Faculty of Medicine Molecular and Developmental Stem Cell ... Final V2.pdf · 2 Faculty of Medicine International Master Program Molecular and Developmental Stem Cell Biology Module

1

Faculty of Medicine

International Master Program

Molecular and Developmental Stem Cell Biology

Modulhandbuch

2

Faculty of Medicine



Module sheet

Title of module I Stem Cell Physiology

Module -

coordinator Prof. Dr. Beate Brand-Saberi

Credit points 10 Semester(s) in which the module is taught

1 and 2

Contact hours 3 Workload 300 hours

Lecturer(s) Böing, Brand-Saberi, Brösicke, Faissner, Reinhardt, Theocharidis, Wiese

Type of teaching

Lecture (2 hours per week) Seminar (1 hour per week) Discussions in context with lectures and seminar; lecturers ask for feedback regarding understanding and progress; Blackboard Skills for efficient research interactions will be trained during the seminars which will be taught in a compact course organized as a mini-symposium organized by the students themselves.

Relation to curriculum

Compulsory; For master students of Biology/Biotechnology and Biochemistry of RUB, this module is suitable as an elective lecture.

Recommended prerequisites

No prerequisites from curriculum; Students taking this module will be expected to have a basic understanding of cell biology.

Aims The module “Stem Cell Physiology” provides a molecular, cytological and developmental basis by which students will acquire a deep insight into the physiology, derivation and characteristics of well-known types of stem cells.

Learning outcome

Knowledge: Students can describe the principles and chronology of vertebrate development and stem cell types (Stem Cell Physiology I). They can outline the molecular background underlying differentiation control versus stem cell self-maintenance, including cell-to cell and ECM-to-cell signaling cascades (Stem Cell Physiology II). Skills: Students have understood and are able to explain basic processes of development. They can summarize and interpret developmental and stem cell related primary literature. Students can interpret basic and advanced problems in stem cell biology and relate morphological data. Competencies: Students can integrate and evaluate relevant stem cell-related textbook knowledge and research data at the morphological, developmental and molecular level. They can design and adequately present advanced level Power-Point based talks, relate them to background knowledge and critically discuss new data. They are capable of communicating in a scientific context in front of an international audience.

3

Contents of module

Semester 1: Cell cycle control and its implications for stem cell biology Principles of vertebrate development Gametogenesis and fertilization Early development: cleavage, blastocyst, gastrulation The three germ layers: ectoderm, mesoderm, endoderm and their derivatives Species-specific aspects of development Stem cell classification: - Hematopoietic stem cells - Mesenchymal stem cells, mesangioblasts - Embryonic stem cells - Fetal stem cells - Adult stem cells - Induced pluripotent stem cells - Stem cells in invertebrates Reproductive medicine Semester 2: The stem cell niche Neural stem cells as a paradigm for stem cell physiology Neural development from neural induction to synaptic plasticity Signaling processes in stem cells - Signal transduction pathways: protein kinaseA as a paradigm for molecular mechanisms of action; structure–function relationships of the kinase superfamily - receptor protein tyrosine kinases and their signaling mechanisms: subclasses: insulin-receptor, FGF-receptor, PDGF-receptor, intracellular signaling pathways: Ras-MAPkinase, PI3-kinase - non-receptor tyrosine kinases: structure-function relationship of src Kinase family - signal transduction for cellular survival and apoptosis: TNFalphaR , PI3Kinase: Bcl-2 protein family, Bcl-xL, Bak, -Serine-threonine receptor kinases: TGF-ß receptors - Phosphotyrosin -phosphatases: catalytic mechanism, PDZ-domains - Cytokine (class I to IV) receptors and signaling mechanism, class I: growth-hormone, erythropoietin. Janus kinases (JAKs), (STATs), IL-6 receptor-family. Concepts of gene-therapy, class II : interferon a, ß, g, class III: (Fas, TNFR1, p75NTR), signaling: TRAFs, TRADD, FAAD, RIP, death-domains, initiator- and effector-caspases (9,3,1) class IV: interleukin-1-receptor, IRAP - GPCRs: GTPase-cycle, G-proteins, transducin signaling as paradigm, calcium-dependent signaling, Ca/Calmodulin, arrestin

Study and examination

requirements; Forms of

examination

Students performance during discussions and interactions in the context of the lectures and in the seminar with lecturers and fellow students; Presentations during the seminar The mode of examination will be one multiple choice test for each semester. Each examination will be of one hour and the question paper will consist of 30 questions with five choices for each question. The assessment will be based on the average mark obtained in the two semesters. Each exam thus contributes 50% to the overall module mark.

Literature

Developmental Biology, 9th edition 2010 Scott Gilbert, Sinauer Principles of Development, edition 2010 Lewis Wolpert Oxford University Press Embryology Keith Moore, Vidhya Persaud edition 2007 Elsevier Langman's Medical Embryology, 12th edition 2011 Thomas W. Sadler Lippincott, Williams & Wilkens D Voet/J. Voet:4th edition , Biochemistry, John Wiley

4

Faculty of Medicine



Module sheet

Title of module II Bioinformatics

Module -

coordinator PD Dr. Mathias Lübben


1


Lecturer(s) M. Lübben, A. Mosig,, Schlitter, R. Stoll

Type of teaching

Lecture (2 hours per week) Seminar (1 hour per week) During lectures and seminars discussions will be promoted; feedback regarding understanding and progress will be stimulated. Skills for efficient Computer application on complex questions in molecular genetics and protein biochemistry will be trained by including Computer practical classes


Compulsory; For master students of Biology/Biotechnology and Biochemistry of RUB, this module is suitable as an elective lecture (needs more clarity-change as in previous modul).


No prerequisites from curriculum: Students taking this module will be expected to have a basic understanding of mathematics, genetics and molecular cell biology.

Aims Students will acquire an overview of bioinformatics with respect to systemic and molecular biosciences and be enabled to apply them to case problems.

Learning outcome

Knowledge: Fundamentals of bioinformatics and databases have been learned. Skills: Students have acquired skills in: - applying computer programs as well as web-based services - work on programs in vector construction, analysis of gene structure etc. - homology search of sequences - theoretical concepts and strategies are concisely presented and further deepened by case studies. Competencies: As a primary goal, the student has learned how to solve case problems by practical computer exercises.

Contents of module

Introduction to bioinformatics, role of computers and of the internet for life sciences. Construction and use of DNA- and protein-related databases. Integration of databases. Bioinformatics search tools, search algorithms, profile and motif searches. Homology search of sequences (FASTA, BLAST) and special applications (PHI- and PSI-BLAST), statistical significance analysis of results. Construction of genomes, genes and proteins; splicing.

5

Analysis of DNA and protein data by means of freely available and proprietary software tools; virtual cloning. Strategies of genome sequencing (microorganisms and higher organisms), “Next generation” sequencing methods; genome annotation. Comparison of DNA and protein sequences, binary and multiple sequence alignment, Needleman-Wunsch algorithm, dynamic programming, position-specific weight matrices and Hidden Markov models. Phylogenetic tree construction by distance matrix and by parsimony analysis, maximum likelihood methods, split- and quartet-based methods for phylogenetic network inference. Transcriptomics and proteomics: Analysis of the degree of utilization of genetic information by the cell (RNA and protein). Methods of structure determination for proteins (X-ray crystallography, NMR spectroscopy), structure validation (Pro-Check). Structural genomics, strategies of “structure factories”. Use of RNA secondary structure prediction tools, introduction to RNA homology search and annotation. Motif discovery and motif search for transcription factor binding site modeling and recognition. Use of motif discovery and motif finding tools, and databases with transcription factor binding site profiles. Prediction of protein structures (secondary structure, neural networks, hydrophobicity analysis). Protein fold prediction, threading, homology modeling. Use of molecular graphics, application of viewers (RASMOL, PYMOL). Molecular mechanics, energy minimization and molecular dynamics.



examination

Progress will be examined by means of assignments, which require the application of local computer programs as well as web-based services enabling the students to work on programs in vector construction, analysis of gene structure etc. 2-hour end-of-term written exam. The assessment will be based on 12 questions in free text. Students have to answer 9 questions to obtain full number of points

Literature

Arthur M. Lesk Introduction to Bioinformatics Verlag: Oxford University Press; Auflage: 0003 (20. März 2008) Sprache: Englisch ISBN-10: 0199208042 ISBN-13: 978-0199208043

6

Faculty of Medicine



Title of module III Stem Cell Practical Courses (Wahlpflichtmodul)

Modulecoordinator Prof. Dr. I. Dietzel-Meyer

Credit points 4 x 4 = 16 Semester(s) in which the module is taught

1


Lecturer(s) Adamietz/Bühler; Behr, Brand-Saberi, Böing, Bühler, Förster, Heumann/Neumann, Jacobson, Klump, Köller, Lang, Linke/Unger, Petrasch-Parwez, Steinsträsser, Tenbusch, Theiss, Wiese, Winkelmoser, (more from Department).

Type of teaching

Two weeks advanced laboratory courses with integrated seminars, guidance and supervision of experimental performance. Supervision of protocols Active participation in seminars, completion of practical tasks and detailed protocols. Feedback regarding understanding the scientific background of the experiments Team work. Discussing the feasibility and necessity of using stem cells in biochemistry, biology and medicine


Compulsory; every student has to choose 4 different courses out of a large number offered by different scientific groups of the ISTEM supervisors For master students of Biochemistry of RUB also suitable as elective lecture.


No prerequisites from curriculum; Students taking this module will be expected to have a basic understanding of cell biology, biochemistry and molecular genetics

Aims Students will become familiar in theory and practice with specific techniques related to stem cell biology and will gain the competence to apply them as required.

Learning outcome

Knowledge: Students have gained knowledge of different basic techniques related to stem cell research, depending on the host labs visited. Skills: The Students have acquired basic skills to perform these techniques. They will learn how to present their experimental data. Competencies: Students should have gained a) Awareness of the latest scientific findings and literature pertaining to the questions addressed in the host labs. b) Competence to interpret the obtained results. c) Competence to relate a particular method or a spectrum of methods to solving of particular scientific problems in stem cell biology. Representative example I (Brand-Saberi) After completion of the laboratory course the student will have acquired the basic skills associated with the isolation of muscle fibres from the EDL muscle of mice. Furthermore, they have learned culturing, fixation and immunohistochemical (IHC) staining protocols to stain muscle stem cells. Culturing of C2C12 muscle cell line and IHC using several myogenic markers has also been a part of their practical training. The latest scientific findings and reviews pertaining to satellite cell population of muscle stem cells has been reviewed during the practical training period.

7

Representative example II (Wiese) After completion of the laboratory course the students will have an insight into the culture of mouse embryonic stem cells in vitro. They have learned differentiation protocols on these cells towards neural progenitor cells. This includes also the analysis of central markers for neural differentiation as well as the quality control for the undifferentiated cells. On the level of methods the students will learn the techniques for Western Blot, RT-PCR, and Immunhistochemistry.

Contents of module

Muscle stem cell biology, Embryoid bodies, Investigating the expression pattern of developmental control genes by in situ hybridization Ionophores as selective inhibitors of tumor stem cells and first approaches to clarify the underlying mechanisms Cultivation & Characterization of novel multipotent human stem cells Protein purification and transduction, Investigations on adult hippocampal neurogenesis in transgenic mice Mesenchymal Stem Cells for Regenerative Medicine Epigenetics Changes in Tumor Cells Immunohistochemisty of adult stems cells in the SVZ Lab Rotation - Regenerative Medicine in Plastic Surgery Isolation and culturing of mouse embryonic stem cells Culture and differentiation of neural precursor cells

Study and examination requirements; Forms of examination

Active participation in seminars, completion of practical tasks and detailed protocols are required. The assessment is based on a written report.

Literature

"Vertebrate Myogenesis", Beate Brand-Saberi (ed.) Springer-Verlag 2001, Problems and Results in Cell Differentiation “Vertebrate Myogenesis: Stem Cells and Precursors” Beate Brand-Saberi (ed.) Springer-Verlag 2014, Problems and Results in Cell Differentiation Yusuf F. and Brand-Saberi B. (2012). Myogenesis and muscle regeneration. Histochemistry and Cell Biology, 138(2):187-199 Lafenetre P, Leske O, Wahle P, Heumann R. (2011).The beneficial effects of physical activity on impaired adult neurogenesis and cognitive performance. Front. Neurosci. doi: 10.3389/fnins.2011.00051. Manns, M., Leske, O., Gottfried, S., Bichler, Z., Lafenetre, P., Wahle, P., and Heumann, R. (2011). Role of neuronal ras activity in adult hippocampal neurogenesis and cognition. Front Neurosci 5, 18. Full text pdf Squire, Berg, Bloom, du Lac, Ghosh, Spitzer. Fundamental Neuroscience, 3rd Ed. AP (2008)

8

Faculty of Medicine



Title of module IV Molecular Genetic Methods

Modulecoordinator PD Dr. Holm Zähres


2


Lecturer(s) PD Dr. Holm Zaehres

Type of teaching

Lecture: 2 hours per week; exercises: 1 hour per week. Lectures and exercises will be assisted by power point presentations and e-learning facilities (Blackboard). Development of understanding is supported in team exercises. Interactive presentation in front of an audience, note-taking during lectures, unsolicited post-preparation of module contents and of relevant literature.


Compulsory; For master students of Biochemistry of RUB also suitable as elective lecture.


IV Bioinformatics should be successfully passed; Students taking this module will be expected to have a basic understanding of molecular genetics.

Aims Students will acquire up to date background of molecular genetics, genomic organization and evolution, genomic sequencing, genetic engineering, genes in medicine and disease in context with cells, tissues and laboratory animals.

Learning outcome

Knowledge: Students have learnt: Cloning 1 (Enzymes, Prokaryotic vector systems), Cloning 2 (RNA, cDNA, Ligation / Recombination techniques), Gene expression / Protein analysis, Sequencing / Epigenetic analysis Skills: Students have acquired skills in gene and genome analysis, skills in cloning of gene constructs, cell and animal manipulation, protein expression Competencies: Students have acquired concepts and strategies for gene and genome analysis and manipulation according to experimental requirements

Contents of module

• Essentials of cloning in prokaryotic vector systems: DNA restriction by natural and by artificial, custom made enzymes, modification systems, • Prokaryotic vector systems, selection modes, cDNA synthesis, ligation, recombination site associated exchange of gene cassettes • Gene expression in E. coli / Protein analysis • State of the art sequencing techniques / Epigenetic genome analysis • In vitro / in vivo mutagenesis • Gene transfer and expression (Eukaryotic vector systems, viral, non-viral, episomal expression vectors) • Gene targeting / RNA interference (HR, shRNAs, nucleases) • Transgenic animals (Constitutive, conditional, inducible mice) • RNA methods (Modification, mRNA transfer, miRNAs) • Cell physiology methods 1 (FACS) • Cell physiology methods 2 (Electrophysiology)

9


Discussion and interaction during lectures and presentation of exercises are required. The assessment is based on an end of term written exam. The mode of examination will be as follows: 8 questions in free text have to be answered within 2 hours to obtain the full number of points.

Literature

Kim E. et al., Precision genome engineering with programmable DNA-nicking enzymes. Genome Res. 2012 Jul;22(7):1327-33 Manrao E.A. et al., Reading DNA at single-nucleotide resolution with a mutant MspA nanopore and phi29 DNA polymerase. Nat Biotechnol. 2012 Mar 25;30(4):349-53 Liu X. & Fortin K., MicroRNAs: Biogenesis and Molecular Functions. Brain Pathology 18 (2008) 113–121 Naldini L. et al., In Vivo Gene Delivery and Stable Transduction of Nondividing Cells by a Lentiviral Vector. Science. 1996 Apr 12;272(5259):263-7 Takahashi K. & Yamanaka S., Induction of Pluripotent Stem Cells from Mouse Embryonic and Adult Fibroblast Cultures by Defined Factors. Cell. 2006 Aug 25;126(4):663-76 Soldner F. et al., Generation of Isogenic Pluripotent Stem Cells Differing Exclusively at Two Early Onset Parkinson Point Mutations. Cell. 2011 Jul 22;146(2):318-31

10

Faculty of Medicine



Module sheet

Title of module V Tissue Engineering

Module coordinator Dr. Marion Böing

Credit points 5 Semester in which the module is taught

2


Lecturer(s) Behr, Böing, Giebel, Jacobsen, Klump, Kögler, Köller, Sengstock, Trapp, Zähres

Type of teaching

Lecture (2 hours per week) Seminar (1 hour per week) Discussions in context with lectures and seminar; lecturers ask for feedback regarding understanding and progress; Blackboard Skills for efficient research interactions will be trained during the seminars which will be taught in a compact course organized as a mini-symposium organized by the students themselves.


Compulsory; For master students of Biology/Biotechnology and Biochemistry of RUB also suitable as elective lecture.


No prerequisites from curriculum

Aims

In the module “Tissue Engineering” the students will obtain an overview of current approaches of tissue reconstruction. Students will become familiar with the macroscopic and microscopic anatomy and function of the main organ systems including their regenerative capacities; they will familiarize with the technical approaches and current limitations for the repair of these organ systems.

Learning outcome

Knowledge: Students have learned the macroscopic and microscopic anatomy and function of organ systems, cell-based therapies and gene therapies for tissue-specific replacement. Skills: Students can apply principles of tissue culture and of “Good manufacturing practice” (GMP), which will be taught theoretically as a general preparation for practical modules. Competencies: Students are capable of developing approaches for solving tissue-specific problems of tissue reconstitution and have the ability to integrate different disciplines to this purpose.

Contents of module

Morphogenesis and Tissue Engineering

Biomaterials in Tissue Engineering

Stem cells for toxicological and pharmacological assays

Gene Transfer and Gene Therapy

Generation of iPS

Tissue Engineering using Adult Stem Cells (HSC/MSC/NSC)

Tissue Engineering using Pluripotent Stem Cells (ES/iPS)

Cardiovascular Cell Engineering

Hematopoietic Cell Engineering

11

Isolation of mesenchymal stem cells from bone marrow aspirate/adipose tissue

Musculoskeletal Cell Engineering

Neural Cell Engineering

Biological Bionics – regeneration of tissues in situ and in vivo (not a major topic in current schedule)

Clinical Experience, Regulations and Ethics

Molecular Pharming (Protein production in animal and plants) (not a major topic in current schedule)

Seminar 2


Students performance during discussions and interactions in the context of the lectures and in the seminar with lecturers and fellow students; appreciation of interdisciplinary approaches will be given a high priority. Presentations will be given by the students during the seminar; communication skills

will be trained during discussions.

The mode of examination will be one multiple choice test at the end of the semester.

The examination will be of one hour and the question paper will consist of 30

questions with five choices for each question. The module mark will be based on the

exam.

Literature

Lanza; Robert, Langer; Robert and Vacanti, Joseph (2007): Principles of Tissue Engineering. Third Edition, Academic Press Palsson, Bernhard O.; Bhatia, Sangeeta N. (2003): Tissue Engineering. First Edition, Prentice Hall Denecke B, Horsch LD, Radtke S, Fischer JC, Horn PA, Giebel B. (2013) Human endothelial colony-forming cells expanded with an improved protocol are a useful endothelial cell source for scaffold-based tissue engineering. J Tissue Eng Regen Med. Epub

12

Faculty of Medicine



Module sheet

Title of module VI Pathology of Degenerative Diseases

Module -

coordinator Dr. Markus Napirei


3


Lecturer(s) Bockholt, Böing, Brand-Saberi, Burger, Dunger, Faustmann, Förster, Kleiter, Krenn, Milting, Mügge, Napirei, Pu, Schmelzle,Tatzelt, Vorgerd, Winklhofer

Type of teaching Lecture: 2 hours per week Seminar: 1 hour per week including practical microscopical exercises


Compulsory


Module I “Stem Cell Physiology” and module V “Tissue Engineering” are recommended

Aims In the module “Pathology of Degenerative Diseases” students will learn the medical basics necessary for the understanding of significant degenerative diseases of different organ systems including stem cell populations.

Learning outcome

Knowledge: Students have gained knowledge of the microscopic and macroscopic morphology of five organ systems: • the locomotory system • the cardiovascular system • the nervous system • the sensory system (the eye) • the hepatopancreatic system Students have an up-to date overview of degenerative diseases and their stem cell-related therapies, which are state of the art or even are theoretically planned. Skills: Students have acquired skills in: a) Identification and assignment of tissue sections b) Terminologically correct description of the cellular and extracellular composition of tissues c) Terminologically correct description of the pathological alterations of diverse tissues d) Designation of the necessary stem cells for tissue repair during different degenerative disease Competencies: Students have gained the a) ability to develop strategies for stem-cell based, therapeutical approaches for different degenerative disease b) capability to recapitulate and apply the content of the lectures to complex issues in free speech in front of a peer group

13

c) competence to discuss, to raise scientifically based questions and to answer appropriately d) competence to moderate a scientific group discussion e) team capability to process and discuss a common learning content.

Contents of module

The series of lectures within this module is divided into six parts. The first part is an introduction into the organization and function of the immune system, as well as into the basic mechanisms of inflammatory reactions and autoimmunity. Since degenerative diseases are often accompanied by inflammatory reactions or are even caused by autoimmunity this knowledge is of essential importance to understand parts of the underlying pathological mechanisms. Within these lectures the students will learn the differences between the innate- and adaptive immune system as well as principles of the generation of immune-competent and self-tolerant immune cells. Typical immune- and inflammatory reactions will be discussed. The establishment of autoimmune reactions and typical autoimmune diseases will be presented. The next five parts of the series of lectures are divided according to the five different organ systems listed above and which are major targets of degenerative diseases: Each part will be introduced by one or two lectures teaching the basics of the organ system with respect to macroscopic anatomy and histology as well as molecular cell biology. This introduction is essentially necessary because not all of the Master-students have the medical education necessary for the understanding of diseases. Accompanying histological and patho-histological seminars will be performed weekly to consolidate and complete the knowledge about the building of organs and tissues as well as their degenerative changes. In a following lecture the development of the organ system during embryogenesis will be described. This part should encompass the description of the natural stem cells and stem cell derived tissues involved in the formation of the terminally differentiated organ. Important developmental factors regulating these processes will be discussed by reviewing the topical primary scientific literature. Finally, for each organ system the patho-mechanism of significant degenerative diseases will be presented and potential therapeutic stem cell strategies or the results of stem cell-based therapies will be discussed, which are just in practice. These lectures will be mostly given by clinicians from the hospitals of the Ruhr-University to ensure an authentic presentation. Lectures (Lecturer): Immune System 1+2 Organisation / Function of the innate and adaptive immune system (Napirei) 3+4 Hypersensitivity reactions, inflammation and autoimmunity (Napirei) Locomotory System 5 Anatomy of skeletal muscles, tendons and joints (Balakrishnan) 6 Development of skeletal muscle (Balakrishnan) 7 Exemplary myopathies, e.g.Duchenne muscle dystrophy (Vorgerd) 8 Anatomy of connective/supporting tissues and the skin (Balakrishnan) 9 Exemplary chondro- and osteopathies (Osteoporosis, Arthropathies) (Krenn) 10 Exemplary collagenoses (Rheumatoid arthritis, Sklerodermy and Systemic Lupus erythematosus) (Bockkholt) Cardiovascular System 11+12 Anatomy and development of blood vessels (Pu) 13+14 Introduction to the anatomy of the human heart and cardio myopathies (Milting) 15 Atherosclerosis and myocardial infarction (Mügge) Nervous System 16+17 Anatomy and organisation of the central and peripheral nervous system (Förster) 18 Development of the nervous system (Förster) 19+20 Exemplary neurodegenerative diseases (Parkinson, Alzheimer) (Tatzelt)

14

21 Cerebrovascular diseases (Stroke) (Faustmann) 22 Exemplary diseases of the spinal cord and peripheral nerves (Faustmann) 23 Anatomy and development of the Eye (Petrasch-Parwez) 24+25 Hereditary eye diseases (Retinitis pigmentosa), Old-Age related eye diseases (Macular degeneration, Glaucoma, Limbal stem cell deficiency) ( Petrasch) 26 Anatomy and development of the abdominal digestive glands (Napirei) 27 Diabetes mellitus type 1a/b (Nambiar) 28 Liver fibrosis (Giri))



examination

Students active participation during discussions and interactions in the context of the lecture with lecturers and fellow students is required; Individual oral presentations of histological specimens are given by the students to monitor study progress. The mode of examination will be a multiple choice test on which the module mark will be based. The examination will be of one hour and the question paper will consist of 30 questions with five choices for each question.

Literature

Gray’s Anatomy for Students 2nd Edition, R.L. Drake, W. Vogl, A.W.M. Mitchell, Churchill Livingstone Elsevier. Wheater's Functional Histology 5th Edition, B. Young, J.S. Lowe, A. Stevens, J.W. Heath, Churchill Livingstone Elsevier. Janeways’s Immunobiology 8th Edition, The Immune System in Health and Disease, C.A. Janeway, P. Travers, M. Walport and M. Shlomchik, Garland Publishing. Netter's Illustrated Human Pathology, M.L. Buja and G.R.F. Krueger, Netter Basic Science. Pathologic Basis of Disease 8th edition, Robbins and Cotran, Saunders Elsevier.

15

Faculty of Medicine



Title of module VII Molecular Tracing Methods

Modulecoordinator Prof. Dr. Carsten Theiss


2


Lecturer(s) Adamietz, Bühler, Happel, Theiss

Type of teaching

Compact course (5 weeks) consisting of: a. Seminar (4×90 minutes) b. Practical course (8×180) c. Compact practical course "Radiation protection & radioactive methods" (1 week, 8h/day) taught in semester holidays Presentations will be given by the students during the seminar; communication skills will be trained during discussions.


Compulsory; For master students of Biology/Biotechnology and Biochemistry of RUB also suitable as elective course.


Module III “Stem Cell Practical Courses” is recommended

Aims

The module aims to provide students with experience of all relevant microscopic techniques and their application range, including the use of ionizing radiation in medicine and biology, safety and protection regulations in order to perform biochemical tracing methods with radioactive labels. Students will be enabled to handle small amounts of ionizing radiation and to set up experiments with respect to radiation protection.

Learning outcome

Knowledge: Students can recognize and classify modern microscopic techniques and their application in stem cell biology and life sciences in general. Students are aware of chances and limitations of techniques using ionizing radiation in stem cell biology, life sciences and medicine. Skills: Students can record images using the different techniques and analyze the resulting images. Students can apply the different techniques according to their physical basis. Competencies: Students are competent to evaluate the strengths, limitations and drawbacks of the different techniques and critically assess their fields of application in new contexts. Students are able to analyze different types of micrographs, to design experiments with respect to radiation safety and to plan complex experiments involving radiation.

Contents of module

Seminar (4×90 minutes each) and practical course (8×180 minutes each): - Live cell imaging - Stimulated emission depletion microscopy (STED) - Laser scanning microscopy - Electron microscopy Compact course: - Physical basics of ionizing radiation (6 × 45 minutes) - Ionizing radiation: Measuring techniques (3 × 45 minutes)

16

- techniques for radiation protection (4 × 45 minutes) - Radiation biophysics (4 × 45 minutes) - Ionizing radiation techniques in life sciences (2×45 minutes) - Ionizing radiation in medicine (2×45 minutes) - Practical course (21 h)


Students performance during the practical and presentations including discussions with lecturers and fellow students in the seminar are required. Assessment is based on a written exam consisting of 40 questions, of which some are Multiple Choice, others involve calculations, concerning the contents of the compact practical course.

Literature

Confocal Microscopy Methods and Protocols. Stephen W. Paddock (ed.) "Methods in Molecular Biology", v. 123, Humana Press. Electron Microscopy Methods and Protocols M A Nasser Hajibagheri, (ed.), 1999, "Methods in Molecular Biology", v. 117, Humana Press Microscopy and Histology for Molecular Biologists: A Users Guide (2002). J. Kiernan and I. Mason (eds.) Portland Press limited. Theiss C, Meller K (2013). Fluorescence Proteins and Time-Lapse Imaging of the Cytoskeleton. Protocols in Neuroscience, Interdisciplinary Methods for Investigation of the Cytoskeleton. Ed.: R. Dermietzel. Springer Press. Adamietz, Bühler, Happel, Theiss: written abstracts; printed powerpoint slides

17

Faculty of Medicine



Title of module VIII Stem Cell Lecture Series

Modulecoordinator Prof. Dr. Beate Brand-Saberi


1 and 2


Lecturer(s) Adamietz, Brand-Saberi, Bühler, Dehmelt, Dittmer, Eisenacher, Eysel, Faissner, Fuchs, Giebel, Herz, Heumann, Horn, B. Kaltschmidt, Klump, Koller, Wiese, Zähres

Type of teaching

Lecture (1 hours per week) in the first semester Lecture (2 hours per week) in the second semester Scientific lectures presenting original research work, Blackboard support of the presentations, further reading recommendations. Critical discussions concerning the presented research data. Blackboard support of the presentations, further reading recommendations. Skills for feedback of self-assessment of the learning progress; Developing a general awareness of stem cell related topics in society Making first contacts to PIs of international standing in their fields


Compulsory; For master students of Biology/Biotechnology and Biochemistry of RUB also suitable as elective lecture.


No prerequisites from curriculum; Students taking this module will be expected to have a basic understanding of molecular biology, genetics, cell biology and cell physiology.

Aims Students should develop an awareness of specific scientific questions related to stem cell biology and will be able to discuss them in context of current literature.

Learning outcome

Knowledge: Students have acquired an overview about views, problems and current research topics and know research fields and research groups related to stem cell biology Skills: Students are capable of understanding original research work and relate current research to basic knowledge Competencies: Students have learned to a) Relate current original research results to a theoretical background b) Follow-up recent achievements in the field c) Put relevant problems into a scientific context They are capable of communicating in a scientific context in front of an international audience.

Contents of module

Semester 1: - Neonatal stem cells in clinic and research (). - Typical characteristics of CB-derived stem cells in comparison to embryonic stem cells (ESC) and induced pluripotent stem cells (iPS) () - Introduction to Biomedical Ethics () Ethical Issues in Stem Cell Research and Synthetic Biology () Research and Publication Ethics I ()

18

Research and Publication Ethics II () Gene Transfer to Hematopoietic Stem Cells () Self-renewal versus differentiation of hematopoietic stem cells (Giebel) Cellular Reprogramming I (Zähres) Cancer stem cells (Adamietz) Stem-like cells in cancer (Adamietz) Cellular Reprogramming II (Zähres) Semester 2: - Muscle Stem Cells and Myogenesis (Brand-Saberi) - Cancer stem cells (Thakus) - Embryonic and Induced Pluripotent Stem Cells for Research and Regenerative Medicine () - Use of stem cells in transgenic and knock out technologies Wiese 2 - Induction of pluripotent stem cells (Zähres) - Novel sources of adult human stem cells with multipotency (B. Kaltschmidt) - Intracellular signalling in stem cells (Heumann) - Neonatal stem cells in clinic and research () - Fat-derived human mesenchymal stem cells and dental follicle cells: Isolation, signalling and potency – comparison () - Molecular structure and functions of the stem cell niche (Faissner) - Limbal Stem Cells - from bedside back to bench (Brand-Saberi) - Advances in neonatal stem cells research and application () - Cell Biology of Neural Stem Cells during CNS Development N.N


Discussions during and after the lectures are required. The mode of examination on which the module mark is based will be a multiple choice test. The examination will be 90 minutes and the question paper will consist of 9 questions with five choices for each question.

Literature

Eaves (2008) Cancer stem cells: Here, there, everywhere? Nature 456, 581–582 Hauser et al. (2012) Isolation of Novel Multipotent Neural Crest-Derived Stem Cells from Adult Human Inferior Turbinate. Stem Cells and Development Volume 21, Number 5, 742–756 Hennen E, Faissner A (2012) LewisX: a neural stem cell specific glycan? Int J Biochem Cell Biol 44:830-833. Chakrabarty, K., and Heumann, R. (2008). Prospective of Ras signaling in stem cells. Biological Chemistry 389, 791–798. Kim et. al., (2009) Direct reprogramming of human neural stem cells by OCT4 Nature 461: 649-653. Kögler et al. (2004) A New Human Somatic Stem Cell from Placental Cord Blood with Intrinsic Pluripotent Differentiation Potential JEM 200 no. 2 123-135 Manns, M., Leske, O., Gottfried, S., Bichler, Z., Lafenetre, P., Wahle, P., and Heumann, R. (2011). Role of neuronal ras activity in adult hippocampal neurogenesis and cognition. Front Neurosci 5, 18. Yusuf F. and Brand-Saberi B. (2012). Myogenesis and muscle regeneration. Histochemistry and Cell Biology, 138(2):187-199 Stem Cells (Handbook of Experimental Pharmacology) (2006). Anna M. Wobus and Kenneth R. Boheler (eds.), Springer Verlag

Faculty of Medicine



Title of module IX Scientific Responsibility in Biomedicine

Modulecoordinator Dr. phil. Joschka Haltaufderheide


3


Lecturer(s) Bioethics: Dr. phil. Joschka Haltaufderheide; Legal requirements: PD Dr. Holm Zähres 3CP Laboratory Animals Science: PD Dr. Matthias Schmid 5CP

Type of teaching

Lecture (2 hours per week) Laboratory Course (10 day compact course) Introductory lectures with presentation of papers by the participants and discussion Case Studies concerning legal aspects (solutions for complex issues, e.g. Genetically modified organism (GMO) - risk assessment) 10-day full day course consisting of practical exercises with hands-on experience with laboratory animals.


compulsory


Module VIII “Stem Cell Lecture Series” is recommended

Aims

The module “Scientific Responsibility in Biomedicine” gives a general survey of legal aspects and the role of professional Biomedical Scientists. Students will be introduced to practical work with laboratory animals. Students are expected to have developed a sense of responsibility for their practical work at the end of this module.

Learning outcome

Knowledge: Students a) acquire knowledge about the contributions of different moral theories to current controversies in biomedical ethics b) understand the peculiarities of normative questions and moral problems, c) recognize moral problems in different areas of applied ethics, d) recognize the German Stammzellgesetz (StZG) and the German Embryonenschutzgesetz (ESG) e) are able to differentiate biosafety levels (1-4) in laboratories where GMOs are handled and assembled; including technical safety precautions on every level, based on the GenTG.. f) know the general rules of the animal facility, where procedures are carried out g) know the theoretical background of tasks an investigator is expected to do, so as to safeguard animal well-being and ensure the relevance of scientific advance h) know the basic biology of relevant laboratory animal species i) know the physiology and behaviour of laboratory animals j) are familiar with European and national laws and guidelines relating to the conduct of experimental or other scientific procedures on animals especially the the FELASA guidelines (category B) for the education of persons carrying out animal experiments. Skills: Students have acquired the a) ability to identify the strengths and weaknesses of different theories b) ability to explain and observe limits of StZG and ESG

c) ability to explain biological safety precautions and impact on the environment d) ability to reflect on the moral problems concerning the own research activity e) ability to discuss these problems with others f) ability to describe and explain duties of responsible persons working in a genetic engineering laboratory (e.g. Biosafety Officer, project manager) and describe the assignment of duties to the relevant staff g) ability to analyse and identify different biosafety relevant organisms with regard to the biosafety level. Students have also strengthen their argumentation and presentation skills in an interdisciplinary context and the abiltity to read and understand texts of other disciplines, the aquirement about the sources of information on bioethics. Competencies: Students have gained the a) capability of putting relevant problems into a scientific as well as legal and ethical context b) capability to deal with stem cell technology in a responsible way c) competence in handling and other techniques investigators are expected to carry out administration of substances, sampling techniques, euthanasia and anaesthesia, analgesia d) competence to plan licensing procedures for biosafety laboratories and genetic engineering e) competence to plan experiments with regard to the biosafety levels and rules, based on GenTG and genetic engineering safety regulation (GenTSV) f) ability to recognize pain and discomfort, and to assess the welfare status of animals with which the investigator is working g) capability of taking appropriate action when adverse outcomes occur during or following procedures.

Contents of module

Bioethics: Introduction to ethics and bioethics The moral status of human embryos and fetuses Ethical problems of reproductive medicine Stem cell research and therapeutic cloning Questions of justice and responsibility concerning patents and the protection of intellectual property The ethics of clinical trials Moral problems of clinical trials involving stem cells Legal aspects: Security relevant, important parts of GenTG, GenTSV, BioStoffV with regard to the impact on environment and staff. Biosaftey levels of laboratories, technical facilities and working equipment. Licensing procedures according to GenTG. Important parts of StZG with regard to experiments with stemcells. Limitations of these experiments based on StZG. Laboratory animal sciences: Lecture 1: Legal requirements for animal studies 2: Breeding and genetics of laboratory rodents 3: Humane methods to sacrifice laboratory animals 4: Methods of applications in laboratory animals 5: Anaesthesia in laboratory animals 6: Surgical procedures in laboratory animals 7: Methods of sampling in laboratory animals 8: Planning and design of animal studies including statistical analysis 9: Feeding of laboratory animals 10: Abiotic and biotic standardization in animal husbandry Practical part:

Basic biology and husbandry of relevant laboratory animal species Physiology, behavior and welfare of laboratory animals Handling, administration of substances, sampling techniques, euthanasia Anesthesia, analgesia and basic principles of surgery Legislation, ethics and the 3R-concept Biometric methods and discussion of experimental design and proposal


Students active participation in discussions and interactions in the context of the lecture with lecturers and fellow students and individual oral presentations during the lecture are required; The mode of examination of the animal handling course is a one -hour written examination consitsing of 30 multiple choice questions directly after completion of the laboratory course, on which the module mark is based.

Literature

Bioethics: Tom L. Beauchamp, James F. Childress, Principles of Biomedical Ethics, 6th edition, New York: Oxford University Press, 2008. Cynthia B. Cohen, Renewing the Stuff of Life. Stem Cells, Ethics, and Public Policy, New York: Oxford University Press, 2007. Dena S. Davis, Genetic Dilemmas: Reproductive Technology, Parental Choices, and Children's Futures, 2nd edition, New York: Oxford University Press, 2010. Ezekiel Emmanuel et al. (eds.), The Oxford Textbook of Clinical Research Ethics, New York: Oxford University Press, 2008. Louis M. Guenin, The Morality of Embryo Use, New York: Cambridge University Press, 2008. Jonathan Kimmelman, Gene Transfer and the Ethics of First-in-Human-Research. Lost in Translation, New York: Cambridge University Press, 2010. Michael Kremer, Rachel Glennerster, Strong Medicine. Ceating Incentives for Pharmaceutical Research on Neglected Diseases, Princeton: Princeton University Press, 2004. Paul Lauritzen (ed.), Cloning and the Future of Human Embryo Research, New York: Oxford University Press, 2001. Adrianna Petryna, When Experiments Travel. Clinical Trial and the Global Search for Human Subjects, Princeton: Princeton University Press, 2009. Joseph Stiglitz, Making Globalization Work. The Next Steps to Global Justice, New York: Allen Lane, 2006. Legal aspects: Stammzell Gesetz (StZG); Gentechnik Gesetz (GenTG); GenTSV; Gentechnik-Aufzeichungsverordnung (GenTAufZV); Gentechnik-Notfallverordnung (GenTNotfV); Biostoffverordnung (BioSToffV), Gute Mikrobiologische Praxis (GMP) Laboratory animal sciences: Review Article: A L Whittaker, G S Howarth and D L Hickman Effects of space allocation and housing density on measures of wellbeing in laboratory mice: a review Lab Anim November 2011 la.2011.011049; published ahead of print 23 November 2011, doi:10.1258/la.2011.011049

22

Faculty of Medicine



Title of module X Lab Rotation (Wahlpflichtmodul)



2


Lecturer(s) All PIs from the associated labs

Type of teaching Compact course; Integration of students into the laboratory work flow of their chosen lab for three weeks, 8 hours per day, accompanied by an integrated seminar. Report writing during week 4.


Compulsory; elective


The module III “Stem Cell Practical Courses” is recommended

Aims

In the module “Lab Rotation” students are expected to acquire specific techniques related to stem cell biology, and to develop the competence to apply them and to interpret them as required. In this way, the ground will be laid for appropriate and responsible lab behaviour.

Learning outcome

Knowledge: Students have learned how to acquire data; students know how to document and interpret experimental research data, they can identifying appropriate controls for experiments Skills: Students can handle specialized methods related to stem cell research, depending on the lab visited, and to work in a lab of choice appropriately. Competencies: Students have gained the a) ability to relate a technical method to a scientific question. b) capability of self-organization to manage experimental work c) competence of planning lab experiments and of coping with experimental difficulties d) competence to work in teams e) insight into their own research interests and methodical strengths.

Contents of module

The contents of this module depend on the choice of host labs. The module provides hands-on experience involving combinations of all techniques taught in the Modules IV, V, VI, and VII and can thus range from the generation of iPS cells to confocal and/or transmission electron microscopy of mutant or diseased tissues, depending on the interests and profile of the students and the choice of the lab.


The assessment is based on an explicitly written laboratory report.

Literature Yusuf F. and Brand-Saberi B. (2012). Myogenesis and muscle regeneration. Histochemistry and Cell Biology, 138(2):187-199

23

Lafenetre P, Leske O, Wahle P, Heumann R. (2011).The beneficial effects of physical activity on impaired adult neurogenesis and cognitive performance. Front. Neurosci. doi: 10.3389/fnins.2011.00051. Manns, M., Leske, O., Gottfried, S., Bichler, Z., Lafenetre, P., Wahle, P., and Heumann, R. (2011). Role of neuronal ras activity in adult hippocampal neurogenesis and cognition. Front Neurosci 5, 18. Full text pdf Squire, Berg, Bloom, du Lac, Ghosh, Spitzer. Fundamental Neuroscience, 3rd Ed. AP (2008) Confocal Microscopy Methods and Protocols. Stephen W. Paddock (ed.) "Methods in Molecular Biology", v. 123, Humana Press. Electron Microscopy Methods and Protocols M A Nasser Hajibagheri, (ed.), 1999, "Methods in Molecular Biology", v. 117, Humana Press Microscopy and Histology for Molecular Biologists: A Users Guide (2002). J. Kiernan and I. Mason (eds.) Portland Press limited. Theiss C, Meller K (2012). Fluorescence Proteins and Time-Lapse Imaging of the Cytoskeleton. Protocols in Neuroscience, Interdisciplinary Methods for Investigation of the Cytoskeleton. Ed.: R. Dermietzel. Springer Press. Stem Cells from Adult Human Inferior Turbinate STEM CELLS AND DEVELOPMENT Volume 21, Number 5, 742–756 Hennen E, Faissner A (2012) LewisX: a neural stem cell specific glycan? Int J Biochem Cell Biol 44:830-833. Kim, et. al., (2009) Direct reprogramming of human neural stem cells by OCT4 Nature 461: 649-653. Kögler et al. (2004) A New Human Somatic Stem Cell from Placental Cord Blood with Intrinsic Pluripotent Differentiation Potential JEM 200 no. 2 123-135 “Vertebrate Myogenesis: Stem Cells and Precursors” Beate Brand-Saberi (ed.) Springer-Verlag 2014, Problems and Results in Cell Differentiation

Faculty of Medicine



Title of module XI Lab Bench Project and Grant Writing (Wahlpflichtmodul)

Course instructor Prof. Dr. Beate Brand-Saberi


3



Type of teaching

The module "Lab Bench Project and Grant Writing" consists of the lecture "Advances in Stem Cell Research" (2 CP), a seminar and laboratory work (14 CP). Advances: Lecture 1 hours per week, Seminar 1 hour per week Lab Bench: Practical work: 13 hours per week, Seminar 1 hour per week




Module I “Stem Cell Physiology”, module III “Stem Cell Practical Courses”, module VIII “Stem Cell Lecture Series” and module X “Lab Rotation” are recommended

Aims The students will be enabled to plan, perform and interpret lab experiments choosing from a range of particular methods to solve a particular scientific question. They will also be able to design a research proposal for a suitable funding source.

Learning outcome

Knowledge: The students have gained knowledge in relevant topics in stem cell research by gaining an advanced insight into relevant research fields and identifying relevant research methods. They have obtained knowledge of funding agencies. Skills: Students have a command on particular research methods and the ability to document data. They can interact with others in a laboratory environment Competencies: The students are able to participate actively in planning research projects and to identify relevant research methods. They can interpret obtained research data. They are capable of assembling a research proposal. Students have gained in self-dependence, responsibility and self-organization.

Contents of module

Seminar topics comprise: Relevant methods available in the lab of choice Lab security Standards of documentation What is a control? Structure of research proposals Funding agencies The lectures "Advances in Stem Cell Research" will be given by international experts in the field and present cutting edge research. Accordingly, lectures will vary from year to year.

Study and examination requirements;

Regular laboratory reports; students performance during discussions and interactions in the context of the lab bench project and in the seminar and lectures with lecturers and fellow students; Summaries of lectures.

Forms of examination

The assessment will be done on the basis of a written research proposal according to intramural or DFG funding standards

Literature

Yusuf F. and Brand-Saberi B. (2012). Myogenesis and muscle regeneration. Histochemistry and Cell Biology, 138(2):187-199 Lafenetre P, Leske O, Wahle P, Heumann R. (2011).The beneficial effects of physical activity on impaired adult neurogenesis and cognitive performance. Front. Neurosci. doi: 10.3389/fnins.2011.00051. Manns, M., Leske, O., Gottfried, S., Bichler, Z., Lafenetre, P., Wahle, P., and Heumann, R. (2011). Role of neuronal ras activity in adult hippocampal neurogenesis and cognition. Front Neurosci 5, 18. Full text pdf Squire, Berg, Bloom, du Lac, Ghosh, Spitzer. Fundamental Neuroscience, 3rd Ed. AP (2008) Confocal Microscopy Methods and Protocols. Stephen W. Paddock (ed.) "Methods in Molecular Biology", v. 123, Humana Press. Electron Microscopy Methods and Protocols M A Nasser Hajibagheri, (ed.), 1999, "Methods in Molecular Biology", v. 117, Humana Press Microscopy and Histology for Molecular Biologists: A Users Guide (2002). J. Kiernan and I. Mason (eds.) Portland Press limited. Theiss C, Meller K (2012). Fluorescence Proteins and Time-Lapse Imaging of the Cytoskeleton. Protocols in Neuroscience, Interdisciplinary Methods for Investigation of the Cytoskeleton. Ed.: R. Dermietzel. Springer Press. Stem Cells from Adult Human Inferior Turbinate STEM CELLS AND DEVELOPMENT Volume 21, Number 5, 742–756 Hennen E, Faissner A (2012) LewisX: a neural stem cell specific glycan? Int J Biochem Cell Biol 44:830-833. Kim, et. al., (2009) Direct reprogramming of human neural stem cells by OCT4 Nature 461: 649-653. Kögler et al. (2004) A New Human Somatic Stem Cell from Placental Cord Blood with Intrinsic Pluripotent Differentiation Potential JEM 200 no. 2 123-135 “Vertebrate Myogenesis: Stem Cells and Precursors” Beate Brand-Saberi (ed.) Springer-Verlag 2014, Problems and Results in Cell Differentiation Denecke B, Horsch LD, Radtke S, Fischer JC, Horn PA, Giebel B. Human endothelial colony-forming cells expanded with an improved protocol are a useful endothelial cell source for scaffold-based tissue engineering. J Tissue Eng Regen Med. 2013 epub Klump H, Teichweyde N, Hinrichs C, Horn PA. Development of patient-specific hematopoietic stem and progenitor cell grafts from pluripotent stem cells, in vitro. Current Molecular Medicine. 2013

26

Faculty of Medicine



Title of module XII Master Project



4



Type of teaching Practical work and instructions accompanying lab bench work Presenting progress reports in the seminar (1 hour per week) Discussion of drafts for the master thesis



Prerequisites The successful completion of all previous modules (except of the module XII Master Project itself) is required as prerequisite.

Aims

In the module “Master Project”, the students will be enabled to plan, perform lab experiments choosing from a range of particular methods to solve a particular question and to interpret their results in context with the relevant literature. They will be enabled to act under regular supervision independently. They will master the task to take over scientific responsibility.

Learning outcome

Knowledge: Students have gained knowledge on research topics of the host lab and in depth-knowledge of project-related literature. Skills: Students are able to generate, document and interpret original research data. Competencies: Students are capable of critically evaluating their own research data by discussions with supervisors and lab-fellows in the context of current and historical literature; they will be able to keep up with relevant publications in the field. They are capable of adapting their time schedule. Students are self-dependent, self-organized and interact in a laboratory environment in a responsible way;

Contents of module

The topic of research project: http://www.ruhr-uni-bochum.de/istem/Mastertopics.html


Regular progress reports and discussions with the supervisor in the context of the master project and in the seminar with lecturers and fellow students are required; The assessment will be done on the basis of a written master thesis in English language.

Literature

Yusuf F. and Brand-Saberi B. (2012). Myogenesis and muscle regeneration. Histochemistry and Cell Biology, 138(2):187-199 Lafenetre P, Leske O, Wahle P, Heumann R. (2011).The beneficial effects of physical activity on impaired adult neurogenesis and cognitive performance. Front. Neurosci. doi: 10.3389/fnins.2011.00051. Manns, M., Leske, O., Gottfried, S., Bichler, Z., Lafenetre, P., Wahle, P., and Heumann, R. (2011). Role of neuronal ras activity in adult hippocampal neurogenesis and cognition. Front Neurosci 5, 18. Full text pdf Squire, Berg, Bloom, du Lac, Ghosh, Spitzer. Fundamental Neuroscience, 3rd Ed. AP (2008)

27

Confocal Microscopy Methods and Protocols. Stephen W. Paddock (ed.) "Methods in Molecular Biology", v. 123, Humana Press. Electron Microscopy Methods and Protocols M A Nasser Hajibagheri, (ed.), 1999, "Methods in Molecular Biology", v. 117, Humana Press Microscopy and Histology for Molecular Biologists: A Users Guide (2002). J. Kiernan and I. Mason (eds.) Portland Press limited. Theiss C, Meller K (2012). Fluorescence Proteins and Time-Lapse Imaging of the Cytoskeleton. Protocols in Neuroscience, Interdisciplinary Methods for Investigation of the Cytoskeleton. Ed.: R. Dermietzel. Springer Press. Stem Cells from Adult Human Inferior Turbinate STEM CELLS AND DEVELOPMENT Volume 21, Number 5, 742–756 Hennen E, Faissner A (2012) LewisX: a neural stem cell specific glycan? Int J Biochem Cell Biol 44:830-833. Kim, et. al., (2009) Direct reprogramming of human neural stem cells by OCT4 Nature 461: 649-653. Kögler et al. (2004) A New Human Somatic Stem Cell from Placental Cord Blood with Intrinsic Pluripotent Differentiation Potential JEM 200 no. 2 123-135 “Vertebrate Myogenesis: Stem Cells and Precursors” Beate Brand-Saberi (ed.) Springer-Verlag 2014, Problems and Results in Cell Differentiation Denecke B, Horsch LD, Radtke S, Fischer JC, Horn PA, Giebel B. Human endothelial colony-forming cells expanded with an improved protocol are a useful endothelial cell source for scaffold-based tissue engineering. J Tissue Eng Regen Med. 2013 epub Klump H, Teichweyde N, Hinrichs C, Horn PA. Development of patient-specific hematopoietic stem and progenitor cell grafts from pluripotent stem cells, in vitro. Current Molecular Medicine. 2013

28

Faculty of Medicine



Module sheet

Title of module XIII Language Course

Module -

coordinator Prof. Dr. Beate Brand-Saberi

Credit points 5 (in planning 4) Semester(s) in which the module is taught

1 and 2


Lecturer(s) Depending on chosen courses: Zentrum für Fremdsprachenausbildung der RUB (http://www.ruhr-uni-bochum.de/zfa/)

Type of teaching seminar work supported by eLearning elements and learning in tandem


compulsory, language elective depending on previous knowledge


depending on chosen course

Aims

The students will achieve English language proficiency to meet the international standards of scientific work and communication such as understanding written and spoken scientific (and technical) English and to present data without problems corresponding European language level C1. Specialized technical language courses will allow to improve their professional vocabulary and communication skills. Students who have a very good command of English will choose a language course in German depending on previous knowledge corresponding at least European language level A 2. Students in command of sufficient skills in both German and English will have an opportunity to learn another language for example those relevant in the exchange program (Danish, Chinese etc.) corresponding at least European language level A 2 or equivalent.

Learning outcome

English European language level C1: Understanding: Students a) can understand extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly b) can understand long and complex factual texts, appreciating distinctions of style. c) understand specialised articles and longer technical instructions, even when they do not relate to their field of study. Speaking: Students a) can express themself fluently and spontaneously without much obvious searching for expressions b) can use language flexibly and effectively for social and professional purposes c) can formulate ideas and opinions with precision and relate their contribution skillfully to those of other speakers

29

d) can present clear, detailed descriptions of complex subjects integrating sub-themes, developing particular points and rounding off with an appropriate conclusion. Writing Students a) can express themself in clear, well-structured text, expressing points of view at some length b) can write about complex subjects in an essay or a report, underlining what they consider to be the salient issues c) can select a style appropriate to the reader in mind. German European language level min. A 2 Understanding: Students a) can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance b) can catch the main point in short, clear, simple messages and announcements c) can read very short, simple texts. d) can find specific, predictable information in simple everyday material e) can understand short simple personal letters. Speaking: Students a) can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities b) can handle very short social exchanges c) can use a series of phrases and sentences to describe in simple terms their educational background Writing: Students a) can write short, simple notes and messages b) can write a very simple personal Danish s. German Chinese s. German

Contents of module

depending on chosen course



examination

Course attendance and active participation, preparatory and follow up work for classes The mode of examination will be a final written examination.

Literature

depending on chosen course for example: Schritte 1. Deutsch als Fremdsprache: Schritte 1 + 2 Intensivtrainer: Deutsch als Fremdsprache, Niveau A1 von Daniela Niebisch und Franz Specht von Hueber Deutsch für Ärztinnen und Ärzte: Kommunikationstraining für Klinik und Praxis von Ulrike Schrimpf und Markus Bahnemann von Springer Move. Intermediate; Coursebook with CD-ROM and 2 Class-Audio-CDs; Holman, A., Milne, B., Webber, B.; Macmillan/Hueber; ISBN 9783192029646 Cambridge Academic English; B1+ Intermediate Student's Book; Martin Hewings; Verlag Cambridge University Press; ISBN 9780521165198 Cambridge Academic English; Upper Intermediate Student's Book; Craig Thaine; Cambridge University Press; ISBN 9780521165204 Liao Liao, Der Chinesischkurs; Kursbuch; Chabbi, T.; Hueber-Verlag; ISBN 9783190054367

30

Liao Liao, Der Chinesischkurs; Arbeitsbuch; Chabbi, T.; Hueber-Verlag; ISBN 9783190254361 Nete Schmidt Beginner's Danish with 2 Audio CDs (Danish Edition) 2007 (Hippokrene Books Inc.)

31

Zusätzliche Module

in der Doppelabschlussoption

Additional modules available in the double

degree option

32

Faculty of Medicine



Module sheet

Title of module Introductory Course into German Culture and Language

Module

Coordinator Professor Dr. Beate Brand-Saberi


1


Lecturer(s) Brand-Saberi, Ninfa Fragale, Center for Foreign Languages (ZFA)

Type of teaching Active Participation, Interaction in seminars; Visits to German families; Multiple Choice Exam for culture part and Written Exam for language part


Optional; elective


The subject is taught as a first-year level course for international students who study in China. Prerequisite is not essential.

Aims The students will gain a fundamental knowledge and understanding of the German culture, and acquire basic language competence.

Learning outcome

Knowledge: The students have gained knowledge about German culture, including philosophy and religion, clothing, food, housing, etiquette, institutions and social customs, science and technology. Skills: Students are familiar with the geography of Germany, the most important German philosophers, have learned traditional German songs and poems, the background of religious and general bank holidays, they can read and pronounce German words correctly, they can communicate in everyday life. Competencies: The students are able to act according to the German etiquette in everyday life, communicate well with their teammates, know and observe German customs Besides, they will also have gained in responsibility and self-organization.

Contents of module

Lecture contents comprise: German geography, sights of interest, regional food Introduction of selected German philosophers German literature and art Traditional Christian holidays German etiquette, institutions and social customs Organization of science and technology in Germany Excursions to German families or to important buildings

33



examination

Students performance during class, participation in practical work, and attendance are important. The assessment will be done on the basis of writing a paper related to the course.

Literature

http://www.make-it-in-germany.com/en/for-qualified-professionals/discover-germany/introduction-to-germany/culture https://www.uni-frankfurt.de/57952017/Introduction-to-German-Culture-and-Customs.pdf

Schritte 1. Deutsch als Fremdsprache: Schritte 1 + 2 Intensivtrainer: Deutsch als Fremdsprache, Niveau A1 von Daniela Niebisch und Franz Specht von Hueber

http://www.make-it-in-germany.com/en/for-qualified-professionals/discover-germany/introduction-to-germany/culture

http://www.make-it-in-germany.com/en/for-qualified-professionals/discover-germany/introduction-to-germany/culture

https://www.uni-frankfurt.de/57952017/Introduction-to-German-Culture-and-Customs.pdf

https://www.uni-frankfurt.de/57952017/Introduction-to-German-Culture-and-Customs.pdf

34

Faculty of Medicine



Module sheet

Title of module Tissue Engineering and Regenerative Medicine

Course instructor Prof. Dr. Xu-Feng Qi, Jian-Shu Chen, Yan-Hong Yu, Shan-Shan Feng


3

Contact hours 3 Workload 150


Type of teaching

The module "Tissue Engineering and Regenerative Medicine" consists of normal lecture "Tissue Engineering and Regenerative Medicine" and a series of workshops. Normal lecture: Lecture hours per week, Seminar 1 hour per week Workshop: Practical work: 13 hours per week, Seminar 1 hour per week




At least one of the followings: Cellular Biology, General Biochemistry, Genetics or Molecular Biology.

Aims The course aims to provide an overview of fundamental concepts in tissue engineering and regenerative medicine, from basic regenerative biology to therapeutic applications.

Learning outcome

Knowledge: The students have gained knowledge about the basic and clinical aspects of stem cell, the conversion of stem cell types into a variety of suitable tissues and gain state-of-the-art knowledge on the potential of stem cells for the regeneration of a wide range of tissues and organs. Skills: Students learn to compile, critically analyse and evaluate research results, certain methods of applications to replace damaged or destroyed cells, and the skills required to present and support their findings. Competencies: The students develop their own ideas in this field and be enabled to plan, implement, analyze experiment and present these both orally and in writing.

Contents of module

Normal lecture contents include: Introduction of regenerative biology Tissue and organ regeneration and engineering research Clinical application and industrialization of tissue engineering and regenerative medicine Culture technology of important cells Workshop topics comprise: Gene editing technology Corneal tissue engineering The cilia of the cell

35

Lentivirus



examination

Behavior properly in class, make sure the attendance. Class participation and inclass presentations count for the final grade. No final exam, but a review related to tissue engineering and regenerative medicine should be delivered.

Literature

Bodle, J. C., & Loboa, E. G. (2016). Concise Review: Primary Cilia: Control Centers for Stem Cell Lineage Specification and Potential Targets for Cell-Based Therapies. Stem Cells, 34(6), 1445-1454. doi:10.1002/stem.2341. Clemens van Blitterswijk,Peter Thomsen , Jeffrey Hubbell, Ranieri Cancedda ,and et al.Tissue Engineering.M. 1st Ed,AP, 2008. Deleidi, M., & Yu, C. (2016). Genome editing in pluripotent stem cells: research and therapeutic applications. Biochemical and Biophysical Research Communications, 473(3), 665-674. doi:10.1016/j.bbrc.2016.02.113. Goto, H., Inoko, A., & Inagaki, M. (2013). Cell cycle progression by the repression of primary cilia formation in proliferating cells. Cellular and Molecular Life Sciences, 70(20), 3893-3905. doi: 10.1007/s00018-013-1302-8. Griffith, M., Polisetti, N., Kuffova, L., Gallar, J., Forrester, J., Vemuganti, G. K., & Fuchsluger, T. A. (2012). Regenerative Approaches as Alternatives to Donor Allografting for Restoration of Corneal Function. Ocular Surface, 10(3), 170-183. Jasin, M. (2016). Gene Editing 20 Years Later. In T. Cathomen, M. Hirsch, & M. Porteus (Eds.), Genome Editing: The Next Step in Gene Therapy (Vol. 895, pp. 1-14). Berlin: Springer-Verlag Berlin. Joiner, A. M., Green, W. W., McIntyre, J. C., Allen, B. L., Schwob, J. E., & Martens, J. R. (2015). Primary Cilia on Horizontal Basal Cells Regulate Regeneration of the Olfactory Epithelium. Journal of Neuroscience, 35(40), 13761-13772. doi:10.1523/jneurosci.1708-15.2015. Robert Lanza, Robert Langer and Joseph P. Vacanti . Principles of Tissue Engineering.M, 4th Ed, AP, 2013. Li, Z., Xie, M. B., Li, Y., Ma, Y., Li, J. S., & Dai, F. Y. (2016). Recent Progress in Tissue Engineering and Regenerative Medicine. Journal of Biomaterials and Tissue Engineering, 6(10), 755-766. doi:10.1166/jbt.2016.1510. Liu, B., Xu, H. F., Miao, J. F., Zhang, A., Kou, X. J., Li, W., Li, K. (2015). CRISPR/Cas: A Faster and More Efficient Gene Editing System. Journal of Nanoscience and Nanotechnology, 15(3), 1946-1959. doi:10.1166/jnn.2015.9832 Lv, B. T., Yuan, W., Xu, S. M., Zhang, T., & Liu, B. F. (2012). Lentivirus-siNgR199 Promotes Axonal Regeneration and Functional Recovery in Rats. International Journal of Neuroscience, 122(3), 133-139. doi:10.3109/00207454.2011.633720. Syed-Picard, F. N., Du, Y., Lathrop, K. L., Mann, M. M., Funderburgh, M. L., & Funderburgh, J. L. (2015). Dental Pulp Stem Cells: A New Cellular Resource for Corneal Stromal Regeneration. Stem Cells Translational Medicine, 4(3), 276-285. doi:10.5966/sctm.2014-0115. Tuinstra, H. M., Aviles, M. O., Shin, S., Holland, S. J., Zelivyanskaya, M. L., Fast, A. G., Shea, L. D. (2012). Multifunctional, multichannel bridges that deliver neurotrophin encoding lentivirus for regeneration following spinal cord injury. Biomaterials, 33(5), 1618-1626. doi:10.1016/j.biomaterials.2011.11.002.

36

Faculty of Medicine



Module sheet

Title of module Language Course- Traditional Chinese Culture

Course instructor Prof. Dr. Yong-Zhong Deng


3

Contact hours 3 Workload 150


Type of teaching

The module "Traditional Chinese Culture" consists of the lecture "Traditional Chinese Culture", and practical work. Lecture: Lecture 1 hours per week, Seminar 1 hour per week Practical work: Practical work: 13 hours per week, Seminar 1 hour per week




The subject is taught as a first-year level course for international students who study in China. Prerequisite is not essential.

Aims The students will gain a fundamental knowledge and understanding of Chinese culture, and acquire some basic traditional skills.

Learning outcome

Knowledge: The students have gained knowledge about traditional Chinese culture, including traditional Chinese philosophy and religion, clothing, food, housing, and transportation, etiquette, institutions and social customs, science and technology. Skills: Students have learned to make Chinese Paper-cutting, Chinese Knot, to distinguish the difference among Eight Chinese Cuisine, to make Dumplings and to sing a traditional Chinese song and dance some of the Chinese traditional dance. Competencies: The students are able to communicate well with their teammates, to gain strong practical ability, finish and present their teamwork. Besides, they will also have gained in responsibility and self-organization.

Contents of module

Lecture contents comprise: Introduction of Traditional Chinese Culture Traditional Chinese literature and art Traditional Chinese philosophy and religion Traditional Chinese clothing, food, housing, and transportation Traditional Chinese etiquette, institutions and social customs Traditional Chinese science and technology Practice includes Chinese Paper-cutting, making Chinese Knot, Dumplings and so on.

37



examination

Students performance during class, participation in practical work, and attendance are important. Phone call is not allowed in class. The assessment will be done on the basis of writting a paper related to the course.

Literature

Gong Pengcheng,and et.al. Fifteen lectures of Traditional Chinese Culture,1st Ed, Peking University Press,2006. Zhang Kaizhi, Yu Xiaoning, Li Jianqiu, Liu Xiaoxiang and et al.Traditional Chinese Culture, 3rd Ed,Higher Education Press,2010. Zhang wanhong,and et.al.An Introduction to Chinese Traditional Culture.1st Ed, Beijing Normal University Press,2012. Cao, H. J. (2013). Applied Research of Chinese Traditional Culture in Art and Design. 2013 3rd International Conference on Education and Education Management. G. Lee. Newark, Information Engineering Research Inst, USA. 25: 13-17. Dong, T. X. and Z. Y. Yan (2012). Architectural experiment of the Chinese traditional painting. Sustainable Cities Development and Environment, Pts 1-3. W. J. Yang. Stafa-Zurich, Trans Tech Publications Ltd. 209-211: 145-151. Fong, C. C., Q. Zhang and M. M. Yang (2010). "DNA microarray technology and Traditional Chinese Medicines. Progress in Nutrition 12(1): 6-12. Fu, J. Y., X. Zhang, Y. H. Zhao, D. Z. Chen and M. H. Huang (2012). Global performance of traditional Chinese medicine over three decades. Scientometrics 90(3): 945-958. Huang, P. X. (2016). Application of Traditional Culture in Creation of Chinese Painting. Proceedings of the 2016 International Conference on Education, Sports, Arts and Management Engineering. H. Xu and Z. Zhang. Paris, Atlantis Press. 54: 366-369. Huang, Y. C. (2011). Analyze Chinese Traditional Mathematics' Trait and Origin. Hong Kong, Etp-Engineering Technology Press. Li, J. R. and Y. H. P. Hsieh (2004). Traditional Chinese food technology and cuisine. Asia Pacific Journal of Clinical Nutrition 13(2): 147-155. Li, L. L. (2013). View on Protection of Chinese Traditional Music through Inheritance of Malaysian Chinese Traditional Music. 2013 International Conference on Economic, Business Management and Education Innovation. G. Lee. Singapore, Singapore Management & Sports Science Inst Pte Ltd. 19: 408-411. Liu, J. A. (2015). On the Ancient Chinese Teaching and the Inheritance of the Chinese Traditional Cultures. 2015 Ssr International Conference on Social Sciences and Information. H. A. AbedAlasadi and H. Yaghoubi. Singapore, Singapore Management & Sports Science Inst Pte Ltd. 11: 68-72. Liu, X. J., S. W. Cheng and H. J. Li (2009). Rapid Modeling of Chinese Traditional Architecture Driven by Mapping Data. New York, Ieee. Pan, L. L., Y. K. Liu and J. Guo (2012). The Modern Values of Chinese Traditional Culture. Education and Education Management. J. Hu. Newark, Information Engineering Research Inst, USA. 5: 338-343.

Documents

Faculty of Medicine Molecular and Developmental Stem Cell ... Final V2.pdf · 2 Faculty of Medicine International Master Program Molecular and Developmental Stem Cell Biology Module