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School of Healthcare
FACULTY OF MEDICINE AND HEALTH
Module Handbook
2011/2012
HECS3082 Cardiology Specialist IV
Module Leader: David Oxborough
© The University of Leeds
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Contents Page
Page
Welcome
Important Documents and where to find them
Module Details
Academic Support
2
2
3
3
Learning Objectives
4
Knowledge Outcomes
4
Information Literacy
5
Module Structure
6
Timetable
6
Teaching Methods
7
Private Study
7
Attendance
7
Your Contribution
7
Assessment
8
Monitoring Progress
8
Summative Assessment
8
Guidelines for Presentation of Assignments
9
Submission Date
9
Receiving Feedback
9
Intellectual Property Rights
10
Reading Lists
12
Module Evaluation
13
Level 3 Marking Grid
14
1
Welcome
Welcome to the Cardiology Specialist 4 module. The module will take the form of small
group teaching and discussions. We hope you will find this module stimulating and
interesting.
This module addresses fundamental principles that underpin the practice as a Cardiac
Physiologist. The major topic addressed is the principles and procedures involved in 2D and
Doppler echocardiography. Other topics include embryological development of the heart and
the fetal circulation; the normal ECG for neonates and children and changes associated with
congenital heart disease; the use of high resolution electrocardiography with particular
relevance to life-threatening arrhythmias; haemodynamic measurement as applied to
measuring cardiac output, pulmonary and systemic blood flow and the quantification of
shunts; a range of interventional procedures including valvuloplasty, angioplasty with
stenting and occlusive devices used in the paediatric setting; an introduction to
Electrophysiological Studies and ICD’s; the use of nuclear imaging techniques in the
assessment of cardiac function and the principles of cardiac surgery and the peri and postoperative management.
This module is aimed to compliment the Cardiology Practice 4 module where you will be
predominantly required to develop practical skills in echocardiography whilst maintaining
skills previously developed on the BSc Clinical Physiology (Cardiology) programme.
Important documents and where to find them
It is essential that you familiarise yourself with the following School handbooks which are
referred to within this module handbook.
School Handbook:
Assessment Handbook:
Study Skills Handbook:
Programme Handbook:
These can be found on the School of Healthcare area of the Virtual Learning Environment
(VLE) under documents. The VLE is available from the portal home page or by visiting
https://vlebb.leeds.ac.uk/ :
2
.
Module Details
Title:
Cardiology Specialist IV
Code:
HECS 3082
Credits:
20 credits
Level:
3
Taught Hours:
50 hours
Private Study Hours:
150 hours
Module Team
Module Manager
Room LG13, Baines Wing

 Email:
0113 3437962
d.oxborough@leeds.ac.uk
Rhona Riley
RoomLG15, Baines Wing

 Email:
0113 3431264
r.l.riley@leeds.ac.uk
Lisa Ashton
Room LG15, Baines Wing

 Email:
0113 3437961
l.m.ashton@leeds.ac.uk
Support Officer
Room 1.17, Baines Wing
Undergraduate framework office

0113 3431241
Health Sciences Librarian
Mark Clowes

 Email:
0113 3431825
m.clowes@leeds.ac.uk
David Oxborough
Module Team
Academic Support
Support for the module is available from the module manager and other members of the
academic team. Please identify your needs early during the course and inform the module
manager or other facilitators if you need help or are struggling.
You will be allocated an academic supervisor to help you prepare for your summative
assessment. For further details of this role, please refer to the School Assessment
Handbook on the School of Healthcare area of the Virtual Learning Environment (VLE).
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Learning Outcomes
On completion of this module, students should be able to:

Critically analyse a range of common diagnostic tests used in the assessment of
congenital and acquired heart disease.

Evaluate a range of interventional procedures utilised in the management of congenital
and acquired heart disease.

Evaluate advanced imaging procedures and diagnostic testing involved in congenital and
acquired heart disease

Discuss the principles and procedures involved in 2D and Doppler echocardiography.
Knowledge Outcomes
At the end of this module students will have knowledge in the following areas:

Diagnostic testing in congenital and acquired heart disease

Interventional procedures in congenital and acquired heart disease

Basic echocardiography
Leeds for Life
The University wants all taught students to get the very best out of the whole experience of
coming to Leeds to study. A new interactive website ‘Leeds for Life’ provides information and
links to resources which will help you get the best out of your time with us.
www.leeds.ac.uk/leedsforlife
Leeds for Life Development of skills
Analytical Skills
Commercial Awareness
Leadership
Communication Skills
Planning and
Organisation
Confidence
x
Creative Problem
Solving
Critical Thinking
Ethical Awareness
x
Professionalism
Research Skills
x
Self Awareness
Social and Cultural
Sensitivity
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Flexibility
Team Working
Independent Working
Time Management
Initiative
Use of Knowledge
x
Information Literacy
Within this module you will cover the following information literacy skills:
All skills will be reinforced with particular focus on developing skills, 7,8,9,10 and11
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2
3
4
5
6
7
8
9
10
11
12
13
14
15
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Awareness of a range of information sources (books, journals, e-journals, databases
etc)
Understanding of the purpose of catalogues, indexes, directories, databases and
gateways
Ability to access range of sources and know how to retrieve suitable information,
relevant for the purpose
Ability to search and use web-based information effectively
Understanding of what peer-review means
Ability to formulate a keyword search (eg for searching catalogue, databases)
Ability to formulate a literature search strategy, breaking down topics into smaller
components etc.
Ability to carry out searches on a variety of platforms and interfaces, and using a
search strategy incorporating subject headings and appropriate search strategies
Ability to review the effectiveness of a literature search strategy and improve it
Ability to evaluate information eg. quality, relevance, accuracy, bias, reliability, validity,
comprehensiveness to ensure relevant for the purpose
Ability to carry out detailed critical appraisal of information
Ability to keep records of searches
Understanding of issues of copyright
Understanding of issues of plagiarism
Ability to use the Harvard system to cite and reference all types of information correctly
and construct a reference list
Awareness of how to access resource off-campus, includes use of passwords and
accessing other libraries
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Module Structure
Module Timetable
Date
Topic
(Thursday)
29th Sep
Module Introduction(HECS3082 & HECS3083) +
Principles of ultrasound 2D physics
Lecturer
David
Oxborough
29th Sep
PRACTICAL SESSION – CS2 (divide into 2 groups)
6th Oct
Review and anatomy of heart related to the normal
appearance on M-Mode / 2D views and planes
6th Oct
PRACTICAL SESSION – CS2 (divide into 2 groups)
13th Oct
Principles of Doppler including normal findings
13th Oct
PRACTICAL SESSION – CS2
20th Oct
Image Optimisation
20th Oct
Assessment of Left Ventricular Function
27th Oct
Assessment of Valve Disease
27th Oct
PRACTICAL SESSION – CS2
3rd Nov
Other Abnormal Ultrasound Findings
3rd Nov
ECHOCARDIOGRAPHIC REVISION SESSION /
PRACTICAL
ECG – in neonates and children / signal average ECG
David
Oxborough
David
Oxborough
David
Oxborough
David
Oxborough
David
Oxborough
David
Oxborough
David
Oxborough
David
Oxborough
David
Oxborough
Rhona Riley
17th Nov
Introduction to Stress Echocardiography / PRACTICAL
SESSION
Principles, indications and techniques for cardiac surgery
David
Oxborough
Liz Cleave
17th Nov
Cardiac MRI
24th Nov
24th Nov
Principles and Indications for radio-isotope imaging –
MUGA and perfusion scan
Introduction to Electrophysiology
Gavin
Bainbridge
Karen Sheard
1st Dec
Embryological development of the heart and foetal system
Gill Wharton
1st Dec
Congenital heart abnormalities
Gill Wharton
10th Nov
10th Nov
David
Oxborough
David
Oxborough
Nicola Hill
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8th Dec
Paediatric intervention
TBC
8th Dec
Right Heart Catheterisation
Lisa Ashton
15th Dec
ICD Overview
Lisa Ashton
15th Dec
ICD service user / psychological physical aspects
Craig Russell /
David Gowing
Note: Please check either the notice board or the 4 week timetable on the
website before each session in case any changes have been made. The 4
week timetable can be found:
http://www.healthcare.leeds.ac.uk/pages/current_stu/time/main.asp
Morning sessions begin at 10.30am prompt until 12.30pm and afternoon sessions begin at
1pm unless otherwise stated.
Teaching Methods
Essentially each taught session is organised as a small group teaching session. Each
session will comprise a lecture style delivery plus where appropriate discussion around case
studies. Despite the lecture style delivery you will be encouraged to ask questions and to
enter into some forms of discussion.
The module also comprises of a number of practical echocardiographic sessions which will
contribute to your practical development. You will be encouraged to participate both in the
practical element and in group discussion.
Private Study Hours
A minimum of 150 hours of private study are allocated within this module. These hours
should be used to read textbooks and journal articles relevant to the module. They also
include time for examination and assignment preparation.
Attendance
You are required to attend all taught sessions as they constitute material to assist your
learning. Failure to attend may have serious implications for your ability to complete the
module.
Please refer to the Interruption to Studies section within the School Student Handbook for
guidance on what to do should you be ill or need to negotiate absence from a particular
session.
Your Contribution
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Please refer to the School Handbook for information regarding the University’s Partnership
Agreement www.leeds.ac.uk/partnershipagreement and the School’s expectations regarding
appropriate behaviour in the learning community.
Assessment
For details on assessment procedures it is essential that you
familiarise yourself with the SCHOOL ASSESSMENT HANDBOOK.
This includes details on submission, dangerous practice, client
and patient confidentiality, plagiarism, cheating, marking criteria,
results and feedback.
Monitoring Progress
During the module you will be required to undertake course work. This will help develop
your learning and prepare you for the summative assessment. This will take the form of:
Prior to each echocardiography lecture you will be asked to upload images of interest to the
image bank on the VLE. This will provide a focus for self directed learning at the beginning of
each week.
There will also be multiple choice questions on the VLE available at the end of each lecture
until the following week. Questions and answers will be discussed at the beginning of each
week.
Summative Assessment
Details of Assessment
There are two elements to the assessment and both elements must achieve more than 40
marks to successfully pass the module. If you fail either element then you will need to resubmit the failed element(s) resulting in an overall mark of 40 for the module
Assignment Topic
Each written assignment should be 2500 words.
You are required to critically examine the patient journeys for two conditions of your choice.
You must ensure one assignment is related to congenital heart disease and the other to
acquired heart disease.
Guidelines
The assignment should be structured with reference to the following areas: 
Discuss the relevant pathophysiology with reference to established and evolving
theories
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

Evaluate diagnostic and imaging procedures which may be utilised.
Discuss any interventional procedures involved in the management of the
condition.
Submission Date
The submission date is: Monday 16th January 2012 before 4pm
Presentation
1
On the front page accurately write:
your student identification number (as printed on your Student ID Card)
your course (module code and title)
the date of the assignment
the title of the assignment.
NB You must identify your assignment by your student number only (not your name)
to assist with anonymous mark.
2
Use A4 paper and write on one side only.
3
The assignment must be word-processed.
4
Leave at least 2½ cm (1 inch) margin and use size 12 font, Times New Roman or
Arial, use double line spacing.
5
The assignment should be logically organised with well-defined paragraphs and
headings if appropriate.
6
Number the pages.
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A word count should be included in the last page of your assignment. (References,
bibliography and appendices should be included at the end of your assignment.
These sections do not constitute part of the word limitation.) Footnotes do not
constitute part of the word limit.
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Always, always keep a copy of your assignment.
Assignments: You must submit 2 copies of each assignment – one in a paper format and
one electronically. The paper copy must be securely bound by double stapling to one side.
Care must be taken to ensure that all pages are securely fastened and that the claws of the
staple are closed, i.e. flat to the page. Plastic or card covers should not be used. Please
see below for information on how to submit your assignment.
For further guidance on presentation and referencing, please refer to the Study Skills and
Assignment Information Booklet.
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Receiving Results and Feedback
The results for this module will be considered at the programme results meeting on:
March 2012
The results will be published on:
March 2012
Results will normally be posted on the examination notice boards, which are located on the
first floor of Baines Wing.
If you are unable to come to the School for your results please speak to the Module
Manager. Please note that support staff are not permitted to give results out over the
telephone so please do not contact the Framework Office.
Provisional marks and feedback on the strengths and weaknesses of your assignment will
normally be available 4 weeks after submission. Your module manager will inform you if this
will be available electronically and if not how you will be informed that it is available.
The provisional mark may change following the Module Assessment Board with any
penalties applied at that stage. The final mark may therefore be different to that on the
provisional feedback.
Full details on receiving results and feedback, including instruction for
electronic feedback, are available in the School Assessment Handbook.
Intellectual Property Rights
Ownership of intellectual property generated by students: Guidance on use of
course-work / assessed work for publication.
Academic staff are keen to assist and encourage students to produce work of a
standard suitable for presentation and / or publication. In many instances, such work
will originate from course-work or work submitted for assessment.
Students are reminded that the University owns the intellectual property rights
(copyright) of any work undertaken as part of their programme of study or resulting
form the use of University resources. As such, formal approval for external
dissemination of work arising from your programme of study with us must be sought
from your programme manager.
In principle, any benefit from dissemination of student generated work should be
shared equitably between the student and the university.
As such:
 The student’s affiliation with the University must be acknowledged in
any disseminated work;
 Members of the teaching / lecturing staff who have contributed experience
and/or expertise to student learning and have provided formative feedback to
improve student work, should be invited to be formally recognised, in
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acknowledgement or as co-authors, of work arising from course-work or
assessments on their programmes.
References
University of Leeds. Policy on Intellectual Property Rights (online) Available at
http://www.leeds.ac.uk/research/hbook/ipr3.htm (accessed 2.6.11)
University of Leeds (2010) Taught Student Contract (online) Available at
http://www.leeds.ac.uk/ssc/studentcontract.htm (accessed 2.6.11)
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Reading Lists
You will need to have access to a substantive anatomy and physiology text and a
pathophysiology text.
Essential:
Julian D, Cowan C, Mclenachan J, 2005 Cardiology 8th ed. Saunders (W.B) Co Ltd
Rimmington H, Chambers J, 2007. Echocardiography Guidelines for Reporting – A Practical
Handbook 2nd edition, Informa Healthcare
Ellenbogen K A, Wood M, 2008. Cardiac pacing and ICD’s 5th ed Wiley-Blackwell
Recommended:
Forgoros R N, 2006. Electrophysiologic testing 4th ed. Blackwell Publ
Kern M, 2003. The cardiac catherisation handbook.4th ed. St Louis Mosby
Lilly L, 2006 Pathophysiology of Heart Disease. 4th ed. Lippincott Williams & Wilkins
Norell M, Perrins E, 2008 Essential interventional cardiology. 2nd ed London WB Saunders
Reference texts:
Bain D, Grossman W, 2005. Grossman's cardiac catheterisation, angiography and
intervention. 7th ed. Philadelphia, Lippincott, William & Wilkins
Braunwald E, Zipes Dp, Libby P, 2007. Heart disease 8th ed Saunders WB Co Ltd
Feigenbaum H, 2005 Echocardiography 6th ed. Lippincott Williams and Wilkins
Otto C, 2004. A Textbook of Clinical Echocardiography 3rd ed. Saunders WB Co Ltd
A range of journals could be utilised depending on the topic focus:
Journal of Invasive Cardiology
Circulation
Heart
American Heart Journal
Journal of American College of Cardiology
Journal of the American Society of Echocardiography
Europace
PACE
European Heart Journal
American Journal of Cardiology
Echocardiography
Library help online
Go to http://www.leeds.ac.uk/library/subjects/healthcare/train.htm for a range of online
guides, tutorials and workbooks to help you with your literature searching including:
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


Online step by step guide to literature searching
Online database workbooks and tutorials, e.g. Medline, CINAHL, Cochrane Library,
Science Direct
Online information literacy tutorials to help you develop skills in using electronic
resources and searching for information.
Need more help? If you need help using library resources or finding information, ask at the
Library Enquiry Desk or contact the Librarian for Healthcare. Contact details can be found at
www.leeds.ac.uk/library/subjects
Module Evaluation
We are continually trying to improve the student experience and your opinion is therefore
very important. At the end of the module every student will be asked to complete a
questionnaire. There are set questions against which you are asked to indicate the extent of
your satisfaction (or not) with various aspects of the module and an opportunity to add any
written comments you may wish to make. These forms are carefully considered by the
Module Team and form part of the formal review of the module, which is considered by the
School Learning and Teaching Committee. Your comments are borne in mind when planning
the module delivery for the next session.
We have developed a web-based evaluation tool for all students in West Yorkshire, which
we hope will give students a much stronger voice in enhancing the quality of practice
placements. To register go to: www.healthcareplacements.co.uk - you will then be able to
access the website and have your say.
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ESSAY MARKING CRITERIA GRID:
Level 3
Knowledge & Understanding
80 -90
Demonstrates a conceptual
understanding which enables
the development and sustaining
of coherent argument. Displays
comprehensive knowledge
which demonstrates good use of
enquiry
Ability to analyse problems in
novel ways from a range of
different viewpoints. Accurate
analysis of data and
information.
Some transfer of knowledge
into new contexts
Demonstrates excellent ability
to evaluate theory, process,
solutions and outcomes.
Considers reliability of
evidence. Thorough
investigation of contradictory
information.
Displays coherent and
comprehensive subject
knowledge. Demonstrates a
conceptual understanding of a
broad range of issues relating to
the subject.
Depth of knowledge of subject
area. Appropriate use of
relevant conceptual
framework(s), facts, principles
and theories.
Ability to analyse new/abstract
data and situations.
Demonstrates originality of
thought.
Ability to use new or abstract
information to analyse
situations. Uses a range of
principles appropriate to
subject. Some originality and
logical argument.
Capacity to analyse concepts
and reframe arguments.
Analyses results and
implications. Evidence of
critical thought.
Some integration of concepts,
facts, principles, theories and
arguments. Brief critical review
of main issues. Demonstrates a
reasoned if superficial
argument.
Little analysis or ability to
critique arguments. No
evidence of discussion of
concepts. No integration of
theories.
Excellent Pass
70 -79
1st Class
Very Good
Pass
60 -69
2:1 Class
Good Pass
50 -59
2:2 Class
Sound Pass
40 - 49
3rd Class
Demonstrates acceptable
knowledge of concepts,
principles, facts and theories.
Appropriate and relevant
knowledge base evident.
Minimum acceptable level of
knowledge of concepts,
principles, facts and theories of
subject area.
Pass
20-39
Fail
Lacks clear knowledge of
subject. Presentation of KEY
facts superficial. Lacks focus.
Inaccuracies evident.
Analysis:
Synthesis/Creativity
Evaluation
Communication &
Presentation: Sources of
Information
Excellent ability to structure a
coherent presentation of
complex issues in a clear and
concise manner. Literature used
is of scholarly reviews and
primary nature.
Self Appraisal:
Reflection on Practice
(as appropriate)
Demonstrates recognition of
own limitations. Competently
reflects on the appropriateness
of theory, practice and
outcomes.
Appropriately challenges
received opinion
Very good evaluation and
critical review skills. Can
investigate contradictory
information.
Good ability to structure a
coherent presentation dealing
with complex issues. Extensive
reading and application to
sources of literature.
Reflects on the appropriateness
of theory, practice and
outcomes.
Demonstrates recognition of
own limitations.
Reviews evidence supporting
conclusions/
recommendations and
investigates contradictory
information. Able to reframe
arguments.
Questions theory and practice.
Reasoned argument given.
Evaluates evidence and suggests
some recommendations.
Communicates in a concise way
in formal styles of academic
work. Debates and produces
report in an academic format.
Uses relevant literature to good
effect.
Well-structured essay.
Arguments clearly expressed.
Appropriate use of references.
Ability to reflect on and apply
new insights to practice.
Demonstrates recognition of
own limitations
Awareness of evaluation/
review and implications at a
basic level. Evaluates evidence
in some concepts.
Structured argument, showing
some clarity of expression.
References evident and
appropriate.
Reflects on practice. Begins to
recognises personal limitations.
Safety displayed
Lacks insight into review
process. Little evidence of
reasoned argument.
Poor presentation. Poorly
developed argument. Limited
evidence of reading. Does not
address question as set.
Unsupported opinions.
No reflection on practice
evident. Dangerous/unsafe
practice displayed in written
work.
Insight into practice and
reflection. Recognises personal
limitations
The written assessment may be judged to be a Fail grade if dangerous/unsafe practice is demonstrated
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