PED2007 : Cardiovascular Pharmacology
- Offered for Year: 2024/25
- Module Leader(s): Dr Andrew Chaytor
- Lecturer: Dr Scott Walker
- 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 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The module aims to cover the key areas underpinning the pathophysiological changes that lead to cardiovascular disease. This knowledge will be used to provide a basis for the rationale for pharmacological intervention in the treatment of disease.
Outline Of Syllabus
The syllabus will be divided into a series of cardiovascular clinical conditions. Each case will consist of a clinical presentation where the underpinning pathophysiological changes will be examined in detail. This will be used as the basis on which to examine in detail the rational used of drugs to treat cardiovascular disease. The sessions will comprise examining the pharmacokinetics, pharmacodynamics, adverse drug reactions, drug interactions and a detailed discussion of the mechanism of action of drugs. The importance of NICE guideline and the BNF to safe prescribing will also be discussed alongside the more detailed pharmacology.
Cases that will be presented will include:
• Hypertension
• Myocardial ischaemia 1: atherosclerosis and angina
• Myocardial ischaemia 2: Acute coronary syndromes including STEMI and NSTEMI
• Heart Failure and Oedema
• Arrhythmias
• Anaemia
• Stroke and Thrombosis
Each case will comprise an initial presentation (simulation where appropriate) followed by a series of lectures and seminars and include ‘Self Taught ‘learning outcomes.
The syllabus will include the opportunity for students to research a particular area of interest based on one of the above cases and prepare a brief, conference style abstract for summative assessment. A follow up to this task will involve students who have submitted abstracts covering similar themes to then prepare and present a group poster. This will form a further summative component of the assessment process. The final summative component being an invigilated online assessment consisting of a section of SBA/MCQ style questions and a further Short Answer response component which will allow a greater degree of data interpretation as part of the assessment process.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 14 | 1:00 | 14:00 | In person |
| Guided Independent Study | Assessment preparation and completion | 1 | 12:00 | 12:00 | Abstract preparation |
| Guided Independent Study | Assessment preparation and completion | 1 | 48:00 | 48:00 | Group poster presentation preparation and revision |
| Scheduled Learning And Teaching Activities | Lecture | 1 | 2:00 | 2:00 | In person - Introduction to module, introduction to in-course assessment |
| Structured Guided Learning | Lecture materials | 6 | 1:00 | 6:00 | Non-sync online - PCaps/formative activities/quizzes |
| Scheduled Learning And Teaching Activities | Small group teaching | 3 | 2:00 | 6:00 | In person - Group poster feedback session. 'Mock conference event' and drop-in and Poster Conference |
| Scheduled Learning And Teaching Activities | Small group teaching | 4 | 2:00 | 8:00 | In person - Case-based seminar presentation and small group activities |
| Guided Independent Study | Independent study | 1 | 104:00 | 104:00 | Writing up lecture notes and general reading |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures and lecture materials will present the clinical case study and will impart new information which underpins the pathophysiological changes being examined.
Small group teaching sessions will reinforce taught material and will provide an opportunity for students to clarify concepts or challenge their learning through peer and staff discussions.
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 | 28 | PIP Inspera invigilated digital exam - 60 mins MCQ 40 questions & invigilated written exam - 60 mins, 8–10 short structured questions. Part 1 Inspera, Part 2 Written, exams to be scheduled together. Inspera to be open for duration of the exam 120 mins |
| Written Examination | 60 | 2 | A | 42 | PIP invigilated handwritten exam- 60 mins, 8–10 short structured questions & Inspera invigilated digital exam - 60 mins MCQ 40 questions. Part 1 Inspera, Part 2 Written, exams to be scheduled together. Inspera to be open for duration of the exam 120 mins |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 2 | M | 15 | Individual Abstract submission (500 words) |
| Poster | 2 | M | 15 | Group poster presentation (10 minutes) - In person. |
Assessment Rationale And Relationship
The conference style abstract will assess the students’ ability to research a topic in greater depth showing their critical analysis skills as well as their general writing skills as the assessment is a concise summary/abstract. This assessment will then be extended when students must collaborate in a group to collate their findings and share their knowledge of a particular cardiovascular presentation to create a conference style poster. The poster will therefore assess the students' teamwork skills as well as more specific writing and presentation skills in the poster presentation session.
The final exam has both SBA and MCQ style questions and a further Short Answer response component to assess student’s data interpretation skills as well as theoretical knowledge.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PED2007's Timetable