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PED2006 : Systems Pharmacology

  • Offered for Year: 2024/25
  • Module Leader(s): Dr Scott Walker
  • Lecturer: Dr Christina Elliott, Dr David Richards, Dr Lindsey Ferrie
  • Owning School: Biomedical, Nutritional and Sports Scien
  • Teaching Location: Newcastle City Campus

Your programme is made up of credits, the total differs on programme to programme.

Semester 2 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System


The module aims to provide students 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 immune system. 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. Four themes are supported by a consolidation seminar (CNS, Endocrine, Respiratory and Immunology) and the gastrointestinal theme is supported by two in vitro practicals.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials51:005:00Non-sync online via Recaps/short recordings/formative activities/quizzes/problem solving questions
Scheduled Learning And Teaching ActivitiesLecture201:0020:00In person - Lectures
Scheduled Learning And Teaching ActivitiesPractical23:006:00In person - develop further practical skills specific to pharmacological research
Scheduled Learning And Teaching ActivitiesSmall group teaching11:001:00In person - seminar to prepare students for written final examination
Scheduled Learning And Teaching ActivitiesSmall group teaching41:004:00In person seminars - to facilitate discussion of module content and check for understanding
Scheduled Learning And Teaching ActivitiesWorkshops12:002:00In person - Ethics Workshop
Guided Independent StudyIndependent study1157:00157:00Writing up lecture notes, revision and general reading
Scheduled Learning And Teaching ActivitiesModule talk60:505:00In person - introduction to module and module assessments and theme launches, including activities to help foster the student learning community
Teaching Rationale And Relationship

Lecture and Lecture materials 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 workshop introduces students to the ethical issues and considerations associated with in vivo research. The practicals link directly with the GI theme of the module so provide contextual learning for the students in addition to experience of techniques, equipment and safety procedures in the laboratory.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Description Length Semester When Set Percentage Comment
Written Examination1202A70Invigilated Exam: x4 SAQs (50%) plus x1 essay from a choice of 2 (50%).
Other Assessment
Description Semester When Set Percentage Comment
Practical/lab report2M30Structured practical report - 1250 word count
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
Essay2MExtended Essay - 1250 word count
Assessment Rationale And Relationship

The practical report challenges 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 report assesses 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.

Reading Lists