Dr Leah Martin

Senior Lecturer (Medicine)
Senior Lecturer in Biomedical Science (Nursing & Health Care)

telephone: 01413549457
email: Leah.Martin@glasgow.ac.uk

School of Medicine, Dentistry & Nursing, Academic Med. Genetics & Path.,, Room L2/B/118,Laboratory Medicine Building, Queen Elizabeth University Hospital, Glasgow, G51 4TF

Import to contacts

Biography

Overview

I hold a joint role spanning the School of Medicine, Dentistry & Nursing and the School of Nursing & Healthcare, dividing my time between the MSc in Medical Genetics & Genomics and Life Sciences teaching on the BN Nursing programme. My academic interests lie at the intersection of biomedical science, clinical genetics, and educational innovation, with a particular focus on integrating scientific understanding into professional nursing education and preparing graduates for evidence-based practice in a rapidly evolving healthcare environment.

As Co-Director of the MSc Medical Genetics & Genomics, I lead one of the University’s longest running postgraduate programmes, attracting a diverse international cohort each year. I teach across courses on human genetic disease, molecular diagnostics, screening programmes and case-based investigations of inherited disease, and I supervise a range of laboratory and literature based MSc dissertation projects each year. I also coordinate a large SSC in Medical Genetics for second-year undergraduate medical students and contribute to curriculum development across related programmes.

Within Nursing, my current focus is on redeveloping the Life Sciences curriculum to make biochemistry and genetics teaching more relevant, engaging, and clinically meaningful for student nurses. This includes the design of integrated case studies that link molecular mechanisms to patient care, the redevelopment of the biochemistry and genetics teaching sequence, and the creation of new interactive laboratories and digital activities. These innovations are designed to foster scientific curiosity and help students see the clear connection between biomedical science and nursing practice.

I am involved in a current project focused on student partnership and curricular integration, including a Learning and Teaching Development Fund supported initiative, “Biosciences Integration Day: Student-Designed Interdisciplinary Workshop on Case Reports.” This project brings together undergraduate nursing students and teaching staff to co-create interdisciplinary learning activities that highlight the relevance of bioscience to clinical decision-making.

Scholarship and Research in Learning and Teaching

My scholarship interests focus on how students engage with scientific learning, develop confidence, and build professional identity through partnership and active participation. I am currently leading a study on AI readiness among students across the College of MVLS, which explores how students in different disciplines use and perceive artificial intelligence, and how academic expectations align with actual digital practice. The findings will help inform staff development and the design of future AI literacy frameworks.

I have a growing interest in the use of virtual and augmented reality (VR/AR) in bioscience education, particularly in how immersive environments can support concept visualisation and practical confidence in molecular biology. Alongside this, I am developing approaches to embed laboratory-based learning within the BN Nursing programme, giving students structured, hands-on opportunities to connect theoretical science with patient care and safety.

In addition to this redevelopment work, I am leading a study examining how graduate nurses apply their Life Sciences learning in professional practice. By exploring their perspectives on the relevance and impact of bioscience knowledge, the study seeks to strengthen the connection between university teaching and real-world clinical decision-making.

I am a Senior Fellow of the Higher Education Academy (SFHEA) and was formerly a mentor through the University’s Recognising Excellence in Teaching (RET) scheme.

Engagement and Outreach

Beyond the University, I am committed to science communication and outreach. I have run genetics workshops for primary and secondary school pupils, and delivered sessions for community and adult learning groups such as the University of the Third Age, and enjoy encouraging public engagement with genetics, genomics, and the life sciences.

Earlier in my career I co-developed the University of Glasgow’s first MOOC, Cancer in the 21st Century: The Genomic Revolution, which has reached tens of thousands of learners worldwide. I later co-created two further MOOCs as student–educator partnerships - So You Want to Study Life Science? and Basic First Aid: How to Be an Everyday Hero - both of which have been used globally to promote scientific literacy and community learning.

An Erasmus scholarship to the University of Adelaide enabled me to explore international perspectives on digital pedagogy and the integration of MOOCs and open education into mainstream curricula. This experience continues to inform my current work in developing inclusive, technology-enhanced learning approaches for healthcare students.

Recent educational research presentations (journal, oral and poster) are listed below and a full list can be found here.

Donald, C. Donald, C., Veitch, N., Judge, A., Carman, C., Scott, P., Taylor, S., Marks, L., Edmond, A., Latkovskis, I., Kirkwood, N., McDonnell, N., and Macpherson, F. (2023) The Impact of using Virtual Reality Lessons to Teach Microbiology Online. 16th Annual University of Glasgow Learning and Teaching Conference, 29 Mar 2023.

Blakemore, L., Huser, C., Linn, A.  and Marks, L. (2021) The importance of digital literacy education in a cancer genomics MOOC. In: Hays, L. and Kammer, J. (eds.) Integrating Digital Literacy in the Disciplines. Stylus Publishing: Sterling, Virginia. ISBN 9781642672121

Huser, C., Campbell, S., Fontaine, S., Jamieson, S., Marks, L., Singer, J., Young, R. (2021) Lessons learned from early adopters of blended and online learning. JPAAP - Special Issue, Transitions to Remote and Blended Learning Vol 9, No 2

Donald, C. Veitch, N., Edmond, A., Marks, L., Kirkwood, N., Carman, C., McDonnell, N.  and Macpherson, F.  (2021) The Impact of Using Virtual Reality Lessons to Teach Online. Evolving Molecular Bioscience Education, 27-28 May 2021.

McIntyre, K.  and Marks, L. (2020) Bridging the gap: implementation of an online induction course for first year medical students. 13th Annual University of Glasgow Learning and Teaching Conference, 25 Aug 2020.

Blakemore LM, Meek SEM, Marks LK. (2020) Equipping Learners to Evaluate Online Health Care Resources: Longitudinal Study of Learning Design Strategies in a Health Care Massive Open Online Course. J Med Internet Res. Feb 26;22(2):e15177. doi: 10.2196/15177.

Jackson, M. and Marks, L. (2019). Genetic Basis of Disease. In eLS, John Wiley & Sons, Ltd (Ed.).

Jackson, M., Marks, L., May, G. H.W. and Wilson, J. B. (2018) The genetic basis of disease. Essays In Biochemistry, 62(5), pp. 643-723. 

Marks, L. and Meek, S. (2018) Blending MOOCs into medical education. MedEdPublish, 7(1), pp. 60 63. 

Marks, L. and Glasgow, K. (2017) Students as Educators in MOOCs. 10th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 30 Mar 2017.

Marks, L., McFadden, D., Shuttleworth, E. and Glasgow, K. (2017) Students as Educators: Enhancing Medical Education Through MOOC Creation. Association for Medical Education in Europe (AMEE) Annual Conference 2017, Helsinki, Finland, 26-30 Aug 2017.

Meek, S. E.M., Blakemore, L. and Marks, L. (2017) Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment and Evaluation in Higher Education, 42(6), pp. 1000-1013. (doi:10.1080/02602938.2016.1221052)

Jackson, M. and Marks, L. (2016) Improving the effectiveness of feedback by use of assessed reflections and withholding of grades. Assessment and Evaluation in Higher Education, 41(4), pp. 532-547.(doi:10.1080/02602938.2015.1030588)

Marks, L., Meek, S., Huser, C. and Blakemore, L. (2016) Playing the Numbers Game: Students as Assessors in a MOOC Context. 9th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 12 Apr 2016.

Marks, L., Meek, S. and Jackson, M. (2016) Using MOOCs to Increase Exposure to Genomics in an Undergraduate Medical Curriculum. The European Human Genetics Conference 2016, Barcelona, Spain, 21-24 May 2016.

Marks, L., Meek, S. and Jackson, M. (2016) What to do with a MOOC? Using the Latest e-Learning Trend to Enhance Medical Education. HEA Health and Social Care Conference, Glasgow, UK, 24-25 Feb 2016.

Meek, S., Marks, L. and Blakemore, L. (2015) Is Peer Review an Appropriate Assessment and Feedback Tool for a MOOC? AMEE eLearning Symposium, Glasgow, Scotland, 06-09 Sep 2015.

Kerr, J., Houston, S., Marks, L. and Richford, A. (2015) Building and Executing MOOCs: A Practical Review of Glasgow's First Two MOOCs (Massive Open Online Courses). Project Report. University of Glasgow, Glasgow.

Marks, L., Meek, S., Huser, C. and Blakemore, L. (2014) The Making of a MOOC: Reflections from the Journey! 7th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 10 Apr 2014.

Marks, L. and Jackson, M. (2013) Student experience of peer assessment on an MSc programme. Bioscience Education, 21(1), pp. 20-28.

Marks, L. and Marks, D. (2013) A Research-based Approach to Studying the Effects of Technology in the Classroom. European Conference of International Schools

Marks, D., Laxton, T., McPhee, I., Cremin, L., Sneider, A. and Marks, L. (2012) Does use of touch screen computer technology improve classroom engagement in children? Online Educational Research Journal,

Marks, L. (2012) Student Experience of an MSc Course Assessed by Peer Review. MVLS Annual Conference in Educational Scholarship, Glasgow, UK

Marks, L., Jackson, M., Marks, D. and Wilcox, D. (2010) Impact of an Online Tutorial on Postgraduate Students’ Literature Research Skills. 3rd Annual University of Glasgow Learning and Teaching Conference: Enabling Transitions: Into, through and out of university, Glasgow, UK, 22 Apr 2010.

Jackson, M., Marks, L. and Wilcox, D. (2009) Experiences in Supporting International Students During their Studies in the UK. 2nd Annual University of Glasgow Learning and Teaching Conference: Promoting Student Success through the Curriculum, Glasgow, UK, 24 Apr 2009.

Previous Publications

Marks, L., Zamudio, S and Lyall, F.(2002) MMP-9 expression is abnormal in placentae at high altitude: A link to chronic hypoxia. Hypertension in Pregnancy;21:111-111
Lyall, F., Marks, L., Cousins, F. & Duffie, E. (2004a) MMP-2 is temporally and spatially expressed in placentae throughout pregnancy. Journal of the Society for Gynecologic Investigation, 11, 85.
Lyall, F., Marks, L., Cousins, F. & Duffie, E. (2004b) MMP-9 is temporally and spatially expressed in placentae throughout pregnancy: Possible roles in invasion, tissue restructuring and vascular modelling. Journal of the Society for Gynecologic Investigation, 11, 440.
Lyall, F., Marks, L., Duffie, E., Cousins, F. & Zamudio, S. (2004c) Endothelial activation and E-selectin concentrations in the maternal circulation of high altitude pregnancies. Journal of the Society for Gynecologic Investigation, 11, 566.
Lyall, F., Newby, D., Marks, L., Cousins, F. & Duffie, L. (2004d) Villous explant culture: Evaluation of outgrowth in relation to measured oxygen concentrations. Placenta, 25, A60-A60.
Lyall, F., Newby, D., Marks, L. & Duffie, L. (2004e) Villous explant studies: A quantitative analysis of outgrowth in low and high oxygen concentrations. Journal of the Society for Gynecologic Investigation, 11, 634.
Newby, D., Marks, L., Cousins, F., Duffie, E. & Lyall, F. (2005a) Villous explant culture: Characterization and evaluation of a model to study trophoblast invasion. Hypertension in Pregnancy, 24, 75-91.
Newby, D., Marks, L. & Lyall, F. (2005b) Dissolved oxygen concentration in culture medium: Assumptions and pitfalls. Placenta, 26, 353-357.
Marks, L. & Lyall, F. (2005a) HIF-1a is temporally and spatially expressed in the placenta throughout pregnancy. Journal of the Society for Gynecologic Investigation, 12, 439.
Marks, L., McCaig, D., Cousins, F., Roberts, J. & Lyall, F. (2005b) Uncomplicated pregnancy and spontaneous miscarriage: The role of PECAM-1 in the placenta and placental bed. Placenta, 26, P803.
Marks, L., Zamudio, S., Cousins, F., Duffie, E. & Lyall, F. (2006a) Endothelial activation and cell adhesion molecule concentrations in pregnant women living at high altitude. Journal of the Society for Gynecologic Investigation, 13, 399-403.
McCaig, D., Marks, L., Newby, D. & Lyall, F. (2006b) Effects of hypoxia & reoxygenation on expression of heme-oxygenase 1 protein in vitro. Hypertension in Pregnancy, 25, 49-49.

Publications

List by: Type | Date

Jump to: 2023 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2010 | 2009 | 2007 | 2006 | 2005 | 2004 | 2002

Number of items: 44.

2023

Donald, C. et al. (2023) The Impact of using Virtual Reality Lessons to Teach Microbiology Online. SEB Centenary Conference 2023, Edinburgh, UK, 4-7 July 2023. (Unpublished)

Donald, C. et al. (2023) The Impact of using Virtual Reality Lessons to Teach Microbiology Online. Microbiology Society Annual Conference 2023, Birmingham, UK, 17-20 April 2023. (Unpublished)

Donald, C. et al. (2023) The Impact of using Virtual Reality Lessons to Teach Microbiology Online. 16th Annual University of Glasgow Learning and Teaching Conference, Online, 29 Mar 2023. (Unpublished)

2021

Blakemore, Louise, Huser, Camille ORCID: https://orcid.org/0000-0002-3785-7556, Linn, Aileen ORCID: https://orcid.org/0000-0002-2754-7562 and Marks, Leah (2021) The importance of digital literacy education in a cancer genomics MOOC. In: Hays, Lauren and Kammer, Jenna (eds.) Integrating Digital Literacy in the Disciplines. Stylus Publishing: Sterling, Virginia. ISBN 9781642672121

Huser, Camille ORCID: https://orcid.org/0000-0002-3785-7556, Campbell, Sue ORCID: https://orcid.org/0000-0003-3098-156X, Fontaine, Samantha ORCID: https://orcid.org/0000-0002-0240-707X, Jamieson, Susan ORCID: https://orcid.org/0000-0003-3878-339X, Marks, Leah, Singer, Jeremy ORCID: https://orcid.org/0000-0001-9462-6802 and Young, Ronnie ORCID: https://orcid.org/0000-0003-1345-8187 (2021) Lessons learned from early adopters of blended and online learning. Journal of Perspectives in Applied Academic Practice, 9(2), pp. 137-145. (doi: 10.14297/jpaap.v9i2.488)

Donald, Claire ORCID: https://orcid.org/0000-0002-4370-0707, Veitch, Nicola ORCID: https://orcid.org/0000-0002-9583-3915, Edmond, Avril, Marks, Leah, Kirkwood, Nathan, Carman, Christopher ORCID: https://orcid.org/0000-0003-3114-0666, McDonnell, Neil ORCID: https://orcid.org/0000-0001-7279-5277 and Macpherson, Fiona ORCID: https://orcid.org/0000-0002-4950-3309 (2021) The Impact of Using Virtual Reality Lessons to Teach Online. Evolving Molecular Bioscience Education, 27-28 May 2021.

2020

McIntyre, Kirsty ORCID: https://orcid.org/0000-0003-3224-7043 and Marks, Leah (2020) Bridging the gap: implementation of an online induction course for first year medical students. 13th Annual University of Glasgow Learning and Teaching Conference, 25 Aug 2020. (Unpublished)

McIntyre, Kirsty ORCID: https://orcid.org/0000-0003-3224-7043 and Marks, Leah (2020) Bridging the gap: implementing an online induction course to support students' transition into first year medicine. Association for Medical Education in Europe (AMEE) Annual Conference 2020, 7-9 Sept 2020. (Unpublished)

Jackson, Maria, Marks, Leah, May, Gerhard ORCID: https://orcid.org/0000-0002-2532-6758 and Bhatti, Saeeda (2020) Giving Students More Choice in What Feedback They Receive – a Way of Improving Feedback Effectiveness? 13th Annual University of Glasgow Learning and Teaching Conference, 01 Apr 2020. (Unpublished)

Blakemore, Louise M., Meek, Sarah E.M. and Marks, Leah K. (2020) Equipping learners to evaluate online health care resources: longitudinal study of learning design strategies in a health care massive open online course. Journal of Medical Internet Research, 22(2), e15177. (doi: 10.2196/15177)

2019

Huser, Camille ORCID: https://orcid.org/0000-0002-3785-7556, Marks, Leah, Linn, Aileen ORCID: https://orcid.org/0000-0002-2754-7562 and Meek, Sarah (2019) Student-created online teaching resources for students. In: Rea, Paul M. (ed.) Biomedical Visualisation, Volume 4. Series: Advances in experimental medicine and biology (1171). Springer International Publishing: Cham, pp. 37-46. ISBN 9783030242800 (doi: 10.1007/978-3-030-24281-7_4)

Huser, Camille ORCID: https://orcid.org/0000-0002-3785-7556, Marks, Leah and Burke, Joanne (2019) Moderation of Assessment in a Student Selected Component Context. AMEE 2019, Vienna, Austria, 24-28 Aug 2019.

2018

Jackson, Maria, Marks, Leah, May, Gerhard H.W. ORCID: https://orcid.org/0000-0002-2532-6758 and Wilson, Joanna B. ORCID: https://orcid.org/0000-0003-4715-2530 (2018) The genetic basis of disease. Essays In Biochemistry, 62(5), pp. 643-723. (doi: 10.1042/EBC20170053)

Marks, Leah and Meek, Sarah (2018) Blending MOOCs into medical education. MedEdPublish, 7(1), pp. 60-63. (doi: 10.15694/mep.2018.0000060.1)

2017

Marks, Leah and Glasgow, Kevin (2017) Students as Educators in MOOCs. 10th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 30 Mar 2017.

Marks, Leah, McFadden, Daniel, Shuttleworth, Emily and Glasgow, Kevin (2017) Students as Educators: Enhancing Medical Education Through MOOC Creation. Association for Medical Education in Europe (AMEE) Annual Conference 2017, Helsinki, Finland, 26-30 Aug 2017.

Meek, Sarah E.M., Blakemore, Louise and Marks, Leah (2017) Is peer review an appropriate form of assessment in a MOOC? Student participation and performance in formative peer review. Assessment and Evaluation in Higher Education, 42(6), pp. 1000-1013. (doi: 10.1080/02602938.2016.1221052)

2016

Jackson, Maria and Marks, Leah (2016) Improving the effectiveness of feedback by use of assessed reflections and withholding of grades. Assessment and Evaluation in Higher Education, 41(4), pp. 532-547. (doi: 10.1080/02602938.2015.1030588)

Marks, Leah, Meek, Sarah, Huser, Camille ORCID: https://orcid.org/0000-0002-3785-7556 and Blakemore, Louise (2016) Playing the Numbers Game: Students as Assessors in a MOOC Context. 9th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 12 Apr 2016.

Marks, Leah, Meek, Sarah and Jackson, Maria (2016) Using MOOCs to Increase Exposure to Genomics in an Undergraduate Medical Curriculum. The European Human Genetics Conference 2016, Barcelona, Spain, 21-24 May 2016.

Marks, Leah, Meek, Sarah and Jackson, Maria (2016) What to do with a MOOC? Using the Latest e-Learning Trend to Enhance Medical Education. HEA Health and Social Care Conference, Glasgow, UK, 24-25 Feb 2016.

2015

Meek, Sarah, Marks, Leah and Blakemore, Louise (2015) Is Peer Review an Appropriate Assessment and Feedback Tool for a MOOC? AMEE eLearning Symposium, Glasgow, Scotland, 06-09 Sep 2015.

Watt, C.M., Jackson, M., Sharp, L. ORCID: https://orcid.org/0000-0003-4496-6141, Marks, L. and Tobias, E.S. (2015) Developing a Master of Science in Genetic and Genomic Counseling in Scotland: a Collaboration Between the West of Scotland Genetic Services and the University of Glasgow. European Society for Human Genetics Conference, Glasgow, UK, 06-09 Jun 2015.

Kerr, John, Houston, Suzy, Marks, Leah and Richford, Athene (2015) Building and Executing MOOCs: A Practical Review of Glasgow's First Two MOOCs (Massive Open Online Courses). Project Report. University of Glasgow, Glasgow.

2014

Marks, Leah, Meek, Sarah, Huser, Camille ORCID: https://orcid.org/0000-0002-3785-7556 and Blakemore, Louise (2014) The Making of a MOOC: Reflections from the Journey! 7th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 10 Apr 2014.

2013

Marks, Leah and Jackson, Maria (2013) Student experience of peer assessment on an MSc programme. Bioscience Education, 21(1), pp. 20-28.

Marks, Leah and Marks, D. (2013) A Research-based Approach to Studying the Effects of Technology in the Classroom. European Conference of International Schools

2012

Marks, D., Laxton, T., McPhee, I., Cremin, L., Sneider, A. and Marks, L. (2012) Does use of touch screen computer technology improve classroom engagement in children? Online Educational Research Journal,

Marks, Leah (2012) Student Experience of an MSc Course Assessed by Peer Review. MVLS Annual Conference in Educational Scholarship, Glasgow, UK

2010

Marks, Leah, Jackson, Maria, Marks, Douglas and Wilcox, Douglas (2010) Impact of an Online Tutorial on Postgraduate Students’ Literature Research Skills. 3rd Annual University of Glasgow Learning and Teaching Conference: Enabling Transitions: Into, through and out of university, Glasgow, UK, 22 Apr 2010.

2009

Jackson, Maria, Marks, Leah and Wilcox, Douglas (2009) Experiences in Supporting International Students During their Studies in the UK. 2nd Annual University of Glasgow Learning and Teaching Conference: Promoting Student Success through the Curriculum, Glasgow, UK, 24 Apr 2009.

2007

Marks, L., Spiller, O.B., Okroj, M., Chanas, S., Aitken, J.A., Wong, S.W., Damania, B., Blom, A.M. and Blackbourn, D.J. (2007) Molecular characterization of the rhesus rhadinovirus (RRV) ORF4 gene and the RRV complement control protein it encodes. Journal of Virology, 81, pp. 4166-4176. (doi: 10.1128/JVI.02069-06)

2006

Marks, Leah, Zarnudio, Stacy, Cousins, Frances, Duffie, Elizabeth and Lyall, Fiona (2006) Endothelial activation and cell adhesion molecule concentrations in pregnant women living at high altitude. Journal of the Society For Gynecologic Investigation, 13(6), pp. 399-403. (doi: 10.1016/j.jsgi.2006.05.001) (PMID:16879990)

McCaig, D., Marks, L., Newby, D. and Lyall, F. (2006) Effects of hypoxia & reoxygenation on expression of heme-oxygenase 1 protein in vitro. Hypertension in Pregnancy, 25(Sup1), p. 49. (doi: 10.1080/10641950600783864)

2005

Marks, L., McCaig, David, Cousins, Frances, Roberts, Judith and Lyall, F. (2005) Uncomplicated pregnancy and spontaneous miscarriage: the role of PECAM-1 in the placenta and placental bed. Placenta, 26(8-9), A34. (doi: 10.1016/j.placenta.2005.06.001)

Newby, D., Marks, L. and Lyall, F. (2005) Dissolved oxygen concentration in culture medium: Assumptions and pitfalls. Placenta, 26(4), pp. 353-357. (doi: 10.1016/j.placenta.2004.07.002) (PMID:15823622)

Marks, Leah and Lyall, Fiona (2005) HIF-1a is temporally and spatially expressed in the placenta throughout pregnancy. Journal of the Society For Gynecologic Investigation, 12(S2), 226A. (doi: 10.1177/1933719105012S209)

Newby, Deborah, Marks, Leah, Cousins, Frances, Duffie, Elizabeth and Lyall, Fiona (2005) Villous explant culture: Characterization and evaluation of a model to study trophoblast invasion. Hypertension in Pregnancy, 24(1), pp. 75-91. (doi: 10.1081/PRG-45785) (PMID:16036393)

2004

Lyall, F., Newby, D., Marks, L., Cousins, F. and Duffie, L. (2004) Villous explant culture: evaluation of outgrowth in relation to measured oxygen concentrations. Placenta, 25(8-9), A60. (doi: 10.1016/j.placenta.2004.06.006)

Lyall, Fiona, Marks, Leah, Cousins, Frances and Duffie, Elizabeth (2004) MMP-2 is temporally and spatially expressed in placentae throughout pregnancy. Journal of the Society For Gynecologic Investigation, 11(S2), 98A. (doi: 10.1177/107155760401100201)

Lyall, Fiona, Marks, Leah, Cousins, Frances and Duffie, Elizabeth (2004) MMP-9 is temporally and spatially expressed in placentae throughout pregnancy: possible roles in invasion, tissue restructuring and vascular modelling. Journal of the Society For Gynecologic Investigation, 11(S2), 220A. (doi: 10.1177/107155760401100201)

Lyall, Fiona, Marks, Leah, Duffie, E., Cousins, Frances and Zamudio, S. (2004) Endothelial activation and E-selectin concentrations in the maternal circulation of high altitude pregnancies. Journal of the Society For Gynecologic Investigation, 11(S2), 264A. (doi: 10.1177/107155760401100201)

Lyall, Fiona, Newby, D., Marks, Leah and Duffie, L. (2004) Villous explant studies: a quantitative analysis of outgrowth in low and high oxygen concentrations. Journal of the Society For Gynecologic Investigation, 11(S2), 287A. (doi: 10.1177/107155760401100201)

2002

Marks, L., Zamudio, S. and Lyall, F. (2002) MMP-9 expression is abnormal in placentae at high altitude: A link to chronic hypoxia. Hypertension in Pregnancy, 21, p. 111.

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