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Informatie over MSc Biomedical Sciences: Neuroscience
Hieronder staan het programma en de vakomschrijvingen van MSc Biomedical Sciences: Neuroscience Klik op de naam van een vak in een schema om naar de omschrijving te gaan.
| » Jaar 1 (Electives (10 ECTS)) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
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| semester I b | keuze | WMBM026-05 | Advanced Research Skills in BMS | Engels | 5 | ||
| » General Outline | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | verplicht | WMBM001-05 | Colloquium BMS | Engels | 5 | ||
| verplicht | MLELBMS5 | Electives BMS-Neuro | Engels | 10 | |||
| verplicht | WMBM003-05 | Essay BMS | Engels | 5 | |||
| verplicht | MLMODBMS5 | Master Modules BMS-Neuro | Engels | 30 | |||
| verplicht | WMBM901-40 | Research Project 1 Biomedical Sciences | Engels | 40 | |||
| verplicht | WMBM902-30 | Research Project 2 Biomedical Sciences | Engels | 30 | |||
| semester I b | keuze | WMBY026-05 | Laboratory Animal Science | Engels | 5 | ||
| Opmerkingen | See below for Master courses and Electives | ||||||
| » Masters Courses | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| semester I a | verplicht | WMBM022-05 | Biomedical Sciences: Professional Perspectives | Engels | 5 | ||
| verplicht | WMBM023-05 | Data Science in Biomedicine | Engels | 5 | 40 | ||
| verplicht | WMBM012-05 | Neurodegenerative Diseases | Engels | 5 | 40 | ||
| keuzegroep A | WMBC003-05 | Behavioural Pharmacology | Engels | 5 | |||
| keuzegroep A | WMBM011-05 | Neurobiology of Nutrition | Engels | 5 | 40 | ||
| semester I b | verplicht | WMBM018-05 | Neurobiology of Psychiatric Disorders | Engels | 5 | ||
| keuzegroep B | WMBM017-05 | Molecular Biology of Ageing and Age-related Diseases | Engels | 5 | |||
| keuzegroep B | WMBM020-05 | Nutrition, Brain Development and Cognition | Engels | 5 | |||
| keuze | WMBY026-05 | Laboratory Animal Science | Engels | 5 | |||
| Opmerkingen | Compulsory + choose 1 from option group A | ||||||
| » Electives (10 ECTS) | |||||||
| Periode | Type | Code | Naam | Taal | ECTS | Uren | |
| hele jaar | keuze | WMBM002-05 | Current Themes in Healthy Ageing | Engels | 5 | ||
| keuze | WMBS013-20 | International Genetically Engineered Machine competition | Engels | 20 | |||
| semester I | keuze | WMSE002-10 | Introduction Science and Policy | Engels | 10 | 40 | |
| keuze | WMMP004-01 | Microbiological Safety | Engels | 1 | 16 | ||
| semester I a | keuze | WMBM004-05 | Advanced Metabolism and Nutrition | Engels | 5 | ||
| keuze | WMBM005-05 | Cancer Research | Engels | 5 | 40 | ||
| keuze | WMBM006-05 | CRISPR editing | Engels | 5 | |||
| keuze | WMBM007-05 | Current Themes in Oncology | Engels | 5 | 40 | ||
| keuze | WMMP006-05 | Drug Development: from Design to Evaluation | Engels | 5 | |||
| keuze | WMBM008-05 | From Big Data to Personalised Medicine | Engels | 5 | |||
| keuze | WMSE001-10 | Introduction Science and Business | Engels | 10 | |||
| keuze | WMBM010-05 | Microbiome and Health | Engels | 5 | |||
| keuze | WMBM013-05 | Scientific writing | Engels | 5 | |||
| keuze | WMEC006-05 | Skills in Science Communication | Engels | 5 | |||
| keuze | WMBS005-05 | Tools and Approaches of Systems Biology | Engels | 5 | |||
| keuze | WMBM015-05 | Translational Research in Respiratory Disease | Engels | 5 | |||
| semester I b | keuze | WMBY025-05 | Evolutionary Medicine: Diseases of Affluence | Engels | 5 | ||
| keuze | WMBM016-05 | Immunology: from bedside to bench and back | Engels | 5 | |||
| keuze | WMBY026-05 | Laboratory Animal Science | Engels | 5 | |||
| keuze | WMFA047-05 | Nanomedicine and nanosafety | Engels | 5 | |||
| keuze | WMBM027-05 | Nutrition research in Health and Disease | Engels | 5 | 40 | ||
| keuze | WMBY008-05 | Practical Computing for Biologists | Engels | 5 | 40 | ||
| keuze | WMBY010-05 | Programming C++ for Biologists | Engels | 5 | |||
| keuze | WMBY011-05 | Radioisotopes in Experimental Biology | Engels | 5 | |||
| keuze | WMBM014-05 | Stem Cells & Regenerative Medicine | Engels | 5 | 40 | ||
| semester II | keuze | TEM0105 | Basiscursus Master Lerarenopleiding | Nederlands | 5 | variabel | |
| keuze | TEM0205 | Masterstage 1 Lerarenopleiding | Nederlands | 5 | variabel | ||
| keuze | WMBY014-05 | Orientation on International Careers | Engels | 5 | |||
| semester II a | keuze | WMBM028-05 | Applied Statistics and Machine Learning | Engels | 5 | ||
| keuze | WMBM025-05 | Big Data & Applications in Biomedicine | Engels | 5 | |||
| keuze | WMBY024-05 | Evolutionary Medicine: Infectious Diseases | Engels | 5 | |||
| keuze | WMBS014-05 | Transcriptomics | Engels | 5 | |||
| semester II b | keuze | WMBY016-05 | Advanced Light Microscopy | Engels | 5 | ||
| keuze | WMBY018-06 | Advanced Statistics | Engels | 6 | |||
| 1 | Advanced Light Microscopy | WMBY016-05 | |||||||||||||||||||||||||||
| In this course students learn various aspects of modern advanced light and fluorescence microscopy techniques. The course includes basic knowledge on light microscopy, several aspects of fluorescence microscopy, including the principles of fluorescence, properties of fluorescent dyes and proteins, wide field-, confocal-, SIM-, TIRF- and spinning disc microscopy, advanced fluorescence microscopy techniques such as FRET,FLIM and FCS as well as super resolution microscopy. Additional topics include live cell imaging, image processing and analysis and artifacts in fluorescence microscopy. The course consists of a theoretical part (lectures), practicals and a short research project. Assessment is via the preparation and presentation of a poster that contains the results of the research project and a written examination. | |||||||||||||||||||||||||||||
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| 2 | Advanced Metabolism and Nutrition | WMBM004-05 | |||||||||||||||||||||||||||
| The importance of nutrition for the development of mostly chronic diseases such as type 2 diabetes, cardiovascular diseases and obesity is well recognized nowadays. The knowledge on how nutrition may benefit health and healthy aging is increasing steadily. Many regulatory mechanisms exist in the body that determine the storage and catabolism of food components used for energy supply. In addition, food contains micronutrients and bioactive compounds that provide protective effects against damaging products of metabolism. The student will gain the latest insights on how nutrition regulates metabolism and how unbalanced nutrition may lead to disease. Furthermore, the student will learn about sophisticated research technologies applied in the field. The student will perform nutrition studies in humans and animals and will present the outcome of the scientific research in written reports. | |||||||||||||||||||||||||||||
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| 3 | Advanced Research Skills in BMS | WMBM026-05 | |||||||||||||||||||||||||||
| During this course, students will learn through hands-on wet-lab and dry-lab experience how to execute and plan a range of laboratory experiments and their protocol. The course will cover a few important molecular biological techniques using in biomedical sciences and will consist of lectures, online learning environment, and wet lab practicals. Students will work in pairs and will clone a reporter gene to study its expression in a cell model via immunoblotting and qPCR analysis. These experiments will be performed in the context of a disease, in particular Parkinson's Disease. The techniques that are use are: basic principles of cloning, cell culturing, Western blotting, protein quantification, RNA extraction and qPCR. The lectures will provide background information for the course, laboratory work and data analysis. The online learning environment will contain instructional content and will be integrated with the wet-lab experimental work. Students will learn how to plan experiments, work with an online lab journal and communicate the wet-lab results in a written report. This course is intented for first year BMS master students and is highly recommended for students with limited experience in wet-lab techniques and aim to strengthen their laboratory skills. To participate in the course it is required to have obtained the SMT (safe microbiological techniques) certificate prior to the start of the course. | |||||||||||||||||||||||||||||
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| 4 | Advanced Statistics | WMBY018-06 | |||||||||||||||||||||||||||
| Content: Introduction to R and review of basic statistics. Further topics: general linear models (ANOVA, ANCOVA, multiple regression); generalized least squares; mixed models; generalized linear models; generalized linear mixed models; Bayesian analysis and MCMC; animal models; multivariate analysis. During the last week of the course analysis and presentation of own data set. Description: This course teaches advanced statistical analysis almost from the ground up. The only requirement is some familiarity with basic statistical concepts and methods, such as taught in most introductory statistics courses. Some experience with R is useful but not crucial. During the first three days, basic methods and R will be reviewed to refresh your memory. During the next three weeks, cutting-edge techniques such as GLMMs, power analyses and Bayesian MCMC models will discussed and practiced. Each day will start with a review of the exercises of the previous day, followed by lectures and new computer labs. Mathematics will be kept to a minimum, and in addition to developing analytical skills, the course also puts much emphasis on producing effective and great-looking graphs (mostly using the ggplot2 package). The last week of the course will be dedicated to analyzing your own data, unleashing the newly learned techniques. If you have no data yet, alternative suitable data will be found elsewhere or simply created de novo with simulation models. Your methods, results and conclusions will be documented in a report which will be graded. | |||||||||||||||||||||||||||||
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| 5 | Applied Statistics and Machine Learning | WMBM028-05 | |||||||||||||||||||||||||||
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| 6 | Basiscursus Master Lerarenopleiding | TEM0105 | |||||||||||||||||||||||||||
| Bij dit vak doet de student basale kennis en vaardigheden op over het beroep als (vak)docent. Hij volgt daartoe (online) algemene colleges op het terrein van de pedagogiek en didactiek. Daarnaast neemt de student, onder leiding van de vakdidacticus, deel aan fysieke en/of online bijeenkomsten rond vakdidactiek. De student leert hoe een les te plannen en te evalueren, traint in het geven van deellessen, leert wat het betekent om voor een groep pubers te staan en wat hen motiveert en wat het belang is van een veilig leerklimaat. De student krijgt opdrachten mee die uitgevoerd worden in de onderwijspraktijk (Masterstage 1), leert hoe je gegevens verzamelt over die onderwijspraktijk (observaties, interviews, leerlingvragenlijsten) en hoe je die praktijk vanuit de theorie kunt analyseren. De student oriënteert zich daarmee op alles wat hem tijdens het vervolg van de opleiding te wachten staat en bouwt een realistisch beeld op van zijn geschiktheid voor dat vervolg. | |||||||||||||||||||||||||||||
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| 7 | Behavioural Pharmacology | WMBC003-05 | |||||||||||||||||||||||||||
| In this course the main psychiatric disorders (schizophrenia, depressive disorder, post-traumatic stress disorder, anxiety disorders, personality disorders and autism spectrum disorders) will be presented according to its current DSM-5 classification system. In addition, the novel emerging neuroscientific view will be presented that considers mental diseases as disorders of (multiple) brain circuit function that are connected to a particular behavioral domain (perception, motivation, emotional reactivity, motor control, flexibility, etc.). Although conventional behavioral animal models of different mental disorders are often used to study the etiology, physiology and treatment of the DSM-5 disorder, they cannot capture the full picture of the human disease. Discovering novel compounds for human neuropsychiatric diseases requires the development of valid and useful animal behavioral models for the specific disorder/domains under study. Therefore, whole animal psychopharmacology is of crucial importance for understanding the normal physiology of animals and for investigating the functional consequences of molecular or genetic modifications. With respect to brain (psychiatric and neurological) disorders, such models have proven to be notoriously difficult and, hence, many different models exist for each specific disease. The general objective of this course is to make students familiar with the basic principles, possibilities and pitfalls of the (psycho) pharmacological manipulation of whole animal behavior. This course will thoroughly address the current state of knowledge about animal models of mental illnesses with a focus on various personality and social behavioral disorders, stress-related (depression & anxiety) disorders, and substance-use disorders. | |||||||||||||||||||||||||||||
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| 8 | Big Data & Applications in Biomedicine | WMBM025-05 | |||||||||||||||||||||||||||
| An increasing volume of data is becoming available in biomedicine and healthcare, from genomic, proteomics, to electronic patient records, (radiology) images and data collected by wearable devices. Recent advances in data science are transforming the life sciences, leading to precision medicine and stratified healthcare. In this course, you will learn about some of the different types of data and computational methods involved in healthcare. You will have hands-on experience of working with such data from single cell-sequencing, multi-modular analysis from coupling neuro-imaging-behavior and genetics, and methylation- immunochemistry-proteomics from oncology. This course will show how the theory of statistical inferences and programming can be applied to advance medical research which ultimately benefit patient care. Concepts for effective analysis of images such as thresholding, morphological operations (dilation, erosion, closing, opening), histogram equalization, will be explained before introducing convolutional neural networks with deep learning. And you will learn from leaders in the field about successful case studies. Topics include: (i) Data Processing, (ii) Image Analysis, (iii) Network Learning and Modelling, (iv) Machine Learning. | |||||||||||||||||||||||||||||
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| 9 | Biomedical Sciences: Professional Perspectives | WMBM022-05 | |||||||||||||||||||||||||||
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| 10 | Cancer Research | WMBM005-05 | |||||||||||||||||||||||||||
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| 11 | Colloquium BMS | WMBM001-05 | |||||||||||||||||||||||||||
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| 12 | CRISPR editing | WMBM006-05 | |||||||||||||||||||||||||||
| This course will start with a maximum of 30 students. A high level of involvement, initiative and creativity is being expected from the participating students. The theoretical basis and the application of gene editing through CRISPR-Cas9 will be taught in a series of 6 lectures (4 hours each, including a 1 hour 'application' lecture by a guest lecturer). Lectures are complemented by literature discussion, theoretical and practical assignments, and laboratory training. CRISPR-Cas9 was discovered as an immune system in prokaryotes and archaea that confers resistance to bacteriophages and invading nucleic acids by providing a form of acquired immunity. Clustered regularly interspaced short palindromic repeats (CRISPR) are segments of prokaryotic DNA containing short repetitions of base sequences. Each repetition is followed by short segments of "spacer DNA" from previous exposures to foreign DNA. CRISPR-associated (Cas) proteins use the CRISPR spacers to recognize, cut and thereby remove invading (exogenous) genetic elements in a manner similar to RNA interference in eukaryotic organisms. CRISPR-Cas9 provides biomedical research with a cut-and-paste toolbox for genome editing in mammalian cells. Allowing scientist to cure genetic diseases by repairing the disease causing mutation. The technology is rapidly changing biomedical science and is expected to form the basis of personalised medicine in the future. This course is targeted for students that have the ambition or are planning to use CRISPR technology during one of their research internships and will start with the basics of CRISPR engineering. Note that the course therefore is less suited for students that already have (ample) experience with CRISPR engineering. For such students who still want to get more experience, we recommend to apply for an internship at the CRISPR center (1-2 placements per year available, so apply early with a clear motivation). | |||||||||||||||||||||||||||||
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| 13 | Current Themes in Healthy Ageing | WMBM002-05 | |||||||||||||||||||||||||||
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| 14 | Current Themes in Oncology | WMBM007-05 | |||||||||||||||||||||||||||
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| 15 | Data Science in Biomedicine | WMBM023-05 | |||||||||||||||||||||||||||
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| 16 | Drug Development: from Design to Evaluation | WMMP006-05 | |||||||||||||||||||||||||||
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| 17 | Electives BMS-Neuro | MLELBMS5 | |||||||||||||||||||||||||||
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| 18 | Essay BMS | WMBM003-05 | |||||||||||||||||||||||||||
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| 19 | Evolutionary Medicine: Diseases of Affluence | WMBY025-05 | |||||||||||||||||||||||||||
| Diseases of affluence, or wealth, are non-infectious diseases linked with increasing longevity in the western world, and associated lifestyle choices. This course will first look at what is a disease of affluence and why is evolutionary biology a vital science for medicine, and in particular, for diseases of affluence. It will present an overview of evolutionary medicine theory - how life-history theory, evolutionary theory of senescence, and ecological conditions have improved medical progress in understanding diseases of affluence. This course will teach the ecological and evolutionary thinking behind diseases of affluence. The course will cover a wide range of topics, such as: - What is a disease of affluence? - Life-history theory and diseases of affluence - An evolutionary perspective of humans as primates - Sex and ethnicity in human health - The mismatch hypothesis and human health - The hygiene hypothesis and allergies - Ageing and senescence - Evolutionary processes and cancer - Reproductive origins of adult health and disease For example, the course may cover the role of antagonistic pleiotropy in Huntington's disease, somatic evolution and cancer, the mismatch hypothesis and Alzheimer's disease, trade-offs and cardiovascular disease, diabetes linked with human ancestry and western lifestyle, evolution and mental illness, and the hygiene hypothesis and allergies. The Masters course is suitable for any student interested in evolutionary medicine, evolutionary biology or a biomedical field. | |||||||||||||||||||||||||||||
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| 20 | Evolutionary Medicine: Infectious Diseases | WMBY024-05 | |||||||||||||||||||||||||||
| Living at the expense of another organism creates a unique set of challenges, all deeply rooted in evolutionary biology. All viruses, but also some bacteria and eukaryotes exhibit parasitic lifestyles, sometimes even creating diseases in their hosts. When evolutionary biologist Theodosius Dobzhansky wrote that "nothing made sense except in the light of evolution", he might well have thought about infectious agents in particular. Evolution has a crucial impact on them, and these agents are also important players in the evolution of their hosts; as such they still represent today major threats in public health and agriculture. This course will explore how evolution impacts these agents and the dynamics with their hosts. We will introduce fundamental notions on eco-evolutionary concepts applied to infectious diseases, and present the different agents in more detail. We will also discuss the principles and development of evolution-aware and evolution-proof counter-measures (drugs, vaccines, biopharmaceuticals, etc.). All will be illustrated by applied examples. The course will cover a range of topics, such as: • Similarity, differences, and diversity in pathogenic agents (bacteria, viruses, and eukaryotic parasites); • Full spectrum of the symbiosis of these agents (from mutualistic to parasitic) and their interactions with the hosts (microbiome, immunology, virulence, transmission); • Exogenous manipulation of evolutionary pressures, such as therapies, antimicrobials (and resistance), as well as vaccines; • Epidemiological processes, from emergence to pandemics. The Master course is suitable for any student interested in evolutionary medicine, evolutionary biology, microbiology, or a biomedical field. | |||||||||||||||||||||||||||||
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| 21 | From Big Data to Personalised Medicine | WMBM008-05 | |||||||||||||||||||||||||||
| This course will give students a complete, hands-on overview of the generation, analysis and applications of next generation sequencing (NGS) and big data in biomedical science, including genetics, gene expression, epigenetics, microbiome metagenomics, proteomics and single cell sequencing techniques. You will gain insight in how the analysis of multi-omics data can contribute to elucidating the biological processes that lead to diseases in several lectures from experts in the field of precision medicine, multi-omics and data analysis. Moreover, you will get hands-on experience during the practical: You will generate your own RNAseq big data set in the lab, which will be sequenced and analysed by you using R in a weeklong group assignment. Together, you will get an overview of what it takes to generate big data and how this data can be processed and interpreted to understand how disease and treatment of disease can differ as a consequence of an individual's genetics and environment. The course is very hands-on and for a limited group of students only. | |||||||||||||||||||||||||||||
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| 22 | Immunology: from bedside to bench and back | WMBM016-05 | |||||||||||||||||||||||||||
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| 23 | International Genetically Engineered Machine competition | WMBS013-20 | |||||||||||||||||||||||||||
| The iGEM (international Genetically Engineered Machine competition (http://igem.org/Main_Page)) is an international organization that stimulates engineering of novel biological devices. It addresses the question: Can simple biological systems be built from standard interchangeable parts and operated in living cells? The competition already involves more than 340 teams from many major universities and institutes around the world, all trying to actively engineer biological devices by means of Synthetic Biology. The course unit´s content includes formulating and executing an experimental and/ or computational project related to Synthetic Biology and Systems Biology and reaching the goals in Synthetic Biology that are described by the iGEM organization. Students learn to work together in a multidisciplinary team, designing and executing a project, professionally presenting results in public, performing outreach, and obtaining funding. They will have to provide evidence of their contribution to the project on both individual and team level. This includes planning of work meetings and practical laboratory work in the period Feb-Oct and performing research according to work plan from June-September and also in the proceeding/posterior periods (Feb-Jun and Sep-Nov); occupation can vary between 10-80%. The final results will be presented at the iGEM Jamboree in Oct in Boston, and will have to comply with the iGEM criteria (see iGEM website each year). The course includes two modes of assessment (see also point 7). Official assessment is via an overall assessment, which includes that of an individually written report, presentation(s) during the iGEM seminars and assessment of the student's activities and contributions by at least two supervisors. The outcome of the judgement by international referees at the iGEM jamboree is not part of the assessment, because the iGEM teams are judged by different juries, restricting an objective comparison. | |||||||||||||||||||||||||||||
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| 24 | Introduction Science and Business | WMSE001-10 | |||||||||||||||||||||||||||
| This module will take place in two phases. 1. Theory Science and Business 2. Group project Science and Business In the first three weeks you will follow an intensive program in which you get acquainted with important business concepts. After that you will train the skills to solve business cases and to write and present a feasible science advise to company owners. Most assignments will be done in groups and teams. Final grade: Exam theory after three weeks: 50% Report after seven weeks: 50% Personal portfolio: It does need to be a pass in order to receive the final grade Subgrades need to be 5,5 or higher for a pass For more information see https://www.rug.nl/research/irees/education/sciencebusinessandpolicy/. | |||||||||||||||||||||||||||||
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| 25 | Introduction Science and Policy | WMSE002-10 | |||||||||||||||||||||||||||
| This module will take place in two phases. 1. Theory Science and Policy 2. Group project Science and Policy In the first three weeks you will follow an intensive program in which you get acquainted with important policy concepts. After that you will train the skills to solve policy cases and to write and present a feasible science advise to governmental organisations. Most assignments will be done in groups and teams. Final grade: Exam theory after three weeks: 50% Report after seven weeks: 50% Personal portfolio: will not be graded. It does need to be a pass in order to receive the final grade Subgrades need to be 5,5 or higher for a pass For more information see https://www.rug.nl/research/irees/education/sciencebusinessandpolicy/. | |||||||||||||||||||||||||||||
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| 26 | Laboratory Animal Science | WMBY026-05 | |||||||||||||||||||||||||||
| The aim of the course is to prepare students starting a master research project in which they participate in animal experimentation, which will be carried out during their master project under supervision of - and guided by the CCD permit holder. There are 2 versions of the course: 5 ECTS course This MSc course will be aligned to the existing "art 9 course Laboratory Animal Science", which has been running already for several years and which prepares for a career in science requiring animal experimentation. The 5ECTS version will consist of lectures and practicals, which offer insights into 1) Ethical considerations and the three R's, (2) Animal welfare and monitoring, (3) Rules & Regulations, (4) Research questions, experimental and statistical design, (5) Scientific Publication. At the end of the course there will be an exam which students have to pass in order to successfully finish it. Upon successful completion the 5 ECT version of this course, as well as successful finishing the masterproject for which this course was required, the student will receive the art.9 (Function B) certificate upon receiving the MSc diploma, which is mandatory for researchers who design and perform animal experiments (ex. art. 9 Wet op de Dierproeven (Experiments on Animals Act)). 2 ECTS version The 2 ECT version of this course is more appropriate for those students who do not aim at a career in science requiring animal experimentation. This course allows students to do a master project in which they participate in animal experimentation, but since this course has a seriously reduced study load, the student will not be awarded the art 9. status. The lectures and practicals of the 2 ECTS version will focus on 1) Ethical considerations and the three R's, 2) Animal welfare and monitoring and 3) Rules & Regulations. This course will end with a less extensive exam. After succesfully finishing this course a certificate will be reached out. | |||||||||||||||||||||||||||||
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| 27 | Master Modules BMS-Neuro | MLMODBMS5 | |||||||||||||||||||||||||||
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| 28 | Masterstage 1 Lerarenopleiding | TEM0205 | |||||||||||||||||||||||||||
| Bij Masterstage 1 loopt de student stage op een school voor voortgezet onderwijs (in de regel twee dagen per week) onder begeleiding van een vakcoach. Hij verricht observaties, interviewt leerlingen, bereidt (deel)lessen voor, geeft ze en bespreekt ze na met de vakcoach. De student verzamelt informatie en feedback over de kwaliteit van het eigen handelen (o.a. door de afname van een leerlingenquête), rapporteert daarover en beschrijft zijn ervaringen in een stageverslag. De student oriënteert zich daarmee op het leraarschap en leert hoe je in de context van de school onderzoekend kunt werken aan het sturen van je ontwikkeling. In de context van de stage voert de student daarnaast opdrachten uit in het kader van de basiscursus lerarenopleiding (TEM0105), die parallel is georganiseerd aan de stage. | |||||||||||||||||||||||||||||
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| 29 | Microbiological Safety | WMMP004-01 | |||||||||||||||||||||||||||
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| 30 | Microbiome and Health | WMBM010-05 | |||||||||||||||||||||||||||
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| 31 | Molecular Biology of Ageing and Age-related Diseases | WMBM017-05 | |||||||||||||||||||||||||||
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| 32 | Nanomedicine and nanosafety | WMFA047-05 | |||||||||||||||||||||||||||
| This course covers the following topics: • nanomedicine for drug delivery and drug targeting • nanomedicine applications other than drug delivery and drug targeting (organ-on-a-chip devices, tissue regeneration, stem cell differentiation and assisted surgery) • overview of main classes of nanomedicines, such as lipid based drug carriers, polymer based drug carriers, inorganic nanoparticles, antibodies and immunoconjugates, bio-inspired nanocarriers • drug carriers and targeted drugs currently on the market and in clinical trials • challenges in nanomaterial design for successful targeting and barriers to drug delivery • methods to characterize nano-sized drug carriers after synthesis and once applied in biological environments (size, charge, stability in biological fluids such as blood) • behavior of nano-sized materials at cellular and and organism level (uptake, distribution, final fate, eventual effects on cellular functions) • potential risks and safety concerns for nanomedicines and nano-sized materials not intended to be in contact with humans and living organisms (other nanotechnologies). | |||||||||||||||||||||||||||||
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| 33 | Neurobiology of Nutrition | WMBM011-05 | |||||||||||||||||||||||||||
| The aim of the course Neurobiology of Nutrition is to provide a basis for (human) ingestive behavior in relation to energy balance and activity, and the interactions hereof with other behaviors cq. emotions. The Lectures include: 1) Introduction into Neurobiology of Nutrition 2) Measuring Food intake 3) Coping style 4) Nutrition and depression 5) Stress and Nutrition 6) Food products 7) Taste perception 8) Food reward Based on the lectures 1), 2) and 3) students in groups of 4 each will develop a main experiment in the realm of Neurobiology of Nutrition, which they will introduce in an oral presentation, and this will be carried out during the course. Finally, they will have to present the outcome of this experiment (pitch talk), and each student will write a report on it. In addition, each student group (of 4 each) will prepare two lectures on state of the art issues based on the remaining lectures, which they will present orally. | |||||||||||||||||||||||||||||
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| 34 | Neurobiology of Psychiatric Disorders | WMBM018-05 | |||||||||||||||||||||||||||
| The current classification scheme for the diagnosis of psychiatric disorders, such as Schizophrenia and Autism, separates each into non-overlapping diagnostic categories. These diagnostic categories are sufficient to provide the basis for general clinical management, but do not describe the underlying neurobiology that gives rise to individual symptoms. The ability to precisely link these symptoms to underlying neurobiology would not only facilitate the development of better treatments, it would also allow physicians to provide patients with a better understanding of the complexities and management of their illness. To realize this ambition, a paradigm shift is needed to build an understanding of how neuropsychiatric diagnoses can be based on variation in quantitative biological parameters. The main difficulty in the construction of biologically valid diagnoses is the lack of objective biomarkers. Moreover, the uncertain relationship between diagnosis and underlying etiology has created difficulties for etiological research and made the generation of appropriate disease models and development of targeted treatments very difficult. As etiological research progresses, there has been a rethinking of these diagnostic boundaries and their usefulness in treatment and classification of neuropsychiatric disorders. For example, there is more etiological overlap between psychiatric and neurodegenerative disorders than previously thought, and that they may better be described as domains of cross-disorder-related traits (rather than separable categories) that can be translated to rodent models. This course will make students familiar with the basic principles, and provide insights into newly emerging developments in the field by linking psychiatry to neurobiology. Driven by advances in technologies and by knowledge on neural circuitry function, precision medicine approaches are under way to tackle cross-diagnostic overlap and clinical heterogeneity in psychiatric disorders. | |||||||||||||||||||||||||||||
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| 35 | Neurodegenerative Diseases | WMBM012-05 | |||||||||||||||||||||||||||
| During the course students will get lectures over the latest developments in the field of neurodegenerative diseases. They will be informed over the most important aspects of the disease development, pathology, molecular and cellular mechanisms, genetics behind and potential therapeutic strategies. They will have access to the latest literature and will get the opportunity to present a paper on an internal symposium. | |||||||||||||||||||||||||||||
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| 36 | Nutrition, Brain Development and Cognition | WMBM020-05 | |||||||||||||||||||||||||||
| The major incentive of the Nutrition, Brain Development and Cognition course is getting acquainted with the aspects of nutrition in brain development and cognitive functioning, in relation to health and general neuroscience aspects. The Lectures include: 1) Basic principles of brain development (2 HC) (Olivier) 2) Basic principles of cognition (2 HC) (Havekes) 3) Nutritional influences on epigenetic alterations in the placenta (2 HC) (Plösch, UMCG) 4) Early-life programming of cognitive function and the role of nutrition (2 HC) (Korosi/Olivier, UvA) 5) Nutrition and Alzheimer disease (2 HC) (vd Zee) 6) Sleep and nutrition (2 HC) (Havekes) 7) Healthy aging and nutrition (2 HC) (vd Zee) 8) Effects of meals on cognition (1HC) (vd Zee) 9) Modulation of amino acids-deficient diets (1 HC) (vd Zee) 10) Role of Dietary Polyunsaturated Fatty Acids in brain and cognitive function (2 HC) (Olivier) 11) Micronutritions in the brain (2 HC) (Havekes) Aside from lectures, students will write in small groups (max 4 students) a grant application. This includes an introduction (explaining the state of art), description of experiments, innovative aspects, and the social impact. The students will present their application to a broader audience of other students. One proposal will be picked to receive the grant, therefore all students will present and defend their proposal in a debate-style setting. After a short explanation a debate will take place, and students are required to ask critical questions to each other. Students will also prepare and conduct an experiment in Drosophila melanogaster. Because of the nutritional cost of reproduction, different kinds of food (selected by the students) is assessed for their influence on female sexual receptivity. To achieve this, students have to read literature and prepare a hypothesis driven experiment based on literature. The results of the experiment need to be analyzed, described in a report and presented to a larger audience | |||||||||||||||||||||||||||||
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| 37 | Nutrition research in Health and Disease | WMBM027-05 | |||||||||||||||||||||||||||
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| 38 | Orientation on International Careers | WMBY014-05 | |||||||||||||||||||||||||||
| Research topics will be provided by participating companies or organizations. These research topics are typically centered on biotechnology and bioprocessing, ecology, population science or pharmaceutical science. Students are expected to investigate the literature and other sources on the assigned topic, and will work in interdisciplinary teams to combine their findings in written and oral reports. The students will be mentored by a supervisor, with whom they discuss their findings, prepare a written report and oral presentation, and receive a grade from. The completed work will be followed up with site visit to the participating companies. During the site visit each group will present their findings to the participating companies and hand over the written report. The companies will present themselves also during the site visit. | |||||||||||||||||||||||||||||
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| 39 | Practical Computing for Biologists | WMBY008-05 | |||||||||||||||||||||||||||
| Practical Computing for Biologists (PCfB) introduces students to general computational tools in order to enable to design and execute efficient computations. PCfB presents a broad range of open-source, free and flexible computational tools applicable to geneticists, molecular biologists, ecologists, oceanographers, physiologists, or anyone with an interest or need for efficient means to handle and analyse large data sets in their research. PCfB emphasizes the practical application of computational tools and methods toward real-life analyses. PCfB covers data-centered computing in a Unix/Linux environment. PCfB introduces the basics of a 'nix environment, such as; remote installation and execution of software. Students will be familiar with command line tools to explore and analyze data as well as the use of scripting languages such as Python to (a) code custom analyses, (b) design effective pipelines with existing software, (c) data visualisation, (d) versioning with git and (e) reproducible analyses with markdown. Topics addressed in PCfB will employ practical example from different research fields, e.g., Next Generation Sequencing (NGS) data in genetics and molecular biology, as well as remote sensing and oceanographic data widely used in spatial ecological and evolutionary biology. The course comprises of short lectures in a Q & A format addressing the new concepts introduced in daily text book readings along with discussion and execution of relevant examples. Afternoons are aimed at practical computer exercises. The two first weeks include individual graded assignments. During the last week, students will conduct a project assignment individually or in small groups implementing aimed the skills acquired during the course towards, solving real-life analyses. Students will present their pipeline, results and reflect on the project in an oral presentation to the entire class during the last days of the course. | |||||||||||||||||||||||||||||
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| 40 | Programming C++ for Biologists | WMBY010-05 | |||||||||||||||||||||||||||
| This course, which is specifically designed for biology students, teaches the participants how to develop software in the programming language C++. Emphasis is given to the implementation of biological models, using individual-based simulations and various numerical methods for dynamical systems analysis. Students are able to tailor the contents of the course to their own level of proficiency. For students with no prior programming experience, the course offers an introduction to the essentials of the C++ programming language, including: • Procedural programming: data types, operators, program flow and functions • The Standard Template Library • Data input, generation of output including statistics like mean and standard deviation • Numerical simulation techniques for biological models More experienced programmers (including those who followed the BSc level course WBBY015-05) can instead focus on advanced topics, such as: • Program design, algorithms and debugging • Pointers and memory allocation • Object-oriented programming • Pseudo-random numbers and stochastic simulations The course consists of two parts: during the first three weeks (5 ECTS), students extend their programming skills by learning a new element of the programming language each day, and practise its application in programming exercises. Students then have the option to apply their newly acquired skills in practice by working on an extended three-week programming project (+5 ECTS). Here, students work on a biological research question of their choice and design and implement a simulation algorithm from scratch. Students preparing for a theoretical MSc project, can use the project to develop a first implementation of the simulation code for their project. Participants also learn how to systematically collect simulation data, and to present their results in an oral presentation, with associated annotated program code and documentation. The course is also available as a self-study course. | |||||||||||||||||||||||||||||
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| 41 | Radioisotopes in Experimental Biology | WMBY011-05 | |||||||||||||||||||||||||||
| RPO Dispersible Radioactive Materials-D is the minimum expert level which allows you to work with radioisotopes at the university and university hospital (UMCG). It is an official expert level supervised and regulated by the Dutch Government. The University of Groningen is one of the few official recognized institutes were you can obtain certificates of the official radiation expert levels. At the end of the 1st week you will HAVE to pass the RPO DRM-D test to be allowed to participate in the remainder of the course. NOTE: For the course an additional registration is needed apart from Progress for participating in an official RPO DRM-D course. Topics will include: • Radioisotope detection using X-ray film • The (advanced liquid) scintillation counter • In vitro labeling of nucleic acids and proteins • Subcellular localization of biological molecules • Radioisotopes and immunoassay • Pharmacological techniques • Biological effect of radiation The final part of the course consist of chronobiological research question regarding Melatonin using a Radioimmunoessay (RIA). The students will be their own research subjects. The results will be discussed in a concluding tutorial. Location: Linnaeusborg (Center of Life Sciences), Zernike During the curriculum year the course will be taught once in December. Capacity: minimum 8, maximum 12 students for the course. First come, first serve. For the course a second registration is needed (information will be provided in due time). The exact timetable will depend on the (remaining) COVID19 restrictions. Further information will be provided at least one month prior to the course. (Master students who are only interested in obtaining the RPO DRM-D certificate have to contact the course coordinator for information about the other radiation courses (non curriculum courses)). | |||||||||||||||||||||||||||||
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| 42 | Research Project 1 Biomedical Sciences | WMBM901-40 | |||||||||||||||||||||||||||
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| 43 | Research Project 2 Biomedical Sciences | WMBM902-30 | |||||||||||||||||||||||||||
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| 44 | Scientific writing | WMBM013-05 | |||||||||||||||||||||||||||
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| 45 | Skills in Science Communication | WMEC006-05 | |||||||||||||||||||||||||||
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| 46 | Stem Cells & Regenerative Medicine | WMBM014-05 | |||||||||||||||||||||||||||
| Week 1 Monday: 1h introduction lecture, followed by assignment to probe the general knowledge of Regenerative Medicine (via groupwise Mindmapping). Selection of topics (total 4 h). Afternoon: see below. Mornings:15 min digital test on the review of the day (using Socrative),1 h lecture on the theme of the day,2 h:presentations of the papers,1 h working in groups Afternoons:3 h self-study + 1h preparation of presentations and final report Themes: Tuesday–Stem cell differentiation, Wednesday–Mesenchymal stem cells, Thursday–Stem cell niche, Friday–Stem cells and extracellular matrix, Week 2 Mornings:15 min digital test on the review of the day (using Socrative), 1h lecture on the theme of the day, 2h: presentations of the papers, 1h working in groups Afternoons:3h self-study + 1h preparation of presentations and final report. Themes: Monday Materials as stem cell regulators, Tuesday–Stem cells as immunomodulators, Wednesday–Stem cells and microRNAs, Thursday - Stem cell methodology, Friday–Stem cells and physical force, Week 3 Monday and Tuesday: Mornings:15 min digital test on the review of the day (using Socrative), 1h lecture on the theme of the day, 2h: presentations of the papers,1h working in groups (assignment) Afternoons:3h self-study+ 1h preparation of presentations and final report Themes: Monday–Wound healing, Tuesday–Foreign Body Reaction, Wednesday and Thursday: preparation of posters and reports Friday: Postersymposium Each day two papers will be presented and critically discussed. One paper will be a review paper that all students have to read and prepare, and which will be assessed by a short digital test(Socrative)before the presentations every day. The second paper will be a paper to be selected by the group on an application in Regenerative Medicine of the day theme. The overall assignment will comprise of the generation of an innovative approach or therapy, based on stem cells and regenerative medicine, for the treatment of a particular disease or pathology. | |||||||||||||||||||||||||||||
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| 47 | Tools and Approaches of Systems Biology | WMBS005-05 | |||||||||||||||||||||||||||
| In the course, students should become familiar with the modern tools and approaches of systems biology. Specifically, the course will introduce (i) the principles of the powerful omics measurement technologies, (ii) the computational concepts used to extract information from these large data sets, and (iii) how mathematical models can be used to investigate complex biological systems. These concepts and approaches will be illustrated with examples from metabolism-related research such that the students also gain further knowledge in this particular field of biology. The course consists of three parts: 1) lectures, focusing on overview of tools with examples from recent literature; 2) practical work in which students perform computational analyses and develop their own mathematical models; 3) assignments in which students prepare short presentations on questions related torecent literature | |||||||||||||||||||||||||||||
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| 48 | Transcriptomics | WMBS014-05 | |||||||||||||||||||||||||||
| In this course, theory and practicals are combined to give an in-depth view of transcriptomics research in eukaryotes and prokaryotes. This master course is divided into three parts. The first part focuses on the theoretical background of Next Generation Sequencing (DNA-Seq and RNA-Seq) and on how important the role of RNA is in modern science. The assessment for this part consists of a literature case study on ChIP-Seq in Eukaryotes. The second part consists of 3 - 4 days lab work to practice working with RNA; quality control of the RNA, library preparation for Next Generation Sequencing and running samples on an Illumina sequencer. The projects selected for this part are based on research questions of PhD students and post-doctoral fellows of the department of Molecular Genetics. In principle the experiment has not been done before, which means that the generated data is novel. The last part of the course concerns statistics and data analysis on High-Performance Computing required for transcriptome analyses. Students will analyze and draw conclusions on their own datasets and will link results to biological knowledge by using additional statistical methods. Also, based on their findings, students will be encouraged to propose ideas for further experiments. | |||||||||||||||||||||||||||||
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| 49 | Translational Research in Respiratory Disease | WMBM015-05 | |||||||||||||||||||||||||||
| The students will be introduced to translational research into complex respiratory diseases such as asthma, COPD and lung fibrosis. A multidisciplinary introduction into all relevant aspects of respiratory physiology and disease will be provided to the students: in the first one-and-a-half week, clinicians (pulmonology, pediatrics and pathologists) and scientists (biologists, epidemiologists, pharmacologists, bioinformaticians and geneticists) will offer a comprehensive overview of basic lung development, anatomy and physiology; clinical background on chronic lung diseases including the patients' perspective, diagnostic tools and current treatment options; state-of-the-art in translational research and recent technological advances in research, diagnosis and treatment. Students will be introduced to novel drug delivery technologies (devices and particle technologies) for targeted therapeutic approaches. In the second part, students will work in small groups under supervision of experienced bio-informaticians with a large dataset encompassing clinical and gene expression data, define a research question of their interest and perform the relevant analyses using the dataset to answer their research question. Students will use the results from their analyses and the knowledge acquired to design a research plan to develop a novel therapeutic approach for a chronic lung disease. This course will help students acquire the necessary translational research skills to effectively contribute to multidisciplinary research in chronic, complex diseases, also outside of the respiratory system. | |||||||||||||||||||||||||||||
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