MMB8037 : Applied Cardiovascular Biology: molecules to medicine
- Offered for Year: 2026/27
- Module Leader(s): Dr Helen Phillips
- Lecturer: Dr Louise Coats, Dr Simon Tual-Chalot, Professor Gavin Richardson, Professor Ioakim Spyridopoulos, Dr Stephen White, Dr Guy MacGowan, Dr Harley Robertson-Cocks, Professor Judith Rankin, Dr Adam McDiarmid, Professor Christopher Eggett
- Deputy Module Leader: Dr Simon Bamforth
- 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
Cardiovascular disease is the world’s leading cause of death and a major challenge for modern medicine, making it a top research priority. This module offers an advanced, interdisciplinary exploration of heart and vascular biology, from early development and normal function to the mechanisms driving disease across the life course.
In this module you will explore cutting-edge research in genetics, metabolism, and translational medicine, gaining insights into how discoveries shape diagnosis and treatment. Topics include congenital heart defects, cardiac electrophysiology, vascular ageing, arrhythmias, atherosclerosis, heart failure, and the impact of modern weight-loss drugs on cardiac metabolism.
Teaching combines molecular, cellular, and whole-body perspectives, delivered by leading scientific and clinical researchers. You will also hear about active cardiovascular research projects being undertaken in our labs. By the end, you’ll understand cardiovascular biology from molecules to medicine, preparing you for careers in research, healthcare, and biotechnology.
Outline Of Syllabus
Cardiac Development & Congenital Heart Disease
• Heart formation, genetic/environmental influences, epidemiology, and adult CHD.
Cardiac Physiology & Electrical Activity
• Excitation–contraction coupling, arrhythmias, coronary physiology, endothelial function.
Cardiovascular Pathology & Risk
• Atherosclerosis, coronary artery disease, myocardial infarction, heart failure, senescence.
Diagnostics & Technology
• Electrocardiography, cardiac MRI, computational cardiology.
Genetics, Ageing & Research Frontiers
• Genetic contributions, ageing mechanisms, emerging therapies.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 19 | 1:00 | 19:00 | Present in person (PIP): Delivery of information essential to knowledge outcomes by specialists |
| Guided Independent Study | Assessment preparation and completion | 60 | 1:00 | 60:00 | Independent work on preparation and delivery of oral presentation and in-course essay |
| Guided Independent Study | Assessment preparation and completion | 1 | 4:00 | 4:00 | Delivery of an oral presentation with feedback |
| Structured Guided Learning | Lecture materials | 19 | 1:00 | 19:00 | Non-synchronous online: Delivery of relevant lecture information essential for some PIP teaching |
| Guided Independent Study | Directed research and reading | 1 | 94:00 | 94:00 | Enhancement of knowledge given in lectures/seminars via advanced guided learning & revision for exam |
| Scheduled Learning And Teaching Activities | Small group teaching | 1 | 2:00 | 2:00 | Present in person (PIP): Delivery of an oral presentation and an interactive seminar with small group discussions |
| Scheduled Learning And Teaching Activities | Workshops | 1 | 2:00 | 2:00 | Present in person (PIP): Computational exercise in computer cluster |
| Total | 200:00 |
Teaching Rationale And Relationship
Knowledge & understanding are obtained from lectures and information available in advance online allowing directed learning. Lectures will be present in person and a recording and relevant information will be posted online following the lecture. Peer discussions will be encouraged. Adequate time for student reading, preparation of assessments, and reflective learning builds on these skills.
Comprehension, intellectual and critical appraisal skills are acquired as part of the discussions during lectures and in preparation for, and participation in, the two summative in-course assessments (Essay and the Oral Presentation) and a formative assessment to develop communication skills (graphical abstract).
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 1 | M | 50 | 1500 word essay |
| Prof skill assessmnt | 1 | M | 50 | Oral presentation of submitted slides: critical appraisal of research papers: 10mins/5mins Q&As |
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 |
|---|---|---|---|
| Prof skill assessmnt | 1 | M | Graphical abstract for a research publication |
Assessment Rationale And Relationship
The summative in-course essay assessment tests the students knowledge base and critical thinking and analysis of published data, gained through teaching and lecture material and their broader comprehension of the topic from self-directed learning.
The summative oral presentation assessment comprehensively tests the student's transferable skills in communication - visual (clear sides) and verbal (clarity of thought) - and ability to critically appraise a published paper of choice and contextualise the content in the context of taught content and published scientific and clinical data.
The formative assessment of a graphical abstract from a list of chosen papers. This will test the student’s ability to present the main findings of an article in a concise, pictorial and visual summary.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- MMB8037's Timetable