| Language of instruction : English |
| Credits: 4,0 | | | | | Period: quarter 1 (4sp) | | | | | 2nd Chance Exam1: Yes | | | | | Final grade2: Numerical |
| | | Exam contract: not possible |
|
Sequentiality
|
| |
|
No sequentiality
|
|
|
The student acquires the knowledge and insight in the most recent advances in gene technology. The student will focus on one of four state-of-the-art technologies in molecular life sciences. In addition, groups of students will work on a disease and discuss how the technology could be applied to a disease to realize a better diagnosis and perhaps a potential therapeutic intervention. The course is structured around components: 1. Latest advances in gene technology Students are educated in the latest advances in gene technology. The technical aspects and research application of three core technologies are elaborated in a group assignment. The focus is on genetic and epigenetic modulations. A PBL-approach is applied in three session to guide the students in this task assignment. Each of the group is guided by an expert/coach. 2. State-of-the-art research applying gene technology
Students are introduced in the application of gene technology in disease-related by on-topic advanced journal clubs and expert lectures. During the advanced journal clubs students have to analyse an high-impact research paper related to the expert lectures. The deliverables are a written report and a 30 minutes presentation. The presentation and the report are study material for all students The learning goals are divided into biomedical and academic skills.
Learning goals: biomedical skills At the conclusion of the block, students are able to: LG-1. describe the working mechanism of various gene technologies: NGS, third generation sequencing, iRNA, CRISPR/Cas9, lentiviral vectors, phage display, epigenetic modulation LG-2. explain how state-of-the-art molecular technology used to understand human disease LG-3. design a state-of-the-art biotech-based approach to study the molecular mechanisms of human diseases using the techniques in LG-1. LG-4. understand how scientific discoveries are translated into clinical applications (procedures, pharmac, patient therapy)
Learning goals: academic skills LG-5. apply the principles of the scientific method to scientific communication (reading, writing, presenting) LG-6. critically read, analyse, assess and discuss scientific information (papers, proposals, presentations) (reading, writing, presenting) LG-7. collaborate in a team to produce a scientific report and presentation on a biomedical topic LG-8. present a scientific report in a clear, concise, complete and educationally sound manner LG-9. professionally interact with senior scientists.
|
|
|
|
|
|
|
|
|
Lecture ✔
|
|
|
|
Self-study assignment ✔
|
|
|
|
Small group session ✔
|
|
|
|
|
|
|
|
Demonstration ✔
|
|
|
|
Group work ✔
|
|
|
|
Presentation ✔
|
|
|
|
Report ✔
|
|
|
|
Period 1 Credits 4,00
| Evaluation method | |
|
| Written evaluaton during teaching periode | 20 % |
|
| Transfer of partial marks within the academic year | ✔ |
|
|
|
|
|
|
| Oral evaluation during teaching period | 20 % |
|
| Transfer of partial marks within the academic year | ✔ |
|
|
|
|
|
|
| Written exam | 25 % |
|
| Multiple-choice questions | ✔ |
|
|
|
|
|
|
| Evaluation conditions (participation and/or pass) | ✔ |
|
| Conditions | Presence at the TA meetings is obligatory. The evaluation consists of multiple parts. For all parts of the evaluation, at least a score of 8/20 must be obtained in order to pass for the course. Each student has to contribute sufficiently to the group assignment. |
|
|
|
| Consequences | A student who achieves a score lower than 8/20 on one (or more) parts of the evaluation will receive 'F - fail' as the final result. This final result is not tolerable. A student who achieves an 8/20 or 9/20 on one (or more) parts of the evaluation will receive respectively 8/20 or 9/20 as the final result, regardless of the weighted average of the scores. This final mark is tolerable. Eg. 8/20 + 16/20 -> 9/20 = tolerable. A student who possibly has participated significantly less in the group assignment than the other group members, will follow the free-riding behavior process as explained on Blackboard. During this process, the student will receive a temporary score X (no exam grade available). If free-riding behavior is identified, the student will receive F (fail) as final score for the course, and will receive an alternative assignment during the second-chance exam period. The results of the other evaluation parts can be retained for the second-chance exam if the student has passed or had received a tolerable mark. |
|
|
|
| Additional information | When working in team, sufficient input from each student is expected. Peer evaluation is done by the Buddycheck program on Blackboard. For each student, the score of the group work will be multiplied by the factor that is calculated by this program. The method of calculation and the way this process works, is further explained on Blackboard. If there is a potentially significant smaller contribution, the process regarding free-riding behavior will be started.
Oral evaluation during the teaching period includes formative evaluation during task assignment; participation.
The oral exam: open questions, case. |
|
Second examination period
| Evaluation second examination opportunity different from first examination opprt | |
|
|
|
| Compulsory course material |
| |
Study material will be available on blackboard. |
|
|
Learning outcomes Master of Biomedical Sciences
|
- EC
| 1. A graduate of the Master of Biomedical Sciences has a thorough knowledge of the molecular and cellular processes of the healthy and diseased organism and has insight in different methods for prevention, diagnosis and therapy of diseases. | - EC
| 11. A graduate of the Master of Biomedical Sciences can function in a multidisciplnary team and can fulfill a bridging function between the various actors in health care. The graduate knows the importance and needs of the various stakeholders within the life sciences. | - EC
| 12. A graduate of the Master of Biomedical Sciences has an attitude for lifelong learning and for constantly adjusting one's own professional thinking and acting. | - EC
| 2. A graduate of the Master of Biomedical Sciences can independently and critically perform a literature search. | - EC
| 3. A graduate of the Master of Biomedical Sciences can draw up a new research hypothesis based on his or her own findings or based on the findings of others, and work out a research proposal for this. | - EC
| 4. A graduate of the Master of Biomedical Sciences has knowledge of state-of-the-art techniques within biomedical research and is able to apply these techniques, taking into account the applicable quality standards. | - EC
| 6. A graduate of the Master of Biomedical Sciences can report scientific findings in writing and orally to both experts and a wide audience in a structured way. | - EC
| 7. A graduate of the Master of Biomedical Sciences takes a critical attitude towards one's own research and that of others. | - EC
| MHD 1. A graduate of the Master of Biomedical Sciences specialisation Molecular Mechanisms in Health and Disease has in depth insights in the etiology and the underlying molecular pathways of major disease areas (e.g. cardiovascular sciences, immunology and infection, neurosciences,...) | - EC
| MHD 2. A graduate of the Master of Biomedical Sciences specialisation Molecular Mechanisms in Health and Disease is able to develop new strategies for diagnosis and therapy. |
|
|
|
Master of Teaching in Health Sciences
|
- EC
| 5.1 The educational master is a domain expert HEALTH SCIENCES: the EM has an understanding of the construction and functioning of the human body in disease and health (at the molecular, cellular, organ and organism level). | - EC
| 5.4 The educational master is a domain expert HEALTH SCIENCES: the EM can independently and critically conduct literature research, formulate and operationalise a research question (-hypothesis), collect research data, process the obtained research results, interpret and report orally and in writing. |
|
|
|
| | EC = learning outcomes DC = partial outcomes BC = evaluation criteria |
| Offered in | Tolerance3 |
|
1st year Master of Biomedical Sciences - Molecular Mechanisms in Health and Disease
|
J
|
|
Master of Teaching in Health Sciences keuzetraject BMW/GEN met vakdidactiek biologie
|
J
|
|
Master of Teaching in Health Sciences keuzetraject BMW/GEN met vakdidactiek chemie
|
J
|
|
|
1 Education, Examination and Legal Position Regulations art.12.2, section 2. |
| 2 Education, Examination and Legal Position Regulations art.15.1, section 3. |
3 Education, Examination and Legal Position Regulations art.16.9, section 2.
|
|