Dr Mark Evans

Job: Lecturer in Biomedical/Medical Science

Faculty: Health and Life Sciences

School/department: School of Allied Health Sciences

Address: De Montfort University, The Gateway, Leicester, LE1 9BH.

T: 0116 2577888

E: mark.evans@dmu.ac.uk

W: https://www.dmu.ac.uk/

Social Media:


Personal profile

Dr. Mark Evans is a Lecturer in Biomedical and Medical Science.  He is a graduate of Brunel University (BSc.) and Louisiana State University (PhD) with an extensive academic and research background in the area of free radical biology and oxidative stress.  

During his career he has worked in the areas of cigarette smoking-induced lung disease, automimmune disease (rheumatoid arthritis, lupus) and cancer and prior to coming to De Montfort University was a post doctoral scientist then lecturer at The University of Leicester.  His primary interests lie in the area of DNA damage/repair and role in disease pathogenesis.  Additionally he has worked in the area of human biomonitoring, examining excreted markers of nucleic acid oxidation and their biological sources, particularly the role of nudix hydrolases.  

Dr. Evans also has active research interests in the therapeutic potential of natural products, primarily anti-cancer activity and mechanism.  Dr. Evans has significant experience of teaching/teaching administration for undergraduate, postgraduate and research students, as well as design of and academic lead for MSc. programmes.

Research group affiliations

Institute of Allied Health Sciences Research

Biomedical and Environmental Health Group

Publications and outputs 

  • Blended learning for teaching cell culture as part of DMU e-Parasitology.
    Blended learning for teaching cell culture as part of DMU e-Parasitology. Pena-Fernandez, A.; Evans, M. D.; Hurtado, C.; Acosta, L.; Izquierdo, F.; Magnet, A.; Pena, M. A.; Singh, N.; Fenoy, S.; Bornay, F. J.; del Aguila, C. Emerging and re-emerging human parasites have become a global health threat due to different factors including globalisation, climate and vector ecology changes that have highlighted the necessity of teaching human parasitology to appropriately train future health care professionals. However, a significant erosion in the teaching of parasitology in conjunction with a reduction of the number of parasitology departments across European universities has been reported. To maintain and strengthen the teaching of this discipline, De Montfort University (DMU, UK) is leading an innovative international project for the development of a complete on-line package for teaching and learning parasitology named DMU e-Parasitology. This package will be publicly available on the DMU website here http://parasitology.dmu.ac.uk/ when completed early in 2019 and have different modules including a Virtual Laboratory. This paper focuses on the first e-learning unit created for the Virtual Laboratory section, named Human Cell Culture, and the validation undertaken to use it as a model unit to build this section. Cell culture is fundamental in parasitology for supporting different areas such as culture of obligate intracellular parasites or testing future drugs against these pathogens. The evaluation of the unit with undergraduate Biomedical Science students in 2017/18 at De Montfort University (UK) indicate that the unit seemed successful in facilitating students to acquire essential basic skills for working with cells in a cell culture room. Finally, we also provide a description of the short-blended learning experience implemented to validate the unit, intervention that could be easily adopted to enhance the teaching of cell culture in human health science programmes.
  • Applicability of the DMU e-Parasitology for teaching cell and parasite culture
    Applicability of the DMU e-Parasitology for teaching cell and parasite culture Pena-Fernandez, A.; Hurtado, C.; Evans, M. D.; Izquierdo, F.; Acosta, L.; Llorens, S. De Montfort University (DMU, UK) and the Spanish University of San Pablo CEU (USP-CEU) and Miguel Hernández de Elche, are developing a complete on-line package for teaching and learning medical parasitology, named DMU e-Parasitology (http://parasitology.dmu.ac.uk). This novel package includes a virtual laboratory and microscope with a complete library of digitised 2D slides of parasites in clinical samples. Recently, we have been successful in using super-resolution 3D microscopy (3D Cell Explorer; Nanolive, Lausanne, Switzerland), to incorporate 3D microscopic photographs (multiple-viewpoint-holographic images, 96 z-stacks) of fixed cultures, on slides, of important human parasites provided by the Cell Culture Laboratory (USP-CEU). We have also created two e-learning units that show all the practices and procedures of work in a cell and parasite culture unit in conjunction with detailed information and videos of parasitologists working in real conditions with amoebas and Leishmania infantum cultures. These novel resources were tested using a blended approach with final year Biomedical Science and Medical Science students at DMU that voluntarily enrolled to receive practical training in cell/parasite culture provided by an USP-CEU academic through an Erasmus+ mobility grant. Briefly, 2-hour training sessions were delivered, in which students working in pairs were trained how to culture adherent human cancer cells lines, including counting viable vs. dead cells. Twenty-two students attended these sessions; 9 (8 BMS, 1 BMedSci) provided comprehensive feedback. Prior to attending the laboratory session, participants were asked to view the DMU e-Parasitology cell and parasite culture units. 88.9% reported that the e-learning units (22.2% agreed, 66.7% strongly agreed) and the virtual microscopic slides (55.6% agreed, 33.3% strongly agreed) facilitated their learning. Only one student (11%) indicated that the units were difficult to understand. Most students (55.6% agreed, 33.3% strongly agreed) indicated that they learnt basic skills to perform cell/parasite culture. Some students demanded more time to perform the practical, or to deliver it in the first term when they have just started the course. Although preliminary, our results indicate that the methods and resources here detailed could help with the teaching/learning of these important practical topics to any future health scientist.
  • Teaching parasite culture through e-learning incorporating digitised 2D and 3D parasite images.
    Teaching parasite culture through e-learning incorporating digitised 2D and 3D parasite images. Pena-Fernandez, A.; Llorens, S.; Hurtado, C.; Izquierdo, F.; Pozuelo, M.J.; Fenoy, S.; Young, C.; Evans, M. D.; Ollero, M. D.; del Aguila, C.; Magnet, A. The teaching of medical parasitology is facing important challenges including the need to reverse the current downward trend in the teaching status of this science reported in developed countries, despite increasing food and water parasitic outbreaks in these countries. Moreover, the teaching of this science should be adapted to the rapidly increasing biomedical and technological achievements in our societies, so we can meet future students’ interests and expectations as well as being able to supply future work placement needs. Thus, parasitologists from different European Universities [De Montfort University, DMU, UK; and the Spanish University of San Pablo CEU (USP-CEU) and Miguel Hernández de Elche], are developing a complete on-line package for teaching and learning medical parasitology, named DMU e-Parasitology (http://parasitology.dmu.ac.uk). This novel package includes a virtual laboratory and microscope with a complete library of digitised 2D slides of parasites in clinical samples. Recently, we have been successful in using 3D super-resolution microscopy (3D Cell Explorer; Nanolive), to incorporate 3D microscopic images (multiple-viewpoint-holographic images, 96 z-stacks) of important protozoan (e.g. http://parasitology.dmu.ac.uk /learn/3D_Parasitology/Acanthamoeba_cyst_1.htm) and fungi human parasites fixed on slides, of. In contrast to images created from pre-stained clinical samples, in which structures of the parasites were indistinguishable from the background, although insight of the morphological structure of the infective forms of the parasites could be seen in the 3D z-stack images in each fixed culture samples provided. However, we believe that such images will have little applicability as a potential diagnostic tool, requiring further development. We have also created an e-learning unit on parasite cell culture (http://parasitology.dmu.ac.uk /learn/lab/parasite_cell_cultures/story_flash.html), which show all the practices and procedures to work in a parasite culture unit in conjunction with detailed information and videos of parasitologists/technicians working in real conditions with parasite cultures. In order to validate this unit, we will use a blended learning approach with final year BSc Biomedical Science students and MSc Advanced Biomedical Science at DMU that voluntarily enrol to receive formative training in these topics. This training consists of two sessions, which will be delivered in the first week of April 2019, when these volunteer students have completed the DMU e-Parasitology’s Parasite Cell Unit. The first session, mostly theoretical, will provide an overall description of how to work in a parasite culture unit in conjunction with explanatory mini-videos, in which students will be able to observe different parasites in culture conditions and specific 2D (clinical samples) and 3D (fixed culture samples) slides. Thus, students will be able to observe the morphological structures of the infectious forms of these pathogens in three formats: as culture (live and fixed) and in a human tissue sample. In the second session students will use a class II biological safety cabinet to manage human cells and perform routinely tasks such as grow, culture and count these cells. This paper will provide an overall description of these novel resources for teaching/learning parasite culture and their effectiveness for teaching these important laboratory skills to future healthcare professionals.
  • Reflection as a tool to facilitate the acquisition of diagnostic skills in clinical biochemistry.
    Reflection as a tool to facilitate the acquisition of diagnostic skills in clinical biochemistry. Pena-Fernandez, A.; Evans, M. D.; Young, C.; Escalera, B.; Angulo, S.; Pena, M. A. Future health professionals need to acquire analytic and diagnostic skills for prognosis and management of disease. However, the exponential advances in biomedical knowledge are making available new techniques and increasing the generation of data that require professionals equipped with the appropriate skills to interpret and process this new information. This is especially evident in biochemistry in which a myriad of new biomarkers can be currently monitored in a clinical tissue sample but, in turn, will require that the health professional is undertaking continuous learning to understand their meaning and interpretation. Reflection has been shown to be effective in facilitating continuous learning and gaining practical skills. Our innovative teaching group at De Montfort University (DMU, UK) implemented a novel pedagogic reflective strategy in the module “Clinical Biochemistry” shared in the BSc Biomedical Science (BMS) and BMedSci Medical Science (BMedSci) programmes in 2016/17, to encourage these final year students to think critically and use reflection to resolve three clinical biochemistry case studies of increasing difficulty distributed throughout the year. Students voluntarily resolved each case study and were provided with comprehensive feedback and marks for three main criteria, which students used to answer the case study: a) ability to extract all the fundamental concepts; b) ability to synthesise information and clarity of expression; and c) ability to reflect and comment. Preliminary results were not reliable due to poor engagement with this voluntary work, only 23 out of 142 students completed the first two case studies. For the 2017/18 iteration of the project, we performed small modifications and restricted the completion of the three case studies to the first term to encourage participation (as these final students are required to complete a demanding laboratory based final project in the second term). A total of 48 students (38 BMS and 10 BMedSci) voluntarily completed the first case study, although there was a notable reduction in the number of students that attempted the last case study. Marks gained for each of the criteria were compared statistically between them and between both academic years the project ran, to determine the effects of participation. Data analysed for both academic years indicated a significant increase in the marks received for ability to synthesise information and clarity of expression (p=0.01) and ability to reflect (p<0.02). An ANOVA of repeated measures for all the marks collected in the first two case studies launched in 2017/18 would confirm our previous results showing a significant increase in the performance of students as a result of participation in this project. Seventeen participants from this second cohort also provided comprehensive feedback, indicating high levels of enjoyment and satisfaction (58.8% agreed, 42% strongly agreed) by participating in this voluntary experience. Additionally, 88.2% considered that their critical thinking had improved and 81.2% had learnt to reflect and resolve general and frequent pathologies using clinical biochemistry information. Moreover, students documented different benefits from their participation other than learning, e.g. 88% considered that the reflective project has helped them to prepare their exams and a similar percentage indicated a positive impact on their professional development. In conclusion, and despite its short duration, the reflective pedagogy implemented was shown to facilitate the acquisition and development of critical thinking and reflection, relevant skills for any future healthcare professional. In addition, this pedagogic intervention has improved communication and scientific writing in participants, which would have benefited the performance of these students in other relevant modules.
  • Virtual libraries of tissue and clinical samples: potential role of a 3-D microscope.
    Virtual libraries of tissue and clinical samples: potential role of a 3-D microscope. Pena-Fernandez, A.; Izquierdo, F.; Acosta, L.; Pena, M. A.; Magnet, A.; Evans, M. D.; Torrado, G.; Young, C. Our international innovative teaching group from different European Universities (De Montfort University, DMU, UK; and the Spanish University of Alcalá, University Miguel Hernández and University of San Pablo CEU), in conjunction with practicing biomedical scientists in the National Health Service (UK) and biomedical researchers, are developing two complete e-learning packages for teaching and learning medical parasitology, named DMU e-Parasitology (accessible at: http://parasitology.dmu.ac.uk), and biology and chemistry, named DMU e-Biology (accessible at: http://parasitology.dmu.ac.uk/ebiology/index.htm), respectively. Both packages will include a virtual microscope with a complete library of digitised tissue images, clinical slides and cell culture slides/mini-videos for enhancing the teaching and learning of a myriad of techniques applicable to health science undergraduate and postgraduate students. Thus, these packages include detecting human parasites, by becoming familiar with their infective structures and/or organs (e.g. eggs, cysts) and/or explore pathogenic tissues stained with traditional (e.g. haematoxylin & eosin) or more modern (e.g. immunohistochemistry) techniques. The Virtual Microscope (VM) module in the DMU e-Parasitology package is almost completed (accessible at: http://parasitology.dmu.ac.uk/learn/microscope.htm) and contains a section for the three major groups of human-pathogenic parasites (Peña-Fernández et al., 2018) [1]. Digitised slides are provided with the functionality of a microscope by using the gadget Zoomify®, and we consider that they can enhance learning, as previous studies reported in the literature have reported similar sensitivity and specificity rates for identification of parasites for both digitised and real slides. The DMU e-Biology’s VM, currently in development, will provide healthy and pathological tissue samples from a range of mammalian tissues and organs. This communication will provide a description of both virtual libraries and the process of developing them. In conjunction, we will use a three-dimensional (3D) super-resolution microscopy, 3D Cell Explorer (Nanolive, Lausanne, Switzerland), to incorporate potential 3D microscopic photographs/short videos of cells to provide students with information about the spatial arrangement and morphologies of cells that are essential for life.
  • Promoting training in health care programmes for environmental monitoring of human pathogens.
    Promoting training in health care programmes for environmental monitoring of human pathogens. Pena-Fernandez, A.; Evans, M. D.; Lobo-Bedmar, M. C. Humans are increasingly being exposed to different and emerging pathogens in urban environments that can represent a public health risk that require immediate attention. Different studies have documented the presence and distribution of intestinal parasites in wild and domestic animal faeces in urban environments that represent a serious threat to human health due to their zoonotic potential. These “urban” animals can act as reservoirs of different pathogens playing a role in the environmental contamination of the urban environment. The identification of these biological hazards to enable appropriate decontamination or implementation of public health measures to minimise exposure is therefore necessary. To promote environmental monitoring and public health within human health undergraduate students, we have developed a specific activity to monitor Cryptosporidium spp. and Giardia spp. in animal faeces with final year students from three different programmes (BSc Biomedical Science; BMedSci Medical Science and BSc Audiology) at De Montfort University (Leicester, UK). A total of 50 students from these three programmes will travel to New York City (NYC, United States) from the 3rd to 8th January 2019 with three academic staff through the international programme #DMUglobal at De Montfort University (DMU). This trip will present a unique opportunity for DMU health care students to perform a parasitological and public health research study and acquire international competences. Students will be requested to: a) determine the presence and distribution of the above protozoan human parasites in animal faecal samples monitored in urban parks and recreational areas in the city centre of NYC; b) estimate the potential risks for public health; c) identify potential interventions and decontamination techniques to protect the public. Students will use immunocards for the specific detection of human-related Cryptosporidium and Giardia in the animal faecal samples monitored. Students will discuss their results and interventions once that they return to DMU, to increase critical analysis and reflection of the environmental monitoring performed and the identification of potential decontamination techniques. This paper will provide an overview of the trip developed and preliminary impressions of these students, which we consider will provide them with work and international competences critical for future health care professionals in a globalised world.
  • Addressing student retention and engagement using new technology.
    Addressing student retention and engagement using new technology. Pena-Fernandez, A.; Evans, M. D.; Pena-Fernandez, M. A. A range of strategies to improve retention and progression of Biomedical Science students at De Montfort University (DMU) implemented in 2016/17 included: an intensive induction week with social/networking events involving academics; an increment in the number of lectures and tutorials on STEM topics; the creation of regular drop-in sessions for each module. These strategies might have translated into a trend in the reduction of the percentage of students that failed in year 1, due to academic circumstances, from 19% in 2014/15 to 9.6% in 2016/17. More actions being developed include creation of a complete website covering fundamental biology and chemistry.
  • Histology resources for promoting blended learning
    Histology resources for promoting blended learning Pena-Fernandez, A.; Ramos, I.; Young, C.; Gray, D.; Evans, M. D.; Randles, M.; Zhu, Lan; Lobo-Bedmar, M. C. Human health courses at universities are facing different challenges to provide students with real laboratory experiences due to the combination of large course cohorts with a shortage of academic staff, resources and time. Future health professionals are encouraged to have a complete understanding of human anatomy and histology as well as to have some pathology and diagnostic skills including the necessary skills to use a microscope. However, students often find learning histology challenging as they usually need to learn how to use a microscope in a limited time during a practical timetabled with several peers, in which they are also required to undertake other activities such as tissue embedding, cutting and staining. To address these factors, different web-based resources have been made available to enhance learning of anatomy and histology, however they are directed to medical students so their use by non-medical students (e.g. pharmacy, biomedical science, nursing, etc.) is limited due to their complexity. As a result, De Montfort University (DMU, UK) is leading an international project to develop an on-line package for teaching and learning biology, named DMU e-Biology, which will cover not only the foundation but also the latest scientific knowledge on human biology. This novel resource is also equipped with a Virtual Microscope and a Virtual Laboratory. The Virtual Laboratory will present different subsections with a range of units regarding biomedical techniques and equipment, which will be developed following previous successful experience from the team. Units will be highly engaging and will contain short videos of academics and/or technicians working hands-on with equipment and/or techniques shown to bring the laboratory to the student’s house. Videos will be enhanced with audio and subtitles in English and the user will be able to complete a series of voluntary self-assessments throughout each unit to enhance engagement and self-assessment by providing the user with tools to evaluate their acquisition of knowledge. A subsection will cover all the elements to perform routine histological techniques in a biomedical laboratory, including the use and practicalities of the microtome, how to perform paraffin embedding and tissue sampling, and common staining techniques such as haematoxylin & eosin (H&E) and periodic acid–Schiff stain (PAS). The histology section will be publicly available from the DMU website in 2018 here http://parasitology.dmu.ac.uk/ebiology/biologyLaboratory_units.htm. Additionally, this resource is supported by a virtual microscope in which the user will be able to explore a library of virtual histological slides from different human tissues and organs; the virtual microscope will transfer the practicalities of a microscope to study human histology. These resources will be tested with first year BSc Biomedical Science and BMedSci Medical Science students enrolled in the module Basic Anatomy and Physiology at DMU by implementing blended learning, i.e. a pedagogy that integrates e-learning resources and materials with formal teaching (lectures, workshops and practicals), as different studies have pointed out that this pedagogy can enhance self-learning and facilitate acquisition of knowledge and long-term retention of information. This paper will provide a description of these novel resources and explore their practicalities with non-medical science students. The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.
  • Creating a reflective pedagogic strategy to enhance human health students’ professional practice at De Montfort University.
    Creating a reflective pedagogic strategy to enhance human health students’ professional practice at De Montfort University. Pena-Fernandez, A.; Pena, M. A.; Evans, M. D. Reflection is a critical skill for healthcare workers as their professional practice requires undertaking continuous learning for professional development. The aims and objectives of this exercise were to assess and develop students’ critical thinking and reflective learning skills. A novel pedagogic reflective strategy implemented in large groups of human health students at De Montfort University consisted of the sequential provision of three specialised clinical case studies, which required students to reflect on their knowledge to answer them. Students received comprehensive feedback between each reflective question regarding the ability to extract and synthesise information and to reflect and comment.
  • Interventions to enhance the teaching of toxicology at a UK University
    Interventions to enhance the teaching of toxicology at a UK University Pena-Fernandez, A.; Pena, M. A.; Lobo-Bedmar, M. C.; Evans, M. D. Following the recent communication from the European Societies of Toxicology (EUROTOX) advising that toxicology training and expertise is being eroded in the European Union, we have reviewed the teaching status of this subject in all the bioscience undergraduate courses offered at De Montfort University (DMU, UK). The courses reviewed were: Biomedical Science, Health and Wellbeing in Society, Speech and Language Therapy, Medical Science, Pharmaceutical and Cosmetic Science, Forensic Science and Pharmacy. None of these courses dedicate a complete module to the study of toxicology although they teach some aspects of toxicology following the subject-specific threshold standards described by the UK Quality Assurance Agency for Higher Education. Similar results are found in other UK Universities, although a comprehensive study on the status of toxicology teaching is needed. We have not found any undergraduate courses currently offered in the UK that contained the word “toxicology” in their title. These results are in agreement with EUROTOX, which indicated that toxicology has been generally integrated into other bioscience disciplines and is mainly offered as part of a taught postgraduate degree programme in Europe. Owing to these observations, our teaching group is performing different strategies to enhance the teaching of toxicology at DMU as we consider that the learning of this science is critically important to enable future health professionals to protect human health. These strategies included the development of specialised teaching/workshop sessions in toxicology that can be easily included in any undergraduate bioscience module. Thus, during 2016/17 we collected comprehensive feedback (during an Erasmus+ mobility grant for academics) from human health students about their views on the teaching of toxicology and one of the specialised workshops in a programme that does not offer a module in toxicology (BMedSci Medical Science, DMU) and one that does (MPharm. Pharmacy, University of San Pablo CEU, Spain). A high proportion of the students consulted requested more teaching of toxicology or the introduction of more specialised toxicology in their programmes. Thus, 85% of second year BMedSci students indicated that they would like to receive more toxicology training. Also, 42.9% (57.1% neither agree nor disagree) of fourth year MPharm. students suggested the incorporation of specialised environmental toxicology workshops within their course and all of them considered the environmental toxicology training relevant to their general toxicology module. Other strategies implemented include the enhancement of research in toxicology in our university by offering final projects on these topics to undergraduate and postgraduate students, as well as completion of PhDs. Finally, DMU has recently recruited two toxicologists as academic staff, allowing us to promote the teaching/research of toxicology as well as exploring the possibility of developing postgraduate content for the teaching of toxicology. More efforts should be considered to enhance the teaching of this subject in any bioscience programme, as the current status of toxicology in the UK has been eroded.


To see all of Mark's publications and outputs click here.

Key research outputs

H.H.K. Abbas, K.M.H. Alhamoudi, M.D. Evans, G.D.D. Jones & S.S. Foster. MTH1 deficiency selectively increases non-cytotoxic oxidative DNA damage in lung cancer cells: more bad news than good? BMC Cancer (2018) 18:423.

M.D. Evans, V. Mistry, R. Singh, D. Gackowski, R. Rozalski, A. Siomek-Gorecka, D.H. Phillips, J. Zuo, L. Mullenders. A. Pines, Y. Nakabeppu, K. Sakumi, M. Sekiguchi, T. Tsuzuki, M. Bignami, R. Olinski & M.S. Cooke.  Nucleotide excision repair of oxidised genomic DNA is not a source of urinary 8-oxo-7,8-dihydro-2'-deoxyguanosine. Free Radical Biol. Med. (2016) 99: 385-391.

M. Karbaschi, S. Macip, M.D. Evans, V. Mistry, H.H.K. Abbas, M.S. Cooke, G.J. Delinassios & A. Young. Rescue of cells from apoptosis increases DNA repair in UVB exposed cells: implications for the DNA damage response. Toxicol. Res. (2015) 4: 725-38.

P.M. Lam, V. Mistry, T.H. Marczylo; J.C. Konje, M.D. Evans & M.S. Cooke.  Rapid measurement of 8-oxo-7,8-dihydro-2'-deoxyguanosine in human biological matrices using ultra high performance liquid chromatography tandem mass spectrometry.  Free Radical Biol. Med. (2012) 52: 2057-2063.

K. Al-Salmani, H.H. Abbas, S. Schulpen, M. Karbaschi, I. Abdalla; K.J. Bowman, K.K. So, M.D. Evans, G.D. Jones, R.W. Godschalk & M.S. Cooke. Simplified method for the collection, storage and Comet assay analysis of DNA damage in whole blood. Free Radical Biol. Med. (2011) 51: 719-725.

ESCULA [European Standards Committee on Urinary (DNA) Lesion Analysis], M.D. Evans, R. Olinski, S. Loft & M.S. Cooke. Towards consensus in the analysis of urinary 8-oxo-7,8-dihydro-2'-deoxyguanosine as a non-invasive biomarker of oxidative stress. FASEB J. (2010) 24: 1249-1260.

N. Potdar, R. Singh, V. Mistry, M.D. Evans, P.B. Farmer, J.C. Konje & M.S. Cooke.  First trimester increase in oxidative stress and risk of small for gestational age fetus.  Brit. J. Obs & Gynae. (2009) 116: .637-642.

M.S. Cooke, T.L. Duarte, D. Cooper, J. Chen, S. Nandagopal & M.D. Evans.  Combination of azathioprine and UVA is a major source of cellular 8-oxo-7,8-dihydro-2’-deoxyguanosine.  DNA Repair (2008) 7: 1982-1989.

O.M.H. Habayeb, A.H. Taylor, M. Finney, M.D. Evans, J.C. Konje.  Plasma anandamide concentration and pregnancy outcome in women with threatened miscarriage.  J. American Med. Assoc. (2008) 299: 1135-1136.

M.S. Cooke & M.D. Evans. 8-oxo-7,8-dihydro-2’deoxyguanosine: re-use, reduce, recycle. Proc. Natl Acad. USA (2007) 104: 13535-13536.

M.S. Cooke, M.D. Evans, R. Dove, R. Rozalski, D. Gackowski, A. Siomek, J. Lunec & R. Olinski. DNA repair is responsible for the presence of oxidatively damaged DNA lesions in urine. Mutat. Res.- Fundament. Molec. Mech. Mutagen. (2005) 574: 58-66.

M.D. Evans & M.S. Cooke.  Factors contributing to the outcome of oxidative damage to nucleic acids. BioEssays (2004) 26: 533-542.

O.M.H. Habayeb, A.H. Taylor, M.D. Evans, M.S. Cooke, D.J. Taylor, S.C. Bell, J.C. Konje.  Plasma levels of the endocannabinoid, anandamide, in women - a potential role in pregnancy maintenance and labour? J. Clin. Endocrinol. Metab. (2004) 89: 5482-5487. (2nd place, Harold Malkin prize 2004, Royal College of Obstetrics & Gynaecology.)

M.S. Cooke, M.D. Evans, M. Dizdaroglu & J. Lunec. Oxidative DNA damage: mechanisms, mutation and disease. FASEB J. (2003) 17: 1195-1214. (>2600 literature citations.)

M.S. Cooke, M.D. Evans, R.M. Burd, K. Patel, A. Barnard, J. Lunec & P.E. Hutchinson. Induction and excretion of UV-induced 8-oxo-2'-deoxyguanosine and thymine dimers in vivo: implications for PUVA. J. Invest. Dermatol. (2001) 116: 281-285.

M.D. Evans, M.S. Cooke, M. Akil, A. Samanta & J. Lunec. Aberrant processing of oxidative DNA damage in systemic lupus erythematosus. Biochem. Biophys. Res. Comms (2000) 273: 894-898.

M.D. Evans, D. Perrett, J. Lunec and K.E. Herbert.  Analysis of urinary pseudouridine by micellar electrokinetic capillary chromatography.  Ann. Clin. Biochem. (1997) 34: 527-533.

M.D. Evans, J.T. Wolfe, D. Perrett, J. Lunec and K.E. Herbert.  The analysis of internucleosomal DNA fragmentation in apoptotic thymocytes by dynamic sieving capillary electrophoresis.  J. Chromatogr. A (1995) 700: 151-162.

W.A. Pryor, D.F. Church, M.D. Evans, W.Y. Rice Jr. and J.R. Hayes.  A comparison of
the free radical chemistry of tobacco-burning cigarettes and cigarettes that
only heat tobacco.  Free Radical Biol. Med. (1990) 8: 275-279.

Research interests/expertise

Free radicals and oxidative stress
Oxidative and free radical damage to nucleic acids; analysis of biomarkers of damage to nucleic acid; biological meaning and sources of urinary nucleic acid oxidation products; repair/processing of oxidatively-damaged nucleic acids; biomarkers of repair of oxidatively-damaged DNA; Nudix hydrolases.

DNA damage and repair in carcinogenesis; potential use and mechanism of chemical agents (pentacyclic triterpenes) derived from natural products as anti-cancer agents.

Areas of teaching

  • Chemistry
  • Biochemistry
  • Clinical Biochemistry
  • Pharmacology


PhD Biochemistry/Organic Chemistry (Louisiana State University, Baton Rouge)
BSc. (Hons) Applied Biochemistry (Brunel University)

Courses taught

BSc. Biomedical Science
BMedSci. Medical Science
MSc. Advanced Biomedical Science

Honours and awards

Diploma from the Polish Ministry of Science and Higher Education recognising contribution to oxidative stress research in lung cancer, 2006.

Membership of professional associations and societies

Member of The Royal Society of Chemistry

Fellow of The Institute of Biomedical Science

Member of The Phytochemical Society of Europe
Honorary member Lupus UK/West Midlands Lupus Group

Biochemical Society
Society for Free Radical Research
UK Environmental Mutagenesis Society

Current research students

First supervisor
Ibrahim Alhabib (PhD)

Philip Okyere (DHSci)


Second supervisor

Hesham Khodeir (PhD)

Gurminderjeet S. Jagdev (PhD)


Professional esteem indicators

2005-2008 Editorial Board, Eurekah Bioscience.

Jan. 2009 Invited Chair, session on ‘Interpretation of urinary DNA oxidation products’ at 2nd Copenhagen Workshop on DNA Oxidation, Copenhagen, Denmark.

Oct. 2009 Guest at No.10 Downing St. for Lupus UK Reception hosted by Sarah Brown as part of Lupus Awareness month.

Invited Speaker at the IFRA UK Fragrance Forum 2016, The Royal Society, London, UK, October 2016.


Peer reviewing

Scientific Journals: Antioxidants; Bioanalytical Reviews; Biomarkers; BioMed Research International; Biotechniques; British Journal of Biomedical Science; Cancer Chemotherapy & Pharmacology; Cell Biology & Toxicology; Chemical Research in Toxicology; Clinical Chemistry; Clinica Chimica Acta; Cogent Chemistry; Environmental Health Perspectives; Environmental & Molecular Mutagenesis; European Journal of Clinical Investigation; European Journal of Medicinal Chemistry; European Journal of Pediatrics; FEBS Journal; Free Radical Biology & Medicine; Free Radical Research; Journal of Chromatography A & B; Journal of Clinical Endocrinology & Metabolism; Journal of Immunology Research; Journal of Molecular Medicine; Journal of Photochemistry & Photobiology B: Biology; Mutagenesis; Mutation Research; Molecules; Nature Scientific Reports; Nucleic Acids Research; Placenta; Radiation Research; Rheumatology; Toxicology; Toxicology Research.

Grant-awarding bodies: Association for International Cancer Research; Austrian Science Fund; UK Medical Research Council; The Research Council of Oman; University of Alabama, Birmingham, Clinical Nutrition Research Center Pilot Grant Program.

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