Module manager: Tanya Chamberlain
Email: T.N.Chamberlain@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2026/27
Successful admission into year 1 MBChB programme.
| MEDI1204 | Individuals and Populations |
| MEDI1208 | Integrated Summative Examination |
| MEDI1214 | Innovation, Development, Enterprise, Leadership and Safety 1 |
| MEDI1216 | Introduction to Medical Sciences |
| MEDI1218 | RESS 1 Special Studies Project |
| MEDI1220 | Body Systems |
| MEDI1221 | Clinical Assessment, Reasoning, Ethics and Patient Safety |
| MEDI1224 | Enquire 1 |
This module is not approved as a discovery module
This module offers a comprehensive and integrated introduction to the scientific and clinical principles underpinning six essential human body systems: cardiovascular, respiratory, gastrointestinal, metabolic, renal, and reproductive. It is designed to equip first-year medical students with a foundational understanding of how these systems function in health, how they develop, and how their dysfunction leads to disease. Students will explore the gross anatomy, histology, and physiology of each system, alongside the pathological mechanisms that contribute to common clinical conditions. The module also introduces the pharmacological principles and therapeutic strategies used in the prevention and management of these diseases, fostering an early appreciation of clinical decision-making and patient care. Through a blend of lectures, practical sessions, seminars, tutorials, and digital learning resources, students will learn to: Describe the normal structure and function of each system. Understand the developmental processes that shape these systems from embryology to birth. Recognise the physiological boundaries between health and disease. Interpret basic clinical measurements and diagnostic tests. Apply scientific knowledge to explain disease mechanisms and therapeutic interventions. The module encourages students to begin thinking like clinicians by integrating biomedical science with clinical relevance. It supports the development of core skills such as clinical observation, data interpretation, and critical thinking, laying the groundwork for future clinical placements and advanced medical training.
With respect to the cardiovascular, respiratory, gastrointestinal, metabolism, renal and reproductive systems; by the end of the module students will be able to:
1. Describe normal human development, structure and functions.
2. Explain the scientific bases for common disease presentations.
3. Explain the fundamental principles underlying common investigative techniques.
4. Interpret findings from basic physiological measurements.
5. Demonstrate basic knowledge of the drugs and other therapies used to treat common conditions affecting these systems
The respiratory, cardiovascular, gastrointestinal, metabolism, renal and reproductive systems in health and normality are studied. Students are taught to recognise the boundary of health with disease. By then end of the module students should be able to identify:
1) How the respiratory system protects itself and ensures efficient gas exchange and acid-base balance.
2) The role of the cardiovascular system in ensuring the adequate supply and return of blood for all body parts.
3) The mechanism by which the gastrointestinal system and associated organs ensure the effective digestion, absorptions and utilisation of nutrients.
4) The role of the renal system in ensuring that appropriate fluid volume and blood pH are maintained.
5) Key features of the reproductive system in conception, the maintenance of the developing foetus, and parturition.
6) How the disturbance of structure or function or both results in disease.
7) How prevention and management of common body system diseases is best achieved.
8) The mechanism by which drugs and other therapies are used to treat common diseases affecting these systems.
Application of scientific principles to medical practice as appropriate:
1) Practising the measurement of relevant parameters e.g. pulse, blood pressure, electrocardiogram, respiratory function test, urine testing, etc.
2) Developing awareness of relevant clinical investigations and systems monitoring.
The respiratory, cardiovascular, gastrointestinal, metabolism, renal and reproductive systems in health and normality are studied. Students are taught to recognise the boundary of health with disease and the unit provides students with an integrated scientific and clinical understanding of these systems.
Module syllabus outline:
Cardiovascular System
Normal structure and function: gross anatomy of the cardiovascular system, cardiac muscle function, the cardiac cycle, nervous input to the heart, mechanics of blood flow, circulatory routes, arteries, veins and microcirculation. Transport functions, red cell and platelet function, haemostasis and fibrinolysis. Blood pressure, normal alterations (orthostasis and exercise) and control mechanisms.
Development of the heart, foetal circulation and circulation in the neonate.
Basic principles of clinical diagnosis and treatment of common disorders, heart failure, stroke, disorders of rhythm, myocardial ischaemia, peripheral vascular disease.
Pharmacology of the cardiovascular system.
Respiratory System
Normal structure and function: gross anatomy of the lungs and airways, pulmonary circulation, mechanics of breathing, principles of gas exchange, oxygen and carbon dioxide transport, acid-base balance, neural control of breathing.
Early lung development and respiratory system changes at birth.
Basic principles of clinical diagnosis and treatment of common disorders, respiratory failure, asthma and other chronic obstructive airway disease, pneumonia, lung cancer.
Pharmacology of the respiratory system.
Gastrointestinal system and Metabolic System
Normal structure and function: gross anatomy of the digestive tract, liver, biliary system and pancreas, the physiological and biochemical processes, including the nervous and hormonal signals, required for the normal digestion and absorption of food, and the movement of the gastro-intestinal contents. The processes involved in the transport of nutrients from the gut, its metabolism, storage, mobilisation and distribution.
Development of the digestive tract and ancillary organs.
Components of a healthy diet, the principal physiological and biochemical functions, and the pathological consequences observed in deficiency states.
Basic principles of clinical diagnosis and treatment of common disorders including peptic ulceration, inflammatory bowel disease, type one and type two diabetes.
Pharmacology of the gastrointestinal system.
Renal System
Normal structure and function: gross anatomy of the kidneys and genitor-urinary system, structure of the nephron, renal function, glomerular filtration and production of urine. Renal control of fluid balance, sodium balance, potassium balance, acid-base balance, diuretics.
The urinary tract and control of micturition.
Endocrine functions of the kidney.
Development of the renal system.
Basic principles of clinical diagnosis and treatment of common disorders- acute kidney injury, chronic kidney disease and hypertension.
Basic principles of kidney transplantation.
Pharmacology of the renal system.
Reproductive System
Normal structure and function: gross anatomy of the male and female reproductive organs, gametogenesis, male and female reproductive physiology, conception, pregnancy, parturition and lactation, contraception.
Development of the male and female reproductive organs.
Basic principles of clinical diagnosis and treatment of common disorders including disorders of menstruation, male and female infertility.
Pharmacology of the reproductive system.
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| On-line Learning | 4 | 2 | 8 |
| Workshop | 14 | 1 | 14 |
| Lecture | 79 | 1 | 79 |
| Seminar | 2 | 1.5 | 3 |
| Seminar | 2 | 3 | 6 |
| Seminar | 13 | 2 | 26 |
| Tutorial | 8 | 1 | 8 |
| Private study hours | 156 | ||
| Total Contact hours | 144 | ||
| Total hours (100hr per 10 credits) | 300 | ||
Additional reading and reviewing lecture notes, consolidation and revision.
Preparation for work sessions/clinical symposia.
Completion of histology workbooks, on-line quizzes.
Students can complete six Assessment for Learning (AfL) activities, each aligned with a specific strand of the module: respiratory, cardiovascular, gastrointestinal, metabolism, renal, and reproductive. Each AfL will be available at the start of its respective strand and will remain open for approximately 2–3 weeks (end of the strand), allowing students to engage with the material at their own pace.
These are designed to mirror the level and format of questions found in the integrated examination, these AfL are open-book and untimed and allow 3 attempts. They provide students with an opportunity to self-assess their understanding of key learning objectives within each strand. To encourage engagement and reflection, students will have up to three attempts per AfL, with automated feedback provided to support their learning and inform their study strategies. Automated feedback links to the coded Learning Objectives of the Teacher Led Resources, helping students identify how each learning objective may be assessed in their summative integrated exam, signposting them to the taught content throughout the ICU. At the end of each strand, students will receive cohort-wide feedback demonstrating where the cohort can improve their performance to ensure they meet the learning objectives of the ICU.
During the revision period, all the AfL questions will be reopened for the students to use for self-assessment during their revision. They will have unlimited attempts, where automated feedback will be provided and signposted to the appropriate learning objective and teacher led resources. They will not receive cohort feedback during this time period.
Engagement with the AfL allows the module lead to monitor student engagement when aligned with the module registers and direct students that are showing poor engagement (poor attendance, poor performance in the integrated formative exam, poor engagement with the VLE tools and poor engagement with the AfL) and refer them as necessary to the Academic Sub-Dean for additional support.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Online Assessment | 6 VLE Open book tests. | 0 |
| Total percentage (Assessment Coursework) | 0 | |
*This module contributes questions to the Year 1 Integrated Summative Exam (MEDI1208).
Check the module area in Minerva for your reading list
Last updated: 30/04/2026
Errors, omissions, failed links etc should be notified to the Catalogue Team