader(s): Dr Andrew Kingston
- Co-Module Leader: Professor Katie Brittain
- Lecturer: Professor Viktor Korolchuk
- 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: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aims of this module are to:
Provide an overview of the biological, phenotypic, functional and societal impacts of ageing and the intersection with public health and policy.
Equip students with a foundational understanding of the cellular and molecular processes driving ageing, how these translate into phenotypic and functional changes over time, and how these manifest to impact on individuals’ physical and cognitive independence.
Highlight the role of social determinants, lifestyle factors, and environmental conditions in shaping ageing outcomes and health inequalities, and informing public health strategies and healthcare policies.
Introduce students to cutting-edge research and interventions in geroscience that target ageing mechanisms to extend health span.
Outline Of Syllabus
Topics covered by this module include:
Foundations of Ageing: covering basic theories and the societal context surrounding ageing.
Biological and Phenotypic Mechanisms of Ageing: examining general cellular processes that contribute to ageing.
Implications of Ageing: discussing the broad impacts on individuals' functional capacity and the role of societal factors.
Future Directions: considering overarching public health perspectives and emerging interventions in ageing research.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 40:00 | 40:00 | Assessment preparation and revision for assessments |
| Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | |
| Scheduled Learning And Teaching Activities | Small group teaching | 7 | 1:00 | 7:00 | Seminars |
| Guided Independent Study | Reflective learning activity | 1 | 40:00 | 40:00 | Writing and reflection on lecture materials. Non-synchronous online. |
| Guided Independent Study | Independent study | 1 | 93:00 | 93:00 | Reading and updating on subject using references from lecturers, ReCap and other sources |
| Total | 200:00 |
Teaching Rationale And Relationship
Lecture and seminar material will provide the knowledge base. Most will integrate information researchers have gathered from epidemiological studies and other relevant sources will allow opportunity for consideration and discussion real research topics and theories of ageing in the seminars.
Lectures and lecture materials will stimulate the students to reflect and do further reading. Seminars will stimulate the students to reflect and critically consider research findings and their relation to the understanding of the epidemiology and aetiology of human disease.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Oral Presentation | 1 | M | 40 | Recorded narrated presentation (10 min) |
| Design/Creative proj | 1 | M | 60 | Podcast episode on an ageing topic (max 12 min), presenting topics in an engaging way for a general audience. |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Design/Creative proj | 1 | M | Draft podcast segment and outline submission to provide students with an opportunity to receive feedback on their work-in-progress, focusing on both their oral communication skills and written planning. |
Assessment Rationale And Relationship
Recorded presentation (worth 40%) allows students to explore specific aspects of the module content, reinforcing their knowledge acquisition and developing critical thinking skills. It encourages independent research, comprehension, synthesis and communication of information.
The podcast project is designed as a major assessment component (worth 60%) for the module, integrating both knowledge acquisition and skill development. This assessment method aligns with the module's learning outcomes and provides a comprehensive evaluation of students' understanding and abilities. Students create a podcast episode on an ageing topic, presenting topics in an engaging way for a general audience. Combines understanding of material with practical communication skills and includes a brief report/reflection summarising their work.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- BMD3026's Timetable