Study guide 2007 - 2008

Faculty of Medical Sciences Study guide 2007 - 2008 Biomedical Sciences Master Radboud University Nijmegen – UMC St Radboud PREFACE Preface This study guide contains information about the study programme, regulations and organisation of the master Biomedical Sciences in academic year 2007-2008 and about student facilities. Information on study requirements can be found in the Onderwijs- en Examenregeling at http://www.umcn.nl/student/studenten_biomedische_wetenschappen/toetsen_en_examens_b mw/wegwijzer_onderwijs_en_examenregeling The planning of all modules scheduled in 2007-2008 is presented schematically at http://www.umcn.nl/fmw/db/blokkenschemabmw0708.pdf Further information for students can be found at http://www.umcn.nl/student and http://www.ru.nl/student INDEX Index Chapter 1: General information................................................................................................ 1 1.1 Introduction................................................................................................................. 1 1.2 Admission requirement............................................................................................... 1 1.2.1 Students BMS RU........................................................................................ 1 1.2.2 Admission other students.............................................................................. 1 1.3 Structure of the Master’s Programme.......................................................................... 2 1.3.1 Programme................................................................................................... 2 1.3.2 Teaching activities........................................................................................ 2 1.3.3 Teaching periods........................................................................................... 3 Chapter 2: Regulations and guidance during the programme................................................... 5 2.1 Rules........................................................................................................................... 5 2.1.1 Presence........................................................................................................ 5 2.1.2 Registering for modules................................................................................ 5 2.1.3 Signing out or changing modules.................................................................. 5 2.1.4 Registering for re-exams............................................................................... 5 2.2 Individual webfile and module schedules.................................................................... 5 2.3 Student counseling...................................................................................................... 6 2.3.1 Student’s Information Point (StIP)................................................................ 6 2.3.2 Study advisor................................................................................................ 6 2.3.3 Study abroad................................................................................................. 7 2.3.4 Study delay because of personal circumstances............................................ 9 2.3.5 Other counseling........................................................................................... 9 2.4 Study Requisites and purchase.................................................................................... 9 2.4.1 Core textbooks.............................................................................................. 9 2.4.2 Module guides and workbooks................................................................... 11 2.4.3 Expenses of study requisites....................................................................... 11 2.5 Locations................................................................................................................... 11 Chapter 3: Instructions for your individual Master’s Programme........................................... 13 3.1 General information Master's programme................................................................. 13 3.2 Designing your Master’s Programme........................................................................ 13 3.2.1 Your programme design............................................................................. 13 3.2.2 Your Major subjects................................................................................... 14 3.2.3 Your Minor subjects................................................................................... 14 3.2.4 Your career profile...................................................................................... 14 3.2.5 Your elective courses.................................................................................. 14 3.2.6 Possibilities for elective courses and individual education.......................... 15 3.2.7 Your internships......................................................................................... 16 3.3 Reporting skills......................................................................................................... 17 3.4 Tutoring during your Master’s programme................................................................ 17 3.4.1 Tutoring in general..................................................................................... 17 3.4.2 Subject area tutor........................................................................................ 17 3.4.3 The profile coordinator............................................................................... 19 3.4.4 Minor subject coordinator........................................................................... 19 3.4.5 Internship supervisor.................................................................................. 19 INDEX 3.4.6 The role of the tutor.................................................................................... 19 3.5 Rules......................................................................................................................... 20 3.5.1 Responsibilities of the student.................................................................... 20 3.5.2 Role of the examination board.................................................................... 20 3.6 Scheduling the elective modules 2007-2008.............................................................. 21 3.6.1 Elective modules in the BMS master's programme..................................... 21 3.6.2 Elective modules in the BMS bachelor's programme.................................. 23 Chapter 4: Composition of the BMS Master’s Programme.................................................... 25 Nota Bene:...................................................................................................................... 25 4.1 Career Profiles........................................................................................................... 25 4.1.1 General information Career Profiles........................................................... 25 4.1.2 Description Career Profiles......................................................................... 26 4.2 Additional track Evidence Based Practice................................................................. 29 4.3 Description Major Subjects....................................................................................... 29 4.4 Description Minor Subjects....................................................................................... 43 4.5 Description of elective modules................................................................................ 56 Chapter 5: Tests and examinations......................................................................................... 95 5.1 Legacy about study programmes and “master examen”............................................ 95 5.2 Testing in the master’s programme........................................................................... 95 5.3 Significant dates........................................................................................................ 95 5.3.1 Testing........................................................................................................ 95 5.3.2 Master examen and graduation meeting...................................................... 96 5.4 Special regulations.................................................................................................... 96 5.5 Rules of examination results...................................................................................... 96 5.5.1 Determination of grades.............................................................................. 96 5.5.2 Validity of test results................................................................................. 97 5.5.3 Right to inspection...................................................................................... 97 5.6 Judicium.................................................................................................................... 97 5.7 Fraud......................................................................................................................... 98 5.8 Regulations for appeal............................................................................................... 98 Chapter 6: Student Affairs Office Radboud University Nijmegen......................................... 99 6.1 Student Affairs Office............................................................................................... 99 6.1.1 Services...................................................................................................... 99 6.1.2 Student Affairs Desk................................................................................... 99 6.1.3 Student Administration............................................................................... 99 6.1.4 KISS (KUN Internet Student Service)...................................................... 100 6.2 Student Counseling.................................................................................................. 100 6.2.1 Student counselors.................................................................................... 100 6.2.2 Student psychologists............................................................................... 100 6.2.3 Study skills............................................................................................... 101 6.2.4 Study and Career Advisor......................................................................... 101 6.2.5 Students with a disability.......................................................................... 101 6.2.6 Victim Support Counselor & Complaints Committee for Undesirable Behaviour................................................................................................................ 102 6.3 Information center BachelorMaster......................................................................... 102 6.4 Student Life: Culture on Campus............................................................................ 103 6.5 Other facilities......................................................................................................... 103 INDEX 6.6 Statutes for students at the Radboud University Nijmegen...................................... 104 6.7 SNUF (Radboud University Fund Foundation)....................................................... 104 Chapter 7: Names and addresses.......................................................................................... 105 7.1 Radboud University Nijmegen................................................................................ 105 7.2 Facilities.................................................................................................................. 105 7.2.1 Libraries.................................................................................................... 105 7.2.2 External relations...................................................................................... 106 7.2.3 Alumni...................................................................................................... 106 7.2.4 University Language and Communication Centre (UTN)......................... 106 7.2.5 Academic Writing Center Nijmegen......................................................... 106 7.2.6 University Centre for Information Services (UCI).................................... 107 7.2.7 Student chaplaincy.................................................................................... 107 7.3 Radboud University Nijmegen Medical Centre: names and addresses.................... 107 7.3.1 Governing council of Radboud University Nijmegen Medical Centre...... 107 7.3.2 Education institute.................................................................................... 107 7.3.3 Executive Council of Education (OMT)................................................... 107 7.3.4 Education and Student Affairs.................................................................. 108 7.3.5 Education Committee............................................................................... 108 7.3.6 Examination Board................................................................................... 108 7.3.7 Computer facilities in medical education.................................................. 108 7.3.8 Museum for Anatomy and Pathology....................................................... 108 Course index........................................................................................................................ 109 CHAPTER 1: GENERAL INFORMATION Chapter 1: General information 1.1 Introduction The Radboud University (RU) in Nijmegen offers a two years Master of Science programme in Biomedical Sciences (BMS). The aim of Biomedical Sciences is to educate students to M.Sc. level. The elective curriculum teaches the students to handle the methodology of a specific discipline and to apply this to actual scientific problems. Both theoretical and practical training are provided, and the student has to choose a main topic of interest from six ‘majors': epidemiology, clinical human movements sciences, health technology assessment, occupational and environmental health, human pathobiology and toxicology. 1.2 Admission requirement 1.2.1 Students BMS RU BMS students of the RU are allowed to start with a major internship if at least three majorspecific modules of the B.Sc. programme are passed (with a grade of at least 6.0). The examination board will decide whether these conditions are met. In addition, the examination board is authorized to make exceptions to the admission requirements. Decision for admission The examination board decides on admissions to the masters four times a year. Only students who have enrolled for admission are discussed in the meetings of the examination board. Students that do not meet all criteria may apply for conditional admission by the examination board. The examination board can make the following decisions: 1 2 3 Decision examination board Student gains bachelor's degree BMS Effect for student Student can participate in the Master's programme of BMS Student does not gain a bachelor's degree BMS, Student is allowed to participate in the but is permitted conditionally to participate in Master's programme of BMS for 1 year. the Master's programme BMS Student does not gain a Bachelor's degree and is Student is not allowed to participate in not permitted to participate in the Master's the Master's programme of BMS. programme BMS. 1.2.2 Admission other students You have a BSc degree in Biomedical Sciences or a related discipline in life sciences and a strong motivation to succeed. A fluent command of Englisch is also essential. To find out if you have the right academic background, please contact the study advisor Hilde Swinkels. You can call her on Monday and Thursday between 14:00 and 15:00 h.: +31 024 36 15065 or send her an e-mail at h.swinkels@owi.umcn.nl. 1 1.3 STRUCTURE OF THE MASTER’S PROGRAMME 1.3 Structure of the Master’s Programme 1.3.1 Programme Within the framework of their master's programme students choose at least one out of six majors. On top of that, students choose one out of three career profiles to prepare for either a PhD-programme (research profile), a position as a policy analyst or councellor (management profile), or in health communication (communication profile). A 'major' requires at least one year of study. In addition, in case of a research profile, a subsidiary subject (a 'minor'of at least five months) forms part of the study package. The choice of this minor is unrestricted as long as there is a relation with Biomedical Sciences. Many students take parts of another 'major' programme as a minor. For the remaining credits required for the final M.Sc. degree, a choice can be made from specific extensions of either the 'major'or the 'minor, or a more general subject. The credits for the different parts are described in the 'rules for a study programme' (see www.umcn.nl/student). The theoretical part is modular in structure and consists of modules of 4 weeks. Each module is concluded with an examination. The theoretical modules of the majors are programmed from September until December. The theoretical modules of the profiles and extra modules are programmed in January until March. 1.3.2 Teaching activities Within the modules different teaching activities alternate each other. The different teaching activities are listed and described in the module guide of each module. • Lectures: the lecturer gives global information about the topics in the module, which the students are going to study. The students are listening and make notes. • Self study assignments: with the help of instructions in the module guide and the study books the student studies the topics of the module. For each self study assignment, an objective is determined. Products of a self study assignments are various: the answers of the questions, a diagram, a research proposition. Products of self study assignments are discussed in interactive lectures. Only then, a self study assignment is completed. • Groupwork: within a group of maximal fifteen students, you make a, mostly complex, assignment. Sometimes, at the end of the groupwork, a lecturer is present to discuss the results of the workgroup. The students are expected to be prepared to the workgroups, by reading and doing the instructions of the workgroup in the module guide. • Work classes: the goal of work classes is to improve and deepening the theoretical knowledge and insight, getting known with practical biomedical research methods, or training of practical and cognitive skills. • Interactive lectures: products of self study assignments, workgroups and work classes are discussed in interactive lectures. Together with a lecturer, the students come to the solutions of the last problems. 2 CHAPTER 1: GENERAL INFORMATION 1.3.3 Teaching periods Period 1 3 September - 28 September 2007 Period 2 1 October - 26 October 2007 Period 3 29 October - 23 November 2007 Period 4 26 November - 21 December 2007 Holiday 24 December 2007 - 4 January 2008 Period 5 7 January - 1 February 2008 Period 6 4 February - 29 February 2008 Period 7 3 March - 28 March 2008 Period 8 31 March - 25 April 2008 Holiday 28 April - 2 May 2008 Period 9 5 May - 30 May 2008 Period 10 2 June - 27 June 2008 Period 11a 30 June - 11 July 2008 3 4 CHAPTER 2: REGULATIONS AND GUIDANCE DURING THE PROGRAMME Chapter 2: Regulations and guidance during the programme 2.1 Rules 2.1.1 Presence Participation in all work classes and workgroups are compulsory. The coordinator will register participation. Students who will be absent should inform the (module) coordinator in advance. If this absence is legitimate, the (module) coordinator can ask them to compensate with an assignment. Students who areunjustified absent from work classes and workgroups risk being denied an exam. 2.1.2 Registering for modules It is the student's responsibility to register in time for all modules he or she is planning to participate in. Registering is possible on the Internet, www.umcn.nl/student. Registry is open in June for the modules in the periods 1-5 and in November for the modules in the periods 610. However, the exact time slots for registry are announced via ad valvas on the Internet. 2.1.3 Signing out or changing modules If for some reason you decide to sign out for a module please do so as soon as possible on the Internet, if possible three weeks in advance of the start of the module. This is because for some modules there is a waiting list and we prefer optimal utilization of education facilities. Note: If you would like to change registration for a module you have to complete the form all over and not only fill out the module you want to change. 2.1.4 Registering for re-exams Students who do not pass their module exam should make an appointment with the module coordinator for a re-exam. 2.2 Individual webfile and module schedules Each student has entrance to a personal web file on the internet; the "Student webdossier". The personal web file is protected by a password and consists of information about the subscribed modules, module schedules and examinations. Module schedules can be found by two manners: • In the personal webfile the student finds the module schedules of the subscribed modules. • On the internet www.umcn.nl/student, all information about modules and schedules are presented. 5 2.3 STUDENT COUNSELING 2.3 Student counseling 2.3.1 Student’s Information Point (StIP) The Student's information Point (StIP) is the first focal point where a student can gain information. The StIP takes care of the different application forms and can provide you with information about education programmes and the rules for the tests and exams. The StIP is located at the first floor of the Study Centre for Medical Sciences, Geert Grooteplein 21. The e-StIP is the on-line desk of the Student's Information Point, accessible via www.umcn.nl/student. Via this site on the Internet the students can ask questions to the staff of StIP and Organization of Education Department. Visiting address: Geert Grooteplein Noord 21, second floor Telephone: 024 3615065 Email: e-StIP via www.umcn.nl/student Opening hours: Mondays until Fridays from 10:00-14:00 hrs Employees of Student's Information Point / Student Administration: Drs R. Goorden, head Mrs. I. Elbers Mr. P. van Haren Mrs. C. Knibbeler Mrs. N. Wildeman 2.3.2 Study advisor Students who would like to have a private conversation with the study advisor can make an appointment at the desk of StIP. The study advisor of Biomedical Sciences is Mrs. Hilde Swinkels, M.Sc. The study advisor can give information about: • content and structure of the study programme, • student grants, e.g., if you (temporarily) leave your study, • possibilities for other studies, if you want to change your study, • study programme possibilities, for example regarding the free-elective part of the BMS Master's programme. The study advisor can advise you about: • how to study, concerning both time schedules and methodology, • rules for a study programme, e.g. with adjustments of planning your exams because of personal circumstances, • arrangements because of personal circumstances (like a handicap or illness). The study advisor can help you with or refer you to an expert in case of: • study problems brought about by reasons like home situation, lack of motivation, lack of time etc. • problems originating from the study, e.g. in case of doubts whether the study suits you, bad degrees, or your being overloaded by the study. • conflicts that relate to the education programme, the rules for exams, teachers, the organisation etc. 6 CHAPTER 2: REGULATIONS AND GUIDANCE DURING THE PROGRAMME In all these matters we keep close contacts with teachers, student tutor, student counsellors, and student psychologists. The study advisor can also help you with your questions and requests for the examination board. For example, she could elucidate your request for an extra resit of your exam (e.g. because of personal reasons) during a meeting of the examination board. The study advisor may invite you for an interview, for example when you achieve little or no progress. She will discuss wether you should adjust your study-method to gain a better results. Accessibility of the study advisor Students of Biomedical Sciences can consult the study advisor by telephone on Monday and Thursday from 14.00 - 15.00 hours on the tel. Number (36)15065. For short questions you can also come by on Thursday from 12.30 - 13.30 hours. For extended questions you have to make an appointment via (36)15065 or at the StIP desk between 10.00 and 14.00 hours 2.3.3 Study abroad Many students consider studying a part of their programme abroad. In this respect the faculty encourages their students to develop intercultural orientation. However, it is the student's responsibility to realize its ambition since there are no ready-made projects. We advise you strongly to start in time if you plan to study abroad, because many things have to be arranged before you can take the plane. Study Advice Internationalization If you are considering to study or to an internship abroad you can consult the study advisor who is specialized in internationalization (Mrs. Margit Sivirsky). You can make an appointment via StIP at the desk or by telephone between 10:00 and 14:00 hour, tel: (36)15065 The study advisor can guide you while planning your stay in another country concerning the following: • Orientation in where and why to go. • Planning this period within your individual study programme; • Contacts in other countries, • Counseling in applying for grants and proposals, • Making a reference to other authorities and websites. You can also find relevant information on the Internet, the homepage for studying abroad can be found via the UMCN website www.umcn.nl/student. The IFMSA-Nijmegen (International Federation of Medical Students Associations- Nijmegen) is the local department of the global network of medical students IFMSA. The IFMSA connects hundreds of thousands of medical students from 88 countries on 6 continents. The mission of IFMSA is to offer future physicians and biomedical scientist a comprehensive introduction to global health issues. IFMSA activities comprises exchanges, public health campaigns, 7 2.3 STUDENT COUNSELING humanitarian projects, trainings, conferences, workshops, databases and publications and are organized in 6 standing committees on Professional/Research Exchange, Reproductive Health, Public Health, Refugees and Peace, and Medical education. On the international level, it connects its student activists to relevant partners, including a great number of NGOs and the UN-system. Web page: http://www.ifmsa.org, http://www.ifmsa.nl, http://www.mfvn.nl/ifmsa Scholarships and grants There are several scholarships and grants offered to nationals from a wide range of countries. General information can be found at the web page of external relations www.ru.nl/er. The UMC St Radboud offers also two specific scholarships; • Student budget UMC: see below • SNUF; for detailed information see www.ru.nl/snuf More general information about study sources can be found at the site of 'beursopener'; www.wilweg.nl. The student budget UMC The budget for student facilities is meant to subsidize activities of (medical) student organizations and foreign internships of individual students. The budget is administered and appointed by a committee with representatives of the MFVN, SOOS, BeGIN, the department of student council and the student assessor of the board of the department. The committee meets four times a year; March, June, September and December. An application form can be obtained from and returned to the StIP. An application is only considered when the form is complete and accompanied with a statement of a responsible tutor. What the statement should contain is pointed out in the application form. The scholarship is determined according to three criteria: Each criterion affects the amount of the grant. The final amount of the grant is the total of the allocation for each criterion. Criterion 1: duration of the internship • Less then ten weeks € 115,• Ten or more weeks € 230,Criterion 2: nation of internship • Within Europe € 115,• Outside Europe € 230,Criterion 3: necessary vaccinations • Region 1: Afrika and South Amerika € 200,• Region 2: Central Amerika and Asia € 150,• Other: Countries out side region 1 and 2 and Aruba € 0,Detailed information can be found on the internet, www.umcn.nl/student. 8 CHAPTER 2: REGULATIONS AND GUIDANCE DURING THE PROGRAMME For questions about the student budget UMC you can consult either Mw. M. van Breukelen (Onderwijsinstituut, telefoon: 024-3614821) or the student assessor who's name and number can be found at SOOS (tel: 024-3614684). Mw. Van Breukelen can also be consulted for SNUF-COWL grants. Stichting Nijmeegs Universiteitsfonds (SNUF) In some cases it is possible to get a compensation from the Radboud University Fund Foundation (SNUF). SNUF subsidizes training periods, studies, investigation projects and conference participation abroad for individual students and group study trips. For more information: see paragraph 6.7 and http://www.ru.nl/, look for information for students. 2.3.4 Study delay because of personal circumstances Students who suffer from a study delay caused by personal circumstances and as a consequence run into difficulties with study grants or loans may apply for financial support. A prerequisite for financial support is that the student informs the Student Services (DSZ) within 3 months. Therefore we advise you to make an appointment as soon as your personal circumstances result in a study delay. You can read more about these facilities in paragraph 6.5. 2.3.5 Other counseling More information about different forms of student counseling (e.g. courses) can be found in chapter 6 of this study guide or in the website of the Radboud University of Nijmegen. During the elective curriculum of the Master's programme of Biomedical Sciences, the students will be coached mainly by their subject area tutor (see chapter 3.3) 2.4 Study Requisites and purchase 2.4.1 Core textbooks For every major there is a list of core textbooks, which are strongly recommended by the subject area tutors (see below). The core textbooks on these lists can either be required for a major specific module or is an essential reference book in the subject area you have chosen. Purchase The medical faculty strongly advises students to buy the books on the list of their major. The textbooks can be ordered via MFVN. Books ordered via MFVN are guaranteed to involve the right editions. More information can be found at www.mfvn.nl. List of core textbooks for Occupational and environmental health • Klaassen CD. Casarett & Doul's essentials of toxicology. McGraw-Hill Publishing Company. ISBN: 0071389148 • Nieuwenhuijzen, M.J. Exposure Assessment in Occupational and Environmental Epi demiology. Oxford University Press, Oxford, 2003 • Gardiner K and Harrington J.M. Occupational Hygiene. Third Edition. Blackwell Publishing, Malden, Massachusetts, USA, 2005 9 2.4 STUDY REQUISITES AND PURCHASE List of core textbooks for Clinical human movement sciences • Agur L. Grant's atlas of Anatomy. Baltimore (etc): Wiliams & Wilhius, 11th edition, 2004 + cd-rom • Mc Ardle WD, Katch FI, Katch VL. Exercise physiology. Lippincott Williams and Wilkins, 5th edition 2001 • Silverthorn DR. Human Physiology. Pearson Education Inc, 3rd edition, 2001 • Purves D. Neuroscience. Sinauer Associates, 3rd edition, 2004 • Shumway Cook A, Woollacott MH. Motor control. Theory and practical applications. Philadelphia: Lippincott Williams & Wilkins, 2nd edition, 2001. List of core textbooks for Epidemiology • Principles of exposure measurement in Epidemiology. Armstrong B, White E, Saracci R. New York, Oxford University Press, latest available print. • Fletcher R.H. & Fletcher S.W. Clinical epidemiology; the essentials. Philadelphia: Lippincott Williams & Wilkins, 2005 (4th edition). • Petrie A. & Sabin C. Medical statistics at a glance. Oxford: Blackwell Publishing, 2005 (2nd edition) • Mims et al. Medical microbiology. London, Mosby Year Book Europe ltd. 2004, 3rd ed. • Possibly also: Katz: Multivariable analysis, 2006 Dupont: Statistical modeling for biomedical researchers, 2002) For 5E005: Thomas: Statistical methods in genetic epidemiology) List of core textbooks for Health technology assessment • Dunn WN. Public policy analysis. An introduction. Upper Saddle River, NJ: Pearson Eduction Inc., 3rd edition, 2004. List of core textbooks for Human Pathobiology • Junqueira L.C., Carneiro J., and Kelley R.O. Functionele Histologie, Wetenschappelijke Uitgeverij Bunge, Utrecht, NL. ISBN- 90-6348-379-1, 8ste druk (2000) or later edition. • Parham P. The immune system. Garland Publishing. ISBN 0-8153-3043-X, 1st edition (2000) or later edition. • Zutphen, L.F.M. van, V. Baumans & A.C. Beynen (red.), 2003. Handboek Proefdierkunde; proefdieren, dierproeven, alternatieven en ethiek. Uitgeverij Elsevier gezondheidszorg, Maarssen. Vierde (niet herziene) druk. • Rubin E, Farber JL. Pathology. Third edition. Philadelphia (etc): J.B.Lippincott Company, 2003. • Alberts B, et al. Molecular Biology of the Cell. Third edition. New York (etc): Garland Publishing Inc., 1994. (Online available via Pubmed, no need to buy) List of core textbooks for Toxicology • Klaassen C. Casarett and Doull's Toxicology. McGraw-Hill Publishing Company, 6TH ISE 2002. ISBN: 0071124535 10 CHAPTER 2: REGULATIONS AND GUIDANCE DURING THE PROGRAMME 2.4.2 Module guides and workbooks Each module has it own module guide, which contains at least the following: • An overview of the content, organisation, objectives, structure, and methods of examination; • Instructions concerning self study assignments and groupwork; • Module-specific information. For some modules students must purchase a workbook in addition to a module guide. A workbook usually contains theoretical information that cannot be found in the textbooks. Expenses and Purchase If a module requires a module guide and a workbook, a student must purchase them. The total cost of module guides and workbooks varies between the different majors but will be approximately €100,Module guides and workbooks can be purchased from the doorkeeper of the Medical Study Centre. 2.4.3 Expenses of study requisites For each study year the expenses for study requisites beside textbooks can vary between € 0,and €100,-. The total cost of study requisites including textbooks, module guides, workbooks, readers and other material are largely within the maximum determined by IBG for the Master Biomedical Sciences: € 1.280,-, price level 2007). 2.5 Locations Education and Examination Locations Both education and examination take place in the buildings of the UMC St. Radboud; mainly at the Study Centre of Medical Sciences (Geert Grooteplein 21, porter: 3613300) and at the Clinical Training Centre (Geert Grooteplein 15, porter: 3610112). A map of the buildings with education locations can be found on the Internet, www.umcn.nl/student. 11 2.5 LOCATIONS 12 CHAPTER 3: INSTRUCTIONS FOR YOUR INDIVIDUAL MASTER’S PROGRAMME Chapter 3: Instructions for your individual Master’s Programme 3.1 General information Master's programme The elective curriculum allows you to develop your individual Master's programme. Within the framework of their master's programme, students have to choose one out of six ‘majors', a career profile, and elective courses. A minor is compulsory for students opting for a research profile. You should provide the examination board with a detailed description of your master's programme for approval. In any case, such approval must precede embarking on an internship. The rules for an individual Master's programme application are described in paragraph 3.5. 3.2 Designing your Master’s Programme 3.2.1 Your programme design When designing your individual Master's programme you have to take the following into account. • The student has to approach the subject area tutor coordinating the chosen major. Students who have chosen two majors, have to contact both subject area tutors. Together you will decide which one of the two will become your principal tutor. • Together with your subject area tutor you will design your individual Master's programme. (Parts of) this programme must meet with the approval of the examination board before you proceed. On the basis of this individual programme regular consultations with the tutor can be arranged. As to a minor's programme, the subject area tutor may advise the student, or the student may consult the minor coordinator. With respect to their profile, students should contact the profile coordinator in case of a management profile and a communication profile, or their subject area tutor in case of a research profile. It is the student's responsibility to keep the subject area tutor informed of his choices concerning both major, minor, and profile. • During your Master's programme your plans will gradually become more concrete. Then you have to determine your definitive programme with all components. • It is important to timely submit your individual Master's programme to the examination board to ensure that the courses and practical training you intent to follow are approved. A form to design your individual Master's programme can be found on the Internet, www.umcn.nl/student. In the next paragraphs all possibilities for designing your Master's programme are discussed. 13 3.2 DESIGNING YOUR MASTER’S PROGRAMME 3.2.2 Your Major subjects Minimal requirements for a major are the compulsory major-specific modules and a research internship (see chapter 4 and the rules for a study programme: the "Onderwijs- en Examenregeling" ). A major can be extended with additional modules, individual education, and education at other universities or institutes. 3.2.3 Your Minor subjects If you choose the research profile you have to take at least one minor. You are allowed to design your own minor's programme of at least 22.8 EC. Components of a minor can be a minor internship, elective courses, individual education, and education at another university or institute. 3.2.4 Your career profile If you choose a management or a communication profile you have to join at least three courses and a practical training in the chosen field see paragraph 4.1.2 and 4.1.3). Extension of your programme is always possible. 3.2.5 Your elective courses Within all three profiles you can choose elective courses of at least 34 EC. These credits (EC) can be fulfilled in the following ways: • Extension of the major • In favor of a second major • In favor of a minor or a second minor • Extension of your profile • As elective courses As described by the rules for a study programme students can take open-elective courses at maximal 11.4 EC. Open-elective courses do not have to be related to Biomedical Sciences. Any form of education at all universities and institutes is allowed. Every student of Biomedical Sciences is allowed to take classes from other programmes of the Radboud University, or at other universities and institutes. However, specific admission requirements may apply. Credits obtained for free-elective courses at any university will count for the performance-linked student grant. Although open-elective courses can be chosen freely, the examination board has to approve before you start. You can apply for approval of the examination board by filling in a form available at StIP. In order to obtain your approval in time, please submit this form three months before you start with your free-elective courses. Every application should provide the following information: • Brief content description (title/objectives/methods) • Course level (to be confirmed by the teacher involved) • Means of examination • Address of the university or institute and the teacher(s) involved 14 CHAPTER 3: INSTRUCTIONS FOR YOUR INDIVIDUAL MASTER’S PROGRAMME 3.2.6 Possibilities for elective courses and individual education A. An existing post propadeutical course at the Radboud University or somewhere else in the Netherlands. The student can choose courses of an existing post-propadeutical programme as free-elective courses. This course can be at any other faculty of the Radboud University, like philosophy, psychology, or development studies. Information about all studies can be found at the Student Services (dienst studentenzaken DSZ, Comeniuslaan 4). Information about existing courses at the Radboud University can also be found in the various study guides at www.ru.nl. An existing course with minimum credits of 5.5 EC of a post-propadeutical programme at any Dutch university will usually be allowed as a free-elective course by the examination board. However, it is the student's responsibility to investigate the requirements for participation in courses at other faculties of the Radboud University or other Dutch universities. The following should be taken into account: • While participating in another course the student should still be able to fulfill the obligations of the BMS programme; • The student should meet the requirements for participation in other courses; • The student has to ensure that he or she is eligble to participate in the course of interest. The credits obtained through courses at the Radboud University will automatically be communicated to StIP. For credits obtained at other Universities, students should present the StIP with proof (in writing) of having passed the test of the course. B Self-constructed individual open-elective part Students are free to set up a literature study of their own interest. It is also possible to participate in an existing research project at the Radboud University Nijmegen Medical Centre (UMC St. Radboud) as well as in other hospitals. You have to take into account that a research project you set up yourself will take more time. In all cases, you have to find a tutor of the Radboud University who will be responsible for the assessment of your project. C Free-elective part in a foreign country A student may also perform the free-elective part of their study in a foreign country. Take into account that making arrangements for studying abroad take more time. Possibilities for courses and internships in foreign countries are described in a brochure available at the desk of StIP. Many students who go abroad choose to perform an additional research project as a free-elective part. The rules for a research internship in a foreign country are described in paragraph 2.3.3. D Free-elective part as extra credits Free-elective courses can also serve to obtain additional credits for your BMS Master's programme. In this case the free-elective courses will not replace the elective courses, but will be reported as extra on your diploma. This will allow students to distinguish themselves on a specific area of the study programme. However, the student has to keep in mind that extra credits can be claimed only on the basis of passed exams. The possibilities are exactly the same as described under A-C above. 15 3.2 DESIGNING YOUR MASTER’S PROGRAMME The description of your individual programme (maximum A4) contains at least the following information (See scheme below). See also the standard form that can be obtained on the Internet, www.umcn.nl/student. Facts Student data Title of individual education Subject Short summary education Teacher' Start- and End-date Credits in EC Objectives Literature Design / research-techniques/ analyses-techniques Work-plan with time-schedule for the different parts Means of examination Details Name, student number, telephone, email Title, name 3.2.7 Your internships In the BMS Master's programme every student has to perform a research internship as part of his major. In addition, the student has to follow a minor internship or a traineeship depending on the chosen career profile. The requirements for an internship or a traineeship are described in the 'rules for a study programme'. Internships can be performed at the UMC St. Radboud, at other universities or institutes in the Netherlands, or at universities or institutes in foreign countries. The student has to consult his subject area tutor about the department where the internship will take place. The student is responsible for all practical arrangements (e.g. a place to stay, insurance, travel-costs, applying for a scholarship, visa etc). For more information concerning an internship in other countries see paragraph 2.3.3. The description of the content of an internship should include the following facts (you can also find an application form on the Internet, www.umcn.nl/student): 16 CHAPTER 3: INSTRUCTIONS FOR YOUR INDIVIDUAL MASTER’S PROGRAMME Facts Student data Title of internship Information of the department where the internship will take place Supervisor Start- and End-date Credits in EC Research-Question Research-Background Design /research-techniques/ analysingtechniques Work plan with time-schedule for the different parts Means of reporting Details Name, student number, telephone, e-mail Name institute / company, name department, full address Title, name (Draft) article, report, or a combination of both 3.3 Reporting skills During the major internship, the student should demonstrate a number of reporting skills. Usually the student shows the skills at the department where the internship takes place. The reporting skills are: • Writing an abstract • Oral peer review • Writing a (draft) article • Oral presentation of own research 3.4 Tutoring during your Master’s programme 3.4.1 Tutoring in general During the elective curriculum of the Master's programme, students will be tutored mainly by the subject area tutor, the minor or profile coordinator, and the internship supervisor. The study advisor (see chapter 1) will always be available for all kinds of questions of the students. 3.4.2 Subject area tutor The six 'majors'of Biomedical Sciences each feature a subject area tutor. These tutors can advise you and guide you through the Master's programme of BMS. They will also provide you with information before you decide which major to choose. However, they expect you to orient yourself first. After the student has chosen his major, he or she will automatically have the subject area tutor belonging to that particular major. The tutor will advise and help the student with designing an individual Master's programme. This will concern career profiles, major, minor, elective courses, and internships. In addition, the tutor will also monitor the 17 3.4 TUTORING DURING YOUR MASTER’S PROGRAMME student's progress, give feedback on his choices, and keep an eye on the quality of the external internships. He will keep a file of every student, in case he is replaced. Besides the subject area tutor, the study advisor will always be available to all BMS students for general questions concerning the BMS Master's programme. Current subject area tutors Occupational and Environmental Health: Clinical Human movement sciences: Epidemiology: Health Technology assessment: Human Pathobiology: Toxicology: Dr. P. Scheepers Dr. J. Kooloos Prof. Dr. B. Kiemeney Department of Epidemiology and Biostatistics Department of Anatomy Department of Epidemiology and Biostatistics Prof. dr. G.J. van der Wilt Department of MTA Dr. P. van der Kraan Dr. R. Bos Department of Rheumatology Department of Pharmacology and Toxicology • • • • • • • The subject area tutor is responsible for the major of a student concerning: ◦ The programme; ◦ The judgement whether a description for an internship is suitable for the chosen major; ◦ The judgements of the grading of a major internship and if applicable the internship of a minor. The subject area tutor advises the student about the content of the individual Master's programme concerning the: ◦ Requirements as described in the "Onderwijs- en Examenregeling" ◦ Coherence of the individual programme ◦ Composition of the minor of interest The subject area tutor consults the minor coordinator of the student concerning: ◦ Composition of the minor (credits, practical training etc.) ◦ Which one one them will evaluate the intended minor internship ◦ Which one of them will be responsible for the minor internship ◦ Which one of them will evaluate the courses of a minor ◦ The requirement for additional consults between the student and the minor coordinator. Before submitting a form for approval of your individual programme by the examination board all elements of the minor subject should be subscribed by the subject area tutor. The grading of a major internship (firstly determined by the supervisor) will be evaluated by the subject area tutor. If they have a different opinion about the grading the tutor will contact the internship supervisor to come to accordance. The subject area tutor will arrange an internship agreement with departments outside the UMC St. Radboud for your practical training as part of your major, but also for a minor (if applicable). The subject area tutor is responsible for keeping a file for every major student. 18 CHAPTER 3: INSTRUCTIONS FOR YOUR INDIVIDUAL MASTER’S PROGRAMME • • • • The subject area tutor will have at least ones a study-year an interview with the student concerning the study progress. The subject area tutor will consult the internship supervisor whether he will attain the graduation ceremony to hand-over the student's diploma. If this is not possible the tutor will take his place. The subject area tutor will evaluate the minor subject of at least 17.1 EC The subject area tutor will evaluate the content of the minor subject. 3.4.3 The profile coordinator The management and communication career profiles each feature a profile coordinator. The profile coordinator is responsible for the composition of the profile specific courses and accompanying practical training. The current profile coordinators are: Current profile-coordinators Management profile: Dr. ir. R.P.B. Reuzel Communication profile: Research profile: Department of Medical Technology Assessment Prof. dr. G.J. van der Wilt Department of Medical Technology Assessment Subject area tutors (see paragraph 4.3) Students who choose a management or communication profile should contact the profile coordinator to ensure that their profile remains coherent. A career profile includes at least three profile-specific courses and a profile-specific internship (see chapter 4). 3.4.4 Minor subject coordinator The minor coordinator mostly assumes responsibility for the minor subject courses. Together with the student and the subject area tutor, he or she determines the minor subject programme as far as this is not established yet. Since the subject area tutor is responsible for your complete BMS Master's programme, he has to approve the minor subject courses, too. 3.4.5 Internship supervisor The internship supervisor coaches the student during his or her practical training. In some cases, the subject area tutor can also be the internship supervisor. The internship supervisor will be chosen based on his expertise. Particularly students performing an internship outside the RUNMC, will not have their subject area tutor as their internship supervisor. However, the subject area tutor remains responsible for all internships. Therefore, the subject area tutor and the internship supervisor will engage in regular consultations about the student's progress. 3.4.6 The role of the tutor The responsibility for assessing students in case of existing modules and or individual education is with the module coordinator and the concerned tutor, respectively. The concerned tutor gives marks to students' work and communicates these to the OSZ. 19 3.5 RULES 3.5 Rules 3.5.1 Responsibilities of the student To enrol for elective courses It is the student's responsibility to register in time for elective courses. Even if the student is in a foreign country. The procedures and rules are described in chapter 1. To obtain approval for all parts of the Master's programme • As soon as students know their personal Master's programmes they submit a description of their programmes to the examination board (Mr. F. de Vries) for approval. Student have to apply at StIP at least two weeks before the next meeting of the examination board takes place. The data of the examination board's meetings can be found on the Internet. • Students should submit their Master's programme at least 2 months before they starts with their personal part of the programme. They are responsible for providing a description of every internship and individual education (if applicable) they include in their programme. • At the end of a major internship, students give an oral presentation to the department of their subject area tutor, unless agreed otherwise. • Students make sure that the subject area tutor obtains a copy of the report of each internship. The report of the major internship should be supplied in duplicate to the subject area tutor within one month after finishing the internship. A copy of the report should also be given to the StIP. This report will be stored at the medical library for 5 years for perusal. The student also delivers a copy of the minor-internship report to the minor-coordinator. • It is the student's responsibility to make practical arrangements for an internship: accomodation, accommodation expenses, travelling expenses, private-insurances, application for a scholarship, visa etc. 3.5.2 Role of the examination board The next issues have to be approved by the examination board: • The (final) individual master's programme • Research internship • Individual education and all education outside the UMC St. Radboud • Other internships involving more than 17.1 EC. A minor internship till 17.1 EC will be evaluated by the subject area tutor. 20 CHAPTER 3: INSTRUCTIONS FOR YOUR INDIVIDUAL MASTER’S PROGRAMME 3.6 Scheduling the elective modules 2007-2008 3.6.1 Elective modules in the BMS master's programme Schedule of the elective modules of the BMS Master's programme. The ISIS-codes are explained in the enclosed table. Consult paragraph 4.5 for relevant information about the elective modules. In paragraph 3.6.2 you can find the schedule of the elective modules of the BMS bachelor's programme. Major Period 1 Period 2 Major modules OEH 5MG01 5T004 5T003**** Period 3 Period 4 5MG02 Period 5 Period 6 Period 7 Profile- / elective modules 5AM03**** 5AM07**** 5E002 **** 5QRE** 5AM04 EPI HTA PB TOX 5MG01 5EG01 5P003 5T003* 5E003 5MI01 5P004 5T004 5E006* 5ECWO 5EG04 5AM01 5T006 5EG02 5OZBC 5P005 5AM08 5AM01 5AM06*** HM 5HM02 5HM03 5HM04 5HM05 * 5E006 in period 3 2007-2008 alternates with 5E005 in period 3 2008-2009. ** 5QRE in period 7 2007-2008 alternates with 5IBE in period 6 2008-2009. *** 5AM06 is planned in 2007-2008 two times: in period 1 and 6; **** in 2008-2009 only in period 6. You can choose between major modules. See description of major in § 4.2.1. NB: 5MG02 in 2008-2009 is programmed in periode 3 instead of period 4, 5AM05 is not programmed in 2007-2008, but is as an elective module in 2008-2009 in period 4. Meaning of the codes: see next page and paragraph 3.6.2. 21 3.6 SCHEDULING THE ELECTIVE MODULES 2007-2008 Major code OEH HM EPI HTA PB TOX ISIS code 5AM01 5AM04 5AM05 5AM06 5AM08 5E003 5E005 5E006 5ECWO 5EG01 5EG02 5EG04 5HM02 5HM03 5HM04 5HM05 5IBE 5MG01 5MG02 5MI01 5OZBC 5P003 5P004 5P005 5QRE 5T003 5T004 5T006 Title of major subject Occupation and environmental health Clinical human movement sciences Epidemiology Health technology assessment Human pathobiology Toxicology Title of module Laboratory animal science / Radiation safety Good clinical practice Ergonomics and consultancy Writing reports Research and development of drugs Multivariable statistical methods Genetic epidemiology Infectious Disease Epidemiology Communication of biomedical information Cost-effectiveness of health care Policy research Outcome assessment Tissue: Biomechanics and engineering Clinical excercise physiology Neurol control of movement and posture Clinical rehabilitation sciences Implementation of Biomedical Evidence Risk assessment Accidents and disasters involving hazardous substances Information analysis in medicine Policy analysis and management Cause and effect in tissue damage Repair and regeneration of tissues and organs Cellular communication in health and disease Qualitative Research Chemical mutagenesis and carcinogenesis Occupational toxicology Clinical toxicology Consult paragraph 4.5 for relevant information of the elective modules of the BMS Master's programme. 22 CHAPTER 3: INSTRUCTIONS FOR YOUR INDIVIDUAL MASTER’S PROGRAMME 3.6.2 Elective modules in the BMS bachelor's programme Major Period 5 Period 6 OEH 5E001 5AM03 HM 5HM01 5AM07 EPI 5E001 5E002 HTA 5IHTA 5E002 PB 5PT01 5TP02 TOX Period 7 5MK12 5E004 ISIS code 5AM03 5AM07 5E001 5E002 5E004 5HM01 5IHTA 5MK12 5PT01 5TP02 Title Health monitoring Design and analysis of small scale experiments Methods of data collection Statistical analysis with SAS and SPSS Clinical epidemiology Introduction to clinical human movement sciences Introduction Health Technology Assessment Understanding the perception of health risks in the workplace Molecular pathobiology and toxicology Immunotoxicology and Immunopathology Consult the study guide of the bachelor's programme for relevant information of the elective modules of the BMS Bachelor's programme. 23 3.6 SCHEDULING THE ELECTIVE MODULES 2007-2008 24 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Chapter 4: Composition of the BMS Master’s Programme Nota Bene: Tuition and examinations are in English. However, tuition may be in Dutch if all students master Dutch sufficiently. 4.1 Career Profiles 4.1.1 General information Career Profiles Three career profiles can be discerned: • Research profile: This programme is mainly aimed at students who plan a career in scientific research after their M.Sc., for example in a university Ph.D. programme. • Management profile: This programme is mainly aimed for students who plan a career in health policy analysis and councelling. • Communication profile: This programme is mainly aimed for students who plan a career in communication about health issues The two years BMS M.Sc. programme consists of courses and traineeships with a total size of 120 EC. Depending on the career profile of interest the programme will differ to some extent. Having selected a profile, there are six major subject areas from which you can choose. The structures of all three profiles within the BMS Master's programme are schematically depicted in the table below. The numbers in the table represent the amount of EC for every part of the programme. See also 'rules for a study programme 2000' (can be found on the Internet, www.umcn.nl/student). Research Profile 28,5- Elective courses* 39,9 17,1 Minor internship 45,8 17,128,5 Management Profile 28,5 - Elective courses* 39,9 17,1 Management profile internship Major internship 17,1 M-specific courses 28,6 Major internship Major subjects* 17,1- Major subjects* 28,5 Communication Profile 28,5 Elective courses* -39,9 17,1 Communication profile internship 17,1 C-specific courses 28,6 Major internship 17,1- Major subjects* 28,5 *Toxicology and epidemiology have 5 respectively 3 obliged major modules. The deficit or surplus of study load is paid off in the elective courses. 25 4.1 CAREER PROFILES 4.1.2 Description Career Profiles Research profile Coordinator all subject area tutors of the different majors (see chapter 5.2) Description This profile focuses on a career in fundamental biomedical research. The emphasis is thereby on obtaining research skills and substantive deepening in at least one professional field. This profile is particularly meant for those graduates who chose to do an academic promotion. Graduates with this specific profile will generally end up working at a scientific department at a university or other institution where fundamental or pioneering research is done. Due to this fundamental nature an extra amount of time, compared to both other profiles has been reserved for the implementation of a research internship. Generally, more deepening into the professional field will be necessary apart from the obligatory theoretical subjects. It is possible to do so using the time reserved for subsidiary sub-jects and optional subjects. The nature of the theoretical deepening will mainly depend on the chosen major subject and the specific research area in which qualification is desired. The study coordinator will advise the student in this matter, in accordance with the interests and ambitions of the student. The main points of research of the UMC offer the student several possibilities to follow subsidiary subjects and internships in their master subject. However, it is also possible for students to opt to fulfill their subsidiary subjects/internships outside the borders of this institution. Several interconnections/transverse linkages that are implemented in research within the UMC offer the students a diverse range of possibilities to do research. The molecular life sciences, concentrated in the NCMLS (Nijmegen Centre for Molecular Life Sciences) study the cell and its molecular content. Translational and clinical research is focused on the human being/patient and the effect of treatment. At the interconnection "Evidence based practice" a connecting is made between patient and general health promotion and care. Big research institutes, like RIVM, TNO or pharmaceutical companies, and other faculties related or unrelated to the university offer several possibilities to do fundamental research. Since the profile focuses especially on those students who want to do a promotion course after graduation, it has been made possible to do courses offered for AIO's already in the master phase. In case foreign students apply for the master course, the education concerning theoretical subjects will be delivered in English. 26 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Management Profile Coordinator Dr. Ir. R.P.B. Reuzel, address: 138 medical technology assesment telephone: (36)16659, email: R.Reuzel@MTA.umcn.nl Description Scientific and technological developments cannot be kept in test tubes. These are societal activities that deeply permeate the social context in which they exist. A context of persons who are worried, or foster high expectations. Who have stakes, different views, and disagreements. How would you account for that, if you were to steer scientific and technological developments in a social context? The M- (management) profile is aimed at preparing students for a role as a scientific counsellor or advisor. Scientific counsellors combine ample knowledge of their scientific discipline with insight into the interaction between science, technology, and society. Additionally, they are sensitive to the views and stakes of persons involved, and have the analytical and communicative skills to handle these. Students learn to think of counselling as both a matter of content and a matter of managing human interaction. On this basis, they are able to help finding sustainable and widely endorsed solutions to issues that come along with scientific and technological developments. The M-profile has been developed for top class students who long for a challenge and wish to broaden their scope. Communicative skills, independence, inventiveness, and a strong eagerness to learn are the main assets of these students. Moreover, they hold views about their own futures, and are not afraid to distinguish themselves. Typically, these students know what happens in the world, actively participate in boards and committees, and feel attracted to societal issues concerning science and technology. Being interested in persons ' their stakes and perceptions ', as well as in cooperation is of pivotal importance. In short, the M-profile has been developed for those who are able to build bridges. Students with an M-profile work on a university-plus level. They combine ample knowledge of their scientific discipline with the capacity to analyse social issues. On top of that, they have taken their first steps toward a role as a counsellor or an advisor. Governments (national, regional, and local), advisory bodies (e.g. Health Council, Health Care Insurance Board), consultants (e.g. Royal Haskoning, Prismant), health care institutes (e.g. GGD, hospitals), and research institutes (e.g. National Institute for Public Health and the Environment, Rathenau Institute) welcome these students. Also, students with an M-profile are still qualified as PhDstudents. The M-profile curriculum includes the courses 5OZBC 'Policy analysis and management' and 5AM06 'Writing reports' (see descriptions of these courses), as well as at least one additional course. Students choose this additional course on the basis of knowledge or competence gaps they have identified in view of internships or future jobs. Furthermore, the M-profile curriculum includes a three-month internship (17.1 credits). During their internships students work on a science or technology related problem that features a social context with multiple stakeholders. Commonly, they conduct a policy analysis and write a (draft) advisory report. Extension of the M-profile is possible. Students who are interested in an M-profile of their study should contact R.P.B. Reuzel PhD, M-profile coordinator (r.reuzel@mta.umcn.nl / +31-24-3610389), in order to obtain more information and assess whether the M-profile is suitable for them. 27 4.1 CAREER PROFILES Communication Profile Coordinator Dr. G.J. van der Wilt, address: 253 MTA, telephone: (36)13126, email: G.vanderWilt@mta.umcn.nl Description Results of biomedical research play an increasingly pervasive role in daily life. Risk assessment provides the general public with information on the risks associated with the use of mobile phones and the use of ecstasy. Through the media the general public is informed about the developments in the field of stem cell transplantation and about the likelihood of a pandemia. Through health eduction, children with eczema can achieve a better control of their disease. However, communication about such complex issues is not always effective, and can easily lead to misunderstandings. The communication profile is primarily aimed at making accessible the results of biomedical research to a wide audience, ranging from scientists of other disciplines to the general public. Frequently, the organisations that were mentioned under the header of the societal profile also play a role in communication. In addition, research institutes (e.g., pharmaceutical industry), regional cancer centres and local government organisations have public relations departments where students of the comunication profile may be employed. Another group of potential employers constitutes of organisations in the field of health education (e.g., food, alcohol and drugs). The specific task of graduate students may consist of the development or execution of communicative or educational activities, including counseling at schools and organisation of a public debate. Research in this area is another possibility, for instance into the effectiveness of various communication strategies. Apart from knowledge of the biomedical sciences, knowledge and skills in the field of education and counseling are essential. This also holds for the capacity to work in a multidisciplinary team. In the communication profile, the focus will be on the acquisition of such complementary knowledge and skills. The programme consists of courses and an internship. The courses Communication of Biomedical Information (5ECWO) and Writing Reports (5AM06) are compulsory (a more detailed description of these courses can be found elsewhere in the catalog). In addition, a third course needs to be selected, in consultation with the tutor of your major. The internship covers a period of 3 months (17.1 ECTS), and should be performed in an organisation outside the university. As a rule, the focus is on the use of biomedical scientific information to resolve a specific societal problem (e.g., the risk factors associated with carbon monoxide poisoning are known; how can target groups be reached to effectively reduce the incidence of this type of poisoning?) Using his or her knowledge of biomedical sciences, the student helps to develop educational material or assists in organising an information gathering. Examples of organisations offering internships are patient advocacy groups, Community Health Authorities, the Rathenau Institute, hospitals, consultancies, or the Science Centre NEMO. 28 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME 4.2 Additional track Evidence Based Practice If you intend to apply for a PhD position at the renowned Nijmegen Centre for Evidence Based Practice (NCEBP), we can help you prepare for this within the Master's programme in Biomedical Sciences. Choose one of the three major subject areas as your research profile MTA, EPI of OEH - and then follow the track Evidence-based practice. In this specialization you focus on two key questions related to the research at NCEBP: - What can be defined as effective, efficient and acceptable patient care and prevention? - How can we best guarantee that patients and populations actually receive such care? You will find more information and a brochure about the track on the website of the NCEBP: http://www.ebp-umcn.org/home.htm. For a description of the two EBP-modules, 5IBE - Implementation of Biomedical Evidence and 5QRE - Qualitative Research, see paragraph 4.5. 4.3 Description Major Subjects Occupational and Environmental Health Coordinator Dr. Ir. P.T.J. Scheepers, address: 133 EPIB, telephone: (36)16878/ secr. 19630, e-mail: P.Scheepers@epib.umcn.nl Description Benefits and risks of environmental factors are all around us Every day of our life our health is at risk due to numerous threats. This can be an infectious disease during childhood, food contamination, exposure to noise and air pollutants, the risk of being involved in an accident and the risk of our life style (drinking, smoking and leisure activities such as mountain climbing and paragliding). Less obvious are risks of exposure during work, leading occupational diseases such as occupational asthma or environmental risks influencing fertility or exposures during pregnancy (risk of congenital malformations or childhood cancer). Even the medical treatment in a hospital imposes a risk to health, such as hospital infections and unintended side effects of treatments and medication. In the major subject area Occupational and Environmental Health (OEH) the impact of exogenous factors on health and disease is studied. These can be mechanical, physical, chemical, biological and psychological factors. This 'burden' from the environment can have positive but also negative implications for health. Because of interindividual differences in this susceptibility someone can fall ill, whereas a person with a similar exposed remains healthy. Therefore, OEH also studies genetic and acquired factors that together determine the individual's susceptibility. How to identify and quantify a risk? The public has many questions related to health threats caused by the environment. To address these questions a study is conduced, called a 'risk assessment'. Risk assessments consist of detection and identification of the most important environmental and life style 29 4.3 DESCRIPTION MAJOR SUBJECTS factors, the level of exposure to exogenous factors, the intrinsic capacity to cause harm and the capacity of the individuals to respond to distress caused by these factors. Much of what we know about the risk of exogenous factors is the result of experimental studies in animals and in vitro test systems. There is considerable uncertainty in extrapolation of this knowledge to humans. Some risk factors have not even been traced back to specific physical factors such as the attenuating factors of cancer risk in the diet (e.g. fruits and vegetables). These sources of variability and uncertainty have great implications for risk assessment and standard setting. Therefore, much attention is given to analysis of factors or events that cause most of the uncertainty. This is done using a sensitivity analysis. How to prevent or attenuate a risk? A quantitative assessment is often used to define preventive strategies in what is called 'risk management'. This can be substitution of a hazardous substance by an alternative substances that causes less harm, e.g. in food products, introduction of technological solutions to mitigate emissions of harmful substances and as a final resort the use of personal protective equipment and strategies such as evacuating people from their homes in case of a chemical release following a fire in an industrial area neighbouring a residential district. Research assignment in the master programme During an internship the student participates in a research project such as a PhD project. The student has the opportunity to collect his/her own data in a field campaign. Field data on the exposure and/or the health effects will be analyzed to find out about the aetiology of a disease and possibilities to prevent a disease or attenuate the gravity of health effects. Depending on the results of this study, recommendations can be given in terms of primary prevention of the health hazard or better treatment of the health consequences. There are many opportunities for these internships in the Netherlands and also abroad. Main objectives The student is capable of studying humans interacting with their environment in terms of exposure and susceptibility. From this the student can derive conclusions with respect to health risks and prepare recommendations for prevention of disease. This aim is specified in 15 main objectives (available on request from the major area subject tutor). Requirements The master's programme The following three courses are obligatory 5MG01 Risk assessment 5MG02 Accidents and disasters involving hazardous substances 5T004 Occupational toxicology A fourth course can be selected from the following series: 5AM05 Ergonomics and consultancy 5AM07 Design and analysis of small scale experiments 5E002 Statistical software 5T003 Chemical mutagenesis and carcinogenesis A major in Occupational and Environmental Health can be combined with anyone of the remaining five major subjects areas. This is particularly efficient if a second major subject is 30 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME considered in epidemiology (overlap with the obligatory courses 5MG01 and 5E002) or in toxicology (overlap with obligatory courses 5T003 and 5T004). The bachelor courses 5E001 (also obligatory for epidemiology), 5AM03 and 5MK12 are obligatory in the case a student chooses Occupational and Environmental Health as a second major subject area. Research profile At universities and research institutes studies are conducted to elucidate the contribution of exogenous factors in the onset of disease. Many researchers are involved in the development of methods for quantitative exposure assessment, the improvement of methods for risk assessment and the establishment of standards for safe use of chemicals. This profile will provide a good basis for a PhD in occupational and environmental health research. Management profile The Occupational and Environmental Health-expert can support policymakers by conducting research projects. These experts can also support the interest of other stakeholders with interest in human health issues such as worker's representations and employers or consumers associations. Some studies to support these interests are performed by academic institutes, consultancy firms or by governmental institutes (RIVM, GGD, Netherlands Health Council). Communication profile Communication is an important part of any research activity in the field of occupational and environmental health. Special attention must be devoted to communication skills, when results of a risk assessment are reported back to the lay public (risk communication). Care must also be given if recommendations are made about preventive actions to be taken by the public, that may lead to a reduction of exposure and health risk. Relation Certification and registration in occupational hygiene and toxicology risk assessment Students who opt for a professional registration in occupational hygiene (www.arbeidshygiene.nl) should take a course in ergonomics and consultancy (5AM05) and a minor subject 'Occupational Hygiene'(a description of this minor can be found in this study guide). After three years of working in the field of occupational hygiene an application for a registration can be submitted (see www.skocert.nl). The names of experts who have obtained such a certificate will be added to a registration of certified occupational hygienists, which is internationally recognized by the International Occupational Hygiene Association (IOHA, www.ioha.net). For those who have included sufficient courses and internships in the field of toxicology, there is also an opportunity to obtain a certificate in toxicology risk assessment). The names of experts who have obtained such a certificate will be added to a national (www.toxicologie.nl) and European (www.eurotox.com) register of certified toxicologists. Job opportunities The major subject area of Occupational and Environmental Health offers career opportunities in different fields and disciplines. There are research opportunities at universities and research institutes in epidemiology, occupational hygiene, toxicology and environmental sciences. There are also opportunities for consultancy within the government (e.g. ministries, RIVM, GGD's), or in private consultancy firms (e.g. TNO, Royal Haskoning, etc), or in industry. Many opportunities can be found in The Netherlands and there is a growing interest to involve Dutch experts in assignments with a European or worldwide scope. 31 4.3 DESCRIPTION MAJOR SUBJECTS Relevant minors Occupational and Environmental Health can be combined with minors in human clinical movement sciences, toxicology and epidemiology. Other suggested subjects for minors are: reproduction, infectious diseases, diet, ergonomics and occupational hygiene. The minor in occupational hygiene offers opportunities for obtaining a certificate (see job opportunities). The major subject area can also be extended with courses in environmental sciences. A current list of courses can be found on the website of the Centre of Sustainable Management of Resources: http://www.ru.nl/ucm. Major as a minor A minor in Occupational and Environmental Health consists of one of the Occupational and Environmental Health courses, combined with an internship focused on the area of the preceding Occupational and Environmental Health-course. A minor can also consist of four Occupational and Environmental Health courses (see master's programme). Clinical Human Movement Sciences Coordinator Dr. J.G.M. Kooloos, address: 190 Anatomie, telephone: (36)16957, email: J.Kooloos@anat.umcn.nl Description The MScCHMS programme has recently been fine-tuned to the expectations of the student who is interested in patient related research. In order to achieve this, we designed a study programme in which human movement sciences is linked to clinical questions, so that the student receives the best of both worlds: research attitudes ánd clinical research. To give an example of the clinical angle: If the clinical problem is presented as: "I can't walk that far, because my knee hurts", usually only solutions for the knee problem will be considered. We learn the students to consider also questions like: "What is 'that far' for this population of patients?" and "What is the contribution of the painful knee to the short distance covered?" The MScCHMS programme takes two years and consists of - Four obligatory modules of 5,5 ECTS (= 4 weeks) each - A minor of 24 ECTS, - A minor internship of 18 ECTS, usually included into the minor - A major internship (48 ECTS) - 30 ECTS elective programme The four obligatory modules are mostly followed at the start of the MSc programme. These are: Tissue: Biomechanics and Engineering Clinical Exercise Physiology Neural Control of Movement and Posture Clinical Rehabilitation Sciences 32 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME In these modules the student is teached 1. basic techniques in human movement sciences, such as: electromyography, movement analysis, including head, neck and eye-movements, balance- and force platforms, blood flow and blood vessel measurements, programming in Matlab, oxygen uptake and the emission of carbon dioxide, etc. 2. the value of clinical measures: observation, VAS-scores, Questionnaires physical examination, and so on. 3. specific disciplinary knowledge and techniques, such as: calculations of stresses and strains alongside prostheses in bone using finite element analysis, 3D-registrations of deviations eye-head-arm-coordination using various perturbations, measuring changes in blood flow in arm muscles using near-infrared spectroscopy, and so on. Care is taken to select these disciplinary items from current top research in the UMC. 4. how to solve problems in a scientific way: Small research projects are offered to the students who work in small groups of about 4 students for a couple of days to solve the problem, to produce a written report and to discuss the topic orally. Local and (inter)national collaboration The team that evaluates and adapts the programme constantly consists of the following participants: - Dr. J. Kooloos and Drs. M. Vorstenbosch, Anatomy, - Dr. M. Hopman, Physiology, - Dr. J. Goossens, Medical and Biophysics, - Dr. ir. N. Verdonschot, Dr. E. Tanck and Dr. P .Buma, Orthopaedic Research Lab, - Prof. dr. D. Stegeman, Clinical Neurophysiology, - Prof dr. A Geurts, Rehabilitation Sciences, and - Dr. R. Nijhuis-van der Sanden, Pediatric physical therapy. Frequently teachers and scientists from other departments are involved, for instance: neurologists, physiotherapists, surgeons, or pneumologists. Most of the research programmes in the field of human movement sciences at the UMC are embedded in the Research School: "Institute of Fundamental and Clinical Human Movement Sciences, a collaboration between The Faculty of Human Movement Sciences, Free University, Amsterdam, the UMC Nijmegen, and research groups from both academic hospitals in Amsterdam, VUMC and AMC. The Research School is part of BIOMOVE; a growing European consortium of research schools in the field of human movement sciences. Annually, about 20 students graduate. About 50% of them will start in a PhD programme, the remaining half is employed in governmental institutes, in the field of RI&E, in the orthopedic industries, or starts a second student career as a MSc in the medical school. 33 4.3 DESCRIPTION MAJOR SUBJECTS Main objectives We aim that at the end of the programme the student will be able to: - identify and evaluate disciplinary knowledge and use it to explore both theoretical and practical issues; - synthesize disciplinary knowledge to formulate hypotheses and to design research questions and interventions; - acquire a thorough understanding of empirical techniques in order to formulate and pursue questions applicable to the human movement sciences; - use a range of techniques to communicate effectively across a variety of media/audiences; - employ a variety of theoretical and methodological approaches when problem solving;. - works effectively in a group of peers, managing and leading group initiatives when appropriate. Requirements The MScCHMS is a postgraduate course. A BSc in Human Movement Sciences is required. All other bachelors will be evaluated individually. This results mostly in one extra pre-master year. Epidemiology Coordinator Prof. Dr. L.A.L.M. Kiemeney, address: 133 epidemiologie en biostatistiek, telephone: secr. (36)19630, email: S.Kloppenburg@epib.umcn.nl Description The epidemiologist studies (the determinants) of the occurrence of disease in human populations. This may be determinants that: - influence the occurrence or the prevention of disease in a healthy population (etiology and prevention) - influence the occurrence and prevention of disease outcome in a diseased population (prognosis and treatment) - provide an indication about the presence of disease in a population suspected for a disease (diagnosis). Just like the cardiovascular system is the subject of study in cardiology and the nervous system in neurology, so is the occurrence of disease the subject of study in epidemiology. For that reason, epidemiology is frequently referred to as "occurrence research". The epidemiologist may conduct this type of research in the field of cardiovascular diseases, cancer, diabetes, or any other disease. He may also specialize himself in a specific field of determinants such as infections, diet, occupation, or genetics. Examples of epidemiological research questions are: - Is the use of anti-depressives during pregnancy related to mental retardation of the offspring (etiology) - Is the risk of prostate cancer lower among men who use vitamin E supplements (prevention) - Is the risk of renal failure increased among patients with diabetes in whom glucose levels 34 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME are difficult to control (prognosis) - Has the use of homeopathic substances favourable effects in patients with migraine (treatment) - Can measurements of the curvature of the cornea improve the diagnosis of Marfan's disease (diagnosis) Main objectives Bachelor: The student is able to conduct an epidemiologic study in a valid and efficient way under close supervision of an experienced epidemiologist. Master: The student is able to conduct an epidemiologic study in a valid and efficient way under loose supervision of an experienced epidemiologist. Requirements Bachelor: - Course 5E001: Methods of data collection - Course 5E002: Statistical analysis with SAS and SPSS - Course 5E004: Clinical epidemiology - BSc internship of 14 weeks Master: - BSc Course 5E001: Methods of data collection - BSc Course 5E002: Statistical analysis with SAS and SPSS - BSc Course 5E004: Clinical epidemiology - Course 5MG01: Risk assessment - Course 5E003: Multivariable Statistical Methods - Choice between Course 5E005-Genetic epidemiology ; and 5E006-Outbreak epidemiology - MSc internship of 32 weeks (Research profile; 6 weeks inclusive to be spent on the writing of a "caput selectum" on an independent subject), or 20 weeks (communication/management profile). Relation The major in epidemiology has relations with all other major tracks. An epidemiologist may evaluate intended effects and side effects of medical technology. Health technology assessment is, in essence, the extension of such epidemiological research. HTA also studies legal, financial, ethical and other aspects of the implementation and use of such technology. The physician will therefore be interested primarily in the epidemiological evaluation of such technology while the policy maker / financer will primarily be interested in the HTA evaluation. Epidemiology has a relation with Clinical Human Movement Sciences in situations where intended or side effects of interventions or diagnostic or prognostic tests are evaluated in the areas of, e.g., physical therapy, orthopaedics, rheumatology, and neurology. Another focus of epidemiology is causation of disease. This is also a focus of Occupational and Environmental Health . However, in epidemiology, the starting point of research will usually be the disease while in Occupational end Environmental Health the starting point is usually a possible hazardous exposure. In its research, the epidemiologist starts with a strictly defined research question which is based, as good as possible, on knowledge of disease mechanisms. Research into disease 35 4.3 DESCRIPTION MAJOR SUBJECTS mechanisms on tissue, cell, or molecular level takes place in the fields of Toxicology and Human Pathobiology. A close collaboration between epidemiology and these disciplines is extremely important in causality research. Examples can be found in occupational toxicology, reproduction epidemiology, genetic epidemiology and cancer epidemiology. In essence, the collaboration between epidemiologists and biologists deals with the translation of disease mechanisms on an organism level and tissue/cell/molecule level. This collaboration will only be successful if both types of professionals understand each other's vocabulary and thinking. Extension Numerous possibilities exist for extensions of the major track in epidemiology, depending on the chosen profile and further interests. These extensions may be found in courses of the other tracks, courses in the medicine curriculum, or courses at other universities. The list of minors that may be combined with a major in epidemiology is almost unlimited. Major as a minor Epidemiology may be chosen as a minor. For this, two epi courses are mandatory (to be chosen in communication with the head of the major) combined with a minor internship (12 weeks). Health Technology Assessment Coordinator Dr. G.J. van der Wilt, address: 138 MTA, telephone: (36)13126, email: G.vanderWilt@mta.umcn.nl Description A wide variety exists of medical interventions, aimed at the prevention or treatment of disease conditions. In order to limit the consequences of these disease conditions as much as possible, knowledge is required of the effectiveness of these interventions. This knowledge is obtained through evaluation research. Due to such research, we know what interventions are effective in the treatment of rheumatoid arthritis, what strategies are effective in the early detection of breast cancer, etc. The major Health Technology Assessment (HTA) trains students of biomedical sciences to master the various aspects of this type of research. First and foremost, this requires biomedical knowledge. What is, for instance, heart failure, and how does it develop? Such knowledge guides the development of preventive, diagnostic, therapeutic and palliative interventions. Together with knowledge of the working mechanisms of these interventions, such knowledge also guides evaluation research: what effects may be anticipated, both desired (e.g., relief of pain, prolonged survival) and undesired (e.g., nausea, liver dysfunction). Secondly, it requires a thorough knowledge and understanding of research methodology. When it has been decided what needs to be researched, it has to be decided how it should be researched. To this end, knowledge of reserach designs, of measurement methods and of analytic strategies is essential. The aim of HTA is to obtain comprehensive knowledge of the consequences of various strategies to resolve a praticular health problem. One relevant aspect consists of the costs of the various strategies, and how these relate to the anticipated health benefit. This is the domain of costeffectiveness analyses. In addition, evaluation researchers wish to assess how disease 36 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME conditions and health care interventions impact on the daily lives of patients. This is the domain of quality of life research. Finally, it is important to obtain knowledge of any broader policy, ethical or societal consequences of health care technologies. For instance, how should we value novel screening strategies in the prevention of Down's syndrome? From the foregoing, it will be obvious that a perceptive and comprehensive evaluation of a health care technology which takes into account the various aspects, requires an extensive knowledge of health and health care, in combination with methodological knowledge and skills (ranging from statistical models and test procedures to qualitative research methods). Usually, an HTA will be conducted by a team of investigators, each with his or her specific expertise (medical, statistical, economics, psychology, policy sciences, ethics) Therefore, the capacity to work in such multidisciplinary teams is a skill that needs to be developed. HTA has a dual objective. One objective is applied in nature. The results of an HTA should support decisions in health care at the micro- (patient care), meso- (e.g., acquisition of PETscan by a hospital) or macro-level (e.g., reimbursement and planning issues). To achieve this objective, knowledge is needed of how changes may be brought about in the health care system: which conditions should be met, ensuring that changes are actually brought about, and research has an impact? The other objective has a scientific nature. Frequently, HTA leads to unexpected findings. Interventions sometimes appear to be less effective than anticipated, or even harmful, or they may bring about unexpected benefits in subgroups of patients. Such findings may precipitate novel insights, or change our views of the relative contribution of particular factors to the onset of disease. Main objectives Training of students of Biomedical Sciences to master the knowledge and skills that are required to conduct evaluation studies of health care interventios that are scientifically valid and practically relevant. By conducting such studies, students of HTA wish to contribute to the further improvement of the quality, efficiency and social acceptability of health care interventions. They also wish to improve our knowledge of contributory causes of disease and of the mechanisms by which health care interventions exert their effects. Requirements Compulsory courses 5EG01: Cost-effectiveness of health care 5EG02: Policy research 5EG04: Outcome assessment 5IHTA: Introduction HTA 5E002: Statistical analysis with SAS and SPSS 5MI01: Information analysis in medicine Internship HTA, covering a period of 32 weeks (45.8 ECTS) in case of the Research Profile, and 20 weeks (28.6 ECTS) in case of the Communication or Societal Profile. Relation Clearly, common ground exists between HTA and Epidemiology. Indeed, the boundaries between the two disciplines may not always be obvious. Generally speaking, HTA will be more inclined towards applied research. Research of cost-effectiveness, of quality-of-life 37 4.3 DESCRIPTION MAJOR SUBJECTS issues, and of broader social , ethical or policy issues is more specific for HTA. Also, in HTA the emphasis is on health care interventions, while in Epidemiology, the emphasis will usually be on diseases. Extension Within HTA, you may either emphasize the applied objectives, or the more scientific objectives. In the former case, you could opt for an internship at an advisory body to the Department of Health (e.g., the National Health Insurance Board, or the Health Council). Preferably, you take additional courses at the Faculty of Policy Sciences. In the latter case, you are more likely to opt for an internship at a clinical department of the Radboud University Medical Centre. Your major objective is to assess effectiveness of an intervention, but you also wish to learn more about its mechanism of action. Or you may wish to test and further develop methods to asses quality of life in particular patients. Preferably, you take additional courses in Epidemiology, and courses at the Faculty of Medical Sciences. Relevant minors Natural combinations can be made with Epidemiology or with a clinical minor (e.g., trauma care, oncology, or psychiatry); another obvious possibility is combination with a minor in policy sciences (with courses such as Health Law, and Policy and Management of Health Care). HTA may be chosen in combination with any of the Master profiles. You may choose the Research profile if you are not only interested in the question whether an interventions works, but equally interested in the question how it works (or why it fails to work). You combine excellent biomedical knowldege with thorough methodological training. The Communication profile is an excellent choice for students of HTA whose aim is that the availbale knowledge is optimally used. How do we inform the general public effectively about the health risks of obesity, how do we render scientific information accessible to patients, etc.? The societal profile is the best choice for students of HTA who wish to contribute to the resolution of societal problems, using results from biomedical research. They might do this in a role of scientific advisor: should artificial hearts be further developed and become available as an alternative to heart transplantation? Should Helicopter Emergecy Care be available, 24 hours a day? What impact would this have for the various stakeholders, and how do we take their perspectives into account? Human pathobiology Coordinator Dr. P.M. van der Kraan, address: 272 Reumatologie Reserach Lab, telephone: (36)16568 / secr. 19805, email: p.vanderkraan@reuma.umcn.nl, website: http://www.rheumaresearch.nl/pathobiology/index.htm Description Human Pathobiology systemically investigates the biological mechanisms underlying human disease. Human Pathobiology wants to elucidate which biological mechanisms (aetiology and pathogenesis) are implicated in human disease processes with the goal to develop new rational therapies based on these biological disease mechanism. The goal of Human 38 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Pathobiology is to develop the "Medicines of the Future". These "medicines" can be on the level of prevention, treatment and repair. Human Pathobiology studies in principle all human diseases and for that reason the education in Human Pathobiology has a multidisciplinary approach. Numerous clinical and non-clinical departments of the NCMLS (Nijmegen Center for Molecular Life Sciences) are involved in education in Human Pathobiology and plentiful traineeships are provided by this institute to Biomedical Science students with a major Human Pathobiology. The major courses are focused on the tissue, cellular and molecular (DNA, RNA) levels since it has been shown that most diseases processes have their origin in problems on these levels. An enormous progress in knowledge and methodology has been demonstrated in these fields in recent years. A pathobiologists wants to solve a medical problem by applying a primary scientific approach and methodology to this problem. This implies that a pathobiologists has to have affinity to both fundamental biological knowledge and laboratory technology and skills. In the master the knowledge and skills of the bachelor will be extended in the field of cellular signalling, tissue regeneration, immunity, autoimmunity, inflammation, tissue destruction and cancer. In addition a course about animal models and in vitro alternatives and a radionuclide course is provided. The latter two courses lead to an official certificate. http://www.rheumaresearch.nl/pathobiology/index.htm Main objectives Education of professionals that are able to transform a medical problem into a pathobiological approach and research proposal and are able to independently carry out this research proposal in a laboratory. Requirements Bachelor: 5PT01: Molecular pathology and toxicology 5TP02: Immunotoxicology en immunopathology Master program 5P003: Cause and effect in tissue damage 5P004: Repair and regeneration of tissues and organs 5P005: Cellular communication in health and disease 5AM01: Laboratory animal science / Radiation safety A traineeship in the field of Human Pathobiology Elective courses and traineeships Relation Investigating the effects of toxic chemicals on human health is clearly related to Human Pathobiology. However, toxicology focuses on the effect of exogenous chemicals on an organism while Human Pathobiology focuses on biological factors that are involved in disease processes, pathogenesis and therapy development. The overlap in methodological approach is reflected in the combined bachelor courses 5PT01 and 5TP02. Information with regard to determinants of diseases in a population, epidemiology, can give clues to the biological fundament of a disease and disease pathogenesis. Molecular epidemiology combines both epidemiological and pathobiological methodology. However, epidemiology is more descriptive while pathobiology is more experimental in its approach. The research of mechanisms involved in disease processes in the human skeletal system combines clinical human movement sciences and Human Pathobiology. 39 4.3 DESCRIPTION MAJOR SUBJECTS Extension In addition to the majors mentioned above several courses from the Medicine curriculum can be fit in a master Human Pathobiology. The general courses 5AM07, 5AM08 and 5ECWO can be a valuable contribution to a major Human Pathobiology. Relevant minors Toxicology, Clinical Human Movement Sciences and Epidemiology can also be incorporated as a minor in the master Biomedical Sciences. However, since Human Pathobiology covers the entire spectrum of human diseases the choice for a minor can be largely based on the interest of a individual student. Both clinical and fundamental oriented departments and laboratory will provide opportunities of a minor structured as a traineeship in combination with related theoretical courses. Major as a minor A minor Human Pathobiology can be organized on a individual basis for interested students. A traineeship can be part of the minor Human Pathobiology. Toxicology Coordinator Dr. R.P. Bos, address: 149 Farmacologie-Toxicologie, telephone: (36)14203 / secr. 13691, email: R.Bos@pharmtox.umcn.nl Description Toxicology combines the elements of many scientific disciplines to study the adverse effects of chemical agents on living organisms, including the prevention and amelioration of such adverse effects. In our study programme we are especially interested in human toxicology, in which the adverse effects of chemical agents present in food, environment, drugs, or at the work place are studied. The main goal is to assess limits and define conditions at which chemical agents can be used, without hazards to human health. Such limits form the basis for protective regulation by law. In practice this results in exposure limit values. The nature, intensity and severity of adverse health effects due to intoxication are determined by: - Toxicity, being an intrinsic property of a chemical compound - Exposure: route, dose, duration, etc. - Susceptibility of the organism, dependent on gender, age, genetics, disease etc. - Interaction with other chemical as well as nonchemical determinants These themes and their mutual interactions are the working field of the toxicologist. There are different ways to approach human toxicology. One is to focus on different groups of potentially toxic chemicals, like pharmaceutical drugs, substances of abuse, food contaminants or pesticides. Another approach is from the perspective of organs and tissues that are possible targets of toxic compounds, i.e. toxicology of the liver, neurotoxicology, toxicology of the blood. We may also consider toxic chemicals on basis of their toxic mechanism of action, i.e. chemical carcinogens, irritants. In addition several functional 40 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME specialisms can be distinguished, like clinical toxicology, preventive toxicology and forensic toxicology. All of these approaches may range from fundamental reseach, where the knowledge adds to our understanding of basic life processes, to applied research with direct social benefit. It is clear that the toxicologist has next to a scientific task also an important societal responsibility. He has to share his toxicological knowledge and information with society to prevent or ameliorate adverse effects of harmful agents. Toxicology provides exciting career opportunities in each of the 3 professional profiles i.e. research, management and communication. Students with a major in toxicology choosing the research profile will be able to perform highly qualified scientific research under supervision of a senior scientist and are prepared to pursue a PhD programme. A research toxicologist will likely be working in the first phase of his career at a scientific department of a university, hospital, or other governmental or company department. For those who seek for a research traineeship the research profile is a must. However, the research profile may also lead to a position in a management or communication setting. Students with a major in toxicology choosing the management profile will be able to perform applied toxicological research with direct societal relevance. They will be able to translate results of scientific research into practical solutions beneficial to society or to specific subgroups. Potential employers for toxicologists having a management profile are organisations that solve toxicologic problems to improve public health, like the Dutch Health Council, RIVM, Ministry of VWS, Healthbase, TNO but also commercial organisations like Royal HasKoning. Students with a major in toxicology choosing the communication profile will be able to communicate about the results of scientific research to the public and to policy makers. Communication plays for instance an important role in informing the public about the health consequences and risks of environmental pollution and disasters. Potential employers for toxicologists with a communication profile are companies having an important task in supplying this kind of information. We may think of several ministries (VWS, SZW, VROM), the Dutch Health Council, but also the Rathenau Institute, or Stichting Weten. Most big commercial industries also have a department of information. Main objectives (Master) The student is able to set up, carry out or evaluate research in a scientifically sound way, to investigate the harmful effects of chemical compounds on living organisms, especially humans. He/she is able to explain the relevance of toxicity testing, dose/effect/response relationships, exposure assessment and risk estimation in the development of limit values at which chemical compounds can be used without any danger to the health of people. Requirements Bachelor: 5PT01: Molecular pathobiology and toxicology 5TP02: Immunotoxicology and immunopathology Internship with a biomedical research question 41 4.3 DESCRIPTION MAJOR SUBJECTS Master 5T003: Chemical Mutagenesis and Carcinogenesis 5T004: Occupational Toxicology 5T006: Clinical Toxicology 5AM01: Laboratory animal science / Radiation safety 5AM08: Research and development of drugs Internship at one of the several toxicological departments Research of the department of Pharmacology and Toxicology is directed to the molecular mechanisms of toxicity, with special reference to the kidney and to transport processes of drugs and harmful compounds in relation to their toxicity. In addition several possibilities exist for internships within many other subdisciplines of toxicology. Our department cooperates with many labs having possibilities for internships, such as various clinical departments of the UMC St Radboud, national governmental and industrial labs, RIVM, TNO, NKI and university departments of toxicology inside and outside the Netherlands. Relation There is a clear connection with Occupational and Environmental Health (OEH) in the field of chemicals from occupational or environmental origin. In addition to chemical factors, OEH also investigates biological and physical factors. Especially interactions between these factors may reveal interesting research topics for toxicologists. The relation to Epidemiology concerns research of health effects due to chemical compounds at the population level. In recent years we have seen interesting developments in the field of molecular epidemiology. This discipline investigates molecular changes in blood or urine, representing the steps underlying the mechanisms of disease after exposure to chemical substances. The main objective is to identify and characterize biological and molecular signals as biomarkers. The search for mechanisms of action of toxic compounds has a clear connection with Pathobiology, as is emphasized by the two common courses in the bachelor part of the programme. Toxicology differs from pathobiology in investigating the role of exogeneous chemical compounds as possible causal pathological factors. Extension Extension of the major programme with other courses from he above-mentioned majors is possible, dependent on the interest of the student. Also the medical programme and the research school NCMLS provide a number of suitable courses. In addition there are several interesting courses outside our university. Relevant minors In addition to the related majors: OEH, Epidemiology and Pathobiology the following minors combine very well with a major in toxicology, e.g. Drug Research, Food and Health, Carcinogenesis and Reproduction. Major as a minor A minor in toxicology consists of a comprehensive package composed of the elements mentioned under minimal requirements for a major, with or without an internship. 42 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME 4.4 Description Minor Subjects Clinical Chemistry Coordinator Prof. Dr. J.L. Willems, address: 441 Klinische Chemie (AKC), telephone: (36)14441, email: j.willems@akc.umcn.nl Description Clinical chemistry is scientific disciplin with applied theoretical and fundamental aspects. Chemical and morfological technologies are performed using bodyfluids and cells. For patientcare the clinical chemical laboratory serves in an hospital as an organisation where the docters order tests to prove or to exclude the presence of a specific disease. This questions can be answered in a quantitative or qualitative way. De presence of metabolites in for instance plasma or urine is expressed in a concentration of an activity (enzyme). De clinical chemist aids the physician to interpret the the analytical result considering the clinical question. Beside patientcare the clinical chemist develops new diagnostic methods, which opens new possibilites to improve the diagnostic process. Clinical chemical laboratories use a big arsenal of technics such as: spectrofotometry (including infrared), atomabsorptionspectrofotometry, immunochemistry using antibodies, microscopic and molecular biological technology, Het is very important to watch over the quality of the analytical process. Total quality management is a very important tool of the clinical chemist using principles such as sensitivity, specificity, likelyhoodratio's, accuracy and precision etc. Quality control and validation are processes, which the laboratory can improve their quality of a long time of year. The clinical laboratories tests are performed in big and complex organisations with service during 24 hours a day. The turn around time varies from a few minutes for emergency orders to several days for complicated time consuming assays. The course consist of a theoretical and a practical part in total with minimum of 16 ECTS. We advice urgently to add 4 to 8 ECTS to achieve a period of sufficient magnitude. The course takes place at the department of clinical chemistry and a member of the staff or junior investigator accompanies the student. The following topics are available: molcular tumormarkers, metabolisme of iron, efficient use of diagnostic tests and markers of kidney failure. This course is a good preparation for a PhD project in this field or for a four years educationprogramme for clinical chemist. The student takes part of discussions about the project and presents the results of his/hers own work. At the end of time the student reports the results and also a theoretical test will be part of the procedure. 43 4.4 DESCRIPTION MINOR SUBJECTS Drug Research Coordinator Mevr. Dr. R. Masereeuw, address: 149 farmacologie-toxicologie, NCMLS, telephone: (36)13730, email: R.Masereeuw@ncmls.ru.nl Description Drugs play an important role in health care. When available, in generally they form an effective way to treat a disease. Before a drug can be used safely, many aspects were studied in detail. Pharmacology is a scientific discipline that studies the interaction between a drug and the organism, which is the basis for the development and application of chemical entities as drugs. Drug research is a multidisciplinary area. From design to development and, finally, application of drugs many different disciplines contribute, viz. from (bio)chemical, pharmaceutical and (bio)medical fields. The amount of scientists with a university training actively working in drug research in the Netherlands in pharmaceutical companies, universities, hospitals and research institutes has been estimated on 2000. Also, for the biomedical health scientist these different areas can be an exiting and promising work field. The pre-clinical phase of development of new chemical entities is predominantly done within the innovative pharmaceutical industry, often in collaboration with (university) research institutes. The clinical phase takes for an important part place in contract-research-companies and/or university hospitals. Even after a drug has been approved for marketing and widely applied, still many organisations are investigating the efficacy and safety of drugs, among which are governmental institutes. The difference between preclinical, clinical and 'postmarketing' phases is important for the choices the student can make. Main objectives The objective of this Minor for students is that they can profile themself in the field of drug reseach. Because drug research is also directed towards finding new therapeutic strategies, this minor is also useful for students that are primarily interested in the mechanisms of diseases. Requirements 5AM08 Relation With respect to the content, this Minor allies with the Majors Pathobiology and Toxicology (development and pharmacokinetics), but also with the Majors Epidemiology and Health Technology Assessment (clinical drug research, post-marketing surveillance). Extension This Minor can be completed in diverse ways with at least an internship of 12 weeks. In all cases the course 5AM08 (Research and development of drugs) has to be followed. For fundamental pharmacological research, the student can choose to learn molecular pharmacological techniques, animal experimental in vivo and in vitro techniques or experimental clinical pharmacological research. In general, a 16 weeks internship is desired for learning these complex experimental techniques. Additional courses that allies with this 44 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME completion are 5PT01, 5AM01, 5AM04 and 5AM07. For the student who is interested in the design and execution of clinical pharmacological research and post-marketing surveillance, both 5AM04 and 5AM08 have to be followed. Additional courses connected to this are 5E004, 5AM07 and KMR2 (from Medical Sciences). Within the Department of Pharmacology and Toxicology, the student can participate in various fundamental or clinical research projects, especially focussed on the effects of drugs on blood vessels and the kidney, and wound healing processes. Furthermore, molecular pharmacological research on transport processes of xenobiotics in the kidney is performed. Other possibilities for internships in Nijmegen are at the Department of Clinical Pharmacy (pharmacokinetics of anti-HIV agents, pharmacoepidemiology) and Psychoneuropharmacology (drugs affecting the central nervus system in animal models). Also various possibilities for internships outside the Radboud University, within the Netherlands or in foreign countries exist. In general, internships outside the Radboud University Medical Centre cover at least 20 weeks. Within the Majors Epidemiology and Health Technology Assessment a line focussed on clinical drug research has been designed. This includes a Major as well as several possibilities a Minor, oriented internships and selected courses. Concerning internships one can think of large pharmaceutical companies, clinical research organisations, Netherlands Pharmacovigilance Centre (Nederlands Bijwerkingen Centrum, LAREB), University institutes and Consultancy Centres. Ergonomics Coordinator Mevr. Dr. N.C.G.M. Donders, address: 117 SG, telephone: (36)13124 , email: n.donders@sg.umcn.nl Description Most people have heard of ergonomics and think it has something to do with seating or working behind a personal computer. It is...but it is much more! Ergonomics is the application of scientific information concerning humans to the design of objects, systems and environment for human use. The occupational environment, working methods, tools and engines need to be designed in such way that an optimal efficiency, safety and comfort is obtained. Ergonomics deals with the interaction of technological and work situations with the human being. The basic human sciences involved are anatomy, physiology and psychology. These sciences are applied by the ergonomist towards two main objectives: the most productive use of human capabilities, and the maintenance of human health and well-being. In one phrase, the job must 'fit the person' in all respects, and the work situation should not compromise human capabilities and limitations. The purpose of ergonomics is chiefly prevention of health complaints and accidents. But in addition to prevention, attention is also paid to reintegration and return to work of employees. The multi-disciplinary nature of ergonomics is immediately obvious. The ergonomist works in teams, which may involve a variety of other professions: production engineers, industrial designers, computer specialists, occupational physicians, health and safety practitioners, psychologists, and specialists in human resources. A student with affinity in ergonomics will have to be orientated towards a wide domain. 45 4.4 DESCRIPTION MINOR SUBJECTS Functions with a more practical direction are mostly found at occupational health services and consultancies that aim at factors of the working environment. In this field it is important to know how to advice about structural adjustments and how to develop educational programs and training concerning e.g. correct working postures or the appropriate use of devices It is also possible to perform scientific research related to health complaints caused by physical workload or detrimental working postures, or related to evaluation of ergonomic interventions. The minor "Ergonomics" has the best connection with a master in Clinical Human Movements Sciences or Occupational and Environmental Health. A combination with (occupational) epidemiology is also possible. The contents largely depend on the accents a student wants to put. Students who pursue a career as researcher will make other choices than students who aim to work in a practiceaimed setting. Therefore, it is recommended to make an appointment with the minor coordinator in an early phase of the studies. To obtain sufficient view on the field, it is recommended to follow the module AM03 "Health surveillance for working humans", in addition to the module AMO5 "Ergonomics and consultancy in the field of occupational health". Those who want to work in practice settings will benefit by an orientating apprenticeship at an occupational health service. In these professions, health education and information is an important facet. Therefore, it is important to get insight in the factors of healthy behaviour and the process of behavioural chances: how do you stimulate employees to work safely? Education is this domain is recommended. The choice for a scientific apprenticeship is of more concern for those students who aspire to a career as scientist. Contacts with various university and other research groups into ergonomics and health are maintained. It is possible to choose for education regarding one specific topic. Consultation with coordinator is necessary. Suggestions for topics are: - Legislation in the field of ergonomics and occupational health - Reintegration of employees with diminished capacity - Human-computer interaction - Product design Suggestions for other topics will be checked on significance and feasibility. Human and Ecological Risk Assessment Coordinator Dr. M. Huijbregts, address: Afdeling Milieukunde (AS013), Faculteit der Natuurwetenschappen, Wiskunde en Informatica, telephone: (36)52835, e-mail: M.Huijbregts@science.ru.nl / a.ragas@science.ru.nl Description Human activities, such as traffic and industrial production processes, inevitably lead to emissions of chemicals to the environment. These chemicals can accumulate in human and ecological food chains which in turn can result in (unacceptable) effects towards the human population and nature. 46 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME The Minor Human and Ecological Risk Assessment (HERA) deals with methods and techniques that analyse the distribution, exposure and effects of chemicals in the environment, including the human population. Expertise from related scientific fields, such as toxicology, environmental chemistry, epidemiology and eco(toxico)logy are relevant in this respect. For instance, the Acceptable Daily Intake derived to protect the general human population for unacceptable exposure to a particular pollutant are generally based on animal testing and or (accidental) exposure of humans in the work environment. To allow diagnosis and prognosis with respect to environmental problems, coherent frameworks are indispensable. The research at the Department of Environmental Science can be summarized as building and applying conceptual and mathematical models in cooperation with laboratory and field experts. Students are trained to become professionals in research, management and consultancy on environmental issues. They get the opportunity to link their own case studies to issues that they will have to deal with in their working life later. HERA is expected to be useful for students with research interests in the field of environmental quality objectives, exposure models, dose response models or environmental indicators. HERA can also be of use for students who will deal in their profession with these environmental topics, i.e. in environmental consultancies, human health institutes on a regional and national scale, inspection of work environments, etc. One environmental course (Human and Ecological Risk Assessment or Environmental and Ecological Modelling) is mandatory in the Minor Human and Ecological Risk Assessment HERA - (24 ECTS). The exact content of the minor HERA will be determined in close consultation with the student. Students with a research ambition can combine the environmental course with work on a thesis at our department (18-19 ECTS). Students with a more practical oriented ambition can combine the environmental course with a traineeship outside the university, e.g. at a consultancy. For research-oriented students it is of importance that they have affinity with (computer)models and statistics. Below, we list a number of research topics that were recently available at our department: - Development and application of a computer model that describes intake of toxic chemicals via food, drinking water and inhalation of (indoor) air. - Development of understandable local human health indicators for the general public. - Systematic comparison of two human exposure models based on source to dose relationships of 300 chemicals. - Correlation analysis of lead concentrations in outdoor dust and and lead concentrations in the blood of children. - Uncertainty analysis of Acceptable Daily Intakes of carcinogenic and non-carcinogenic chemicals. - Assessment of emissions, distribution and potential effects of toxic chemicals emitted by industrial facilities nearby Nijmegen. These topics are not meant as a ready-to-use list, but they give an impression of the options available at our department. Suggestions for other topics in the field of human and ecological risk assessment are welcome. 47 4.4 DESCRIPTION MINOR SUBJECTS International Health Coordinator H.A.G.H. van Asten, MD MPH, adres: 103 NIIH, telefoon: (36)13781, secr. (36)16980 email: H.vanAsten@aig.umcn.nl Description For students who wish to broaden their horizons, the Nijmegen Institute for International Health offers opportunities to obtain an international perspective on health sciences, both from a scientific and a practical point of view. Some graduates have even found their way to an international career, e.g. as junior professional officer with a UN organisation, or with one of many Dutch organisations in the field of development assistance. But also without selecting an international career, a study abroad will give you a fresh outlook on health back home: Holland and health sciences will never be the same. Options The elective in international health has 3 options: A. Elective International Health option A: Community Health Rotation at Muhimbili University College of Health Sciences in Dar-es-Salaam Tanzania. B. Elective International Health option B: Research elective. C. Elective International Health option C: elective at a UN organisatie. For option B and C it is recommended to follow elective courses at UMCN (5KVZ1, 5KVZ2 and/or 5KVZ7) as peparatory courses. Description: (Option A: Community Health Rotation at Muhimbili University College of Health Sciences in Dar-es-Salaam Tanzania) The elective in International Health (option A.) consists of 3 courses, totalling 16 credit points (16 weeks), as follows: The elective in International Health (option A.) consists of 1 course at MUCHS / Tanzania, totalling 17.1 creditpoints (12 weeks), as follows: As this course has been extended by 4 weeks, and the elective courses at UMCN have a limited intake of BMW students (3 students), the electives 5KVZ1: Health and Disease in the Tropics and 5KVZ2: Public Health in an International perspective are no longer required. The Community Health Rotation at Muhimbili University College of Health Sciences (MUCHS) in Dar-es-Salaam, Tanzania is held five times per year for a group of approx. 20 students at the Bagamoyo Teaching Unit (BTU), 80 km. North of Dar-es-Salaam, under the responsibility of the Dept. of Community Health at MUCHS. The components of the 12 weeks rotation are: - Week 1 - Introduction and proposal development - Week 2 - Introduction to national health programmes - Week 3 - Current health sector reform issues - Week 4 - Dispensary week - Week 5 - Health centre week - Week 6 - District hospital week - Week 7 - Nutrition & reproductive health 48 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME - Week 8 - Data collection, analysis and report writing - Week 9 - Environmental and occupational health - Week 10 - Health planning and management - Week 11 - District medical officer's week - Week 12 - Presentation of research Language of instruction: Although the language of instruction at MUCHS is English, all communication with the community is in Swahili. Participation in the Swahili course, held annually in OctoberDecember, is therefore a prerequisite. Requirements: - pass written MCQ test of the community health rotation - submit 4 reports (dispensary, health centre, DMO and research report) The final mark will be determined by the student's supervisor at UMCN. Further information: Students can apply for a scholarship from the SNUF fund of Nijmegen University to cover the additional expenses of their study abroad. Description (Option B: Research elective) The research elective in International Health (option B.) consists of 3 elements, totalling 20 credit points, as follows: (1) Participation in elective course 5KVZ1: Health and Disease in the Tropics. (4 weeks in March; conducted in English) (2) Participation in elective course 5KVZ2: Public Health in an International perspective. (4 weeks in April; conducted in English) (3) Research elective (14-16 wks.) The capacity for this option is limited by the possibilities to participate in a research project abroad. Information on research projects is available from the NUCI-Internationa Health or from Dr. Kiemeney. Requirements: - pass 5KVZ1 - pass 5KVZ2 - pass research elective Further information: Students can apply for a scholarship from the SNUF fund of Nijmegen University to cover the additional expenses of their study abroad. 49 4.4 DESCRIPTION MINOR SUBJECTS Description (Option C: Elective at a UN organisation) This elective in International Health (option C.) consists of 3 elements, totalling 20 credit points, as follows: (1) Participation in elective course 5KVZ1: Health and Disease in the Tropics. (4 weeks in March; conducted in English) AND/OR: Participation in elective course 5KVZ2: Public Health in an International perspective. (4 weeks in April; conducted in English) AND (2) Elective at a UN organisation (12-16 wks.) Most UN organisations offer possibilities for electives within their organisation. In relation to health sciences WHO (the World Health Organisation), UNFPA (UN Fund for Population Activities) and UNICEF (UN Children's Fund) are most relevant. Possibilities exist mainly at the Headquarters of these organisations (for WHO this is Geneva); regional Offices (New Delhi, Cairo, Brazzaville, Manila) have to be approached directly and separately; if you would like to join WHO/Euro in Copenhagen the focus is on health in Europe; in this case it is more appropriate for you to seek supervision from the department of Public Health (prof. Koos van der Velden). Depending on the program to which you will be seconded, supervision by other UMCN departments may be indicated, e.g. in case of environmental and/or occupational health or health of the elderly. When your interest is infectious disease control, participation in elective 5KVZ1 (Health and Disease in Developing Countries) provides adequate preparation. It is advisable to visit the WHO website, to get an idea of its organisational structure, and departments of your interest. For an overview of the WHO see http://www.who.int/about/en/ On page http://www.who.int/dg/lee/en/hqstructureenglish.pdf you will get an overview of its main programs. On http://www.who.int/entity/en/ you will ind links to various departments. Procedure to apply for an elective at WHO, UNFPA or Unicef: (1) write an application letter yourself (in English). (2) discuss your application plus a study plan with your UMCN supervisor, so (s)he can write a covering letter of recommendation. (3) you will need a 'university transcript', which is the list of results of your BSc (in English), which can be requested from the department of student affairs of your university (in case of UMCN: OSZ; through Ms. Sivirsky (dean for international affairs). In addition you require a CV (Curriculum Vitae) in English. (4) submit your application to the UN organisation of your choice. Requirements: - pass 5KVZ1 - pass 5KVZ2 - written report of the elective. 50 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Further information: Students can apply for a scholarship from the SNUF fund of Nijmegen University to cover the additional expenses of their study abroad. Neurosciences Coordinator Prof. Dr. R. Kötter, adress: 126 Neurofysiologie / Cognitive Neuroscience, email: R.Koetter@cns.umcn.nl Description Our society is confronted with an increasing number of patients that suffer from brain diseases because [1] The average age of the population increases which leads to an increase in neurodegenerative diseases, such as Parkinson's and Alzheimer's disease, [2] The social and occupational pressure rises, leading to an increase in neuromental stress related disorders. According to a recent survey, 30 - 40% of the dutch population suffers from a brain related disease, which leads to a total estimated cost of 18 billion Euro annually. The treatment of these patients is hampered by the following factors: Causal factors: 1. The pathogenesis is still largely unknown, although we know that genetic, early and later life stressful life events all interact. 2. Knowledge about the pathology and pathophysiology is very limited 3. Objective and validated instruments for measuring the complex disturbances in psychiatric diseases 4. It is at present almost impossible to diagnose these diseases in an early stage or to predict who will develop a brain related illness. Therapeutic factors: 1. Causal (pharmaco)therapies are lacking. 2. Currative medication is not available. 3. (Pharmaco)therapeutic interventions aimed at retarding the progression of neurodegenerative disorder is still not possible. 4. Therapies to promote recovery is lacking. Given this situation, it is not surprising that large investments have been and are still being made to increase research and improve therapies. This has led to a large number of interesting and promising new fields of research, in the Netherlands and also specifically in Nijmegen. The research in Nijmegen in centered around the Topinstitute Neurosciences within the UMCN which forms part of the larger CNCN (Cognitive Neuroscience Center Nijmegen) in which all the neuroscience research within the RU is present. The minor subject consists of two parts: 1. Increasing and broadening the fundamental knowledge about the brain, by following one of the following courses (all part of the medical biology curriculum): [1] Neurobiology (coordinator Dr B Jenks, taught in December) [2] Neurobiophysics (coordinator Dr J van Gisbergen, taught in January) or [3] Neuropharmacology (coordinator dr B Ellenbroek, 51 4.4 DESCRIPTION MINOR SUBJECTS taught in February). 2. Participating in the current research within the section Neuroanatomy or within the department of Cognitive Neurosciences (which currently consists of three division: Biophysics, Neurophysiology and Neuro-informatics, and Molecular Neurbiology). Exceptionally, and depending on the research possibilities, it is also possible to participate in the research of the department of Medical Psychology, Neurology or Psychiatry. Main objectives The aim of the minor subject in neurosciences is: 1. The student is able to judge in which way current fundamental and/or clinical neuroscience research will lead to improvement in the therapy of patients with brain disorders. 2. The student is able to judge which type of research (within the chosen subdiscipline, see below) is essential to lead to breakthroughs in the treatment of patients. Occupational Hygiene Coordinator Dr. ir. P.T.J. Scheepers, address: 133 EPIB, telephone: (36)16878, email: P.Scheepers@epib.umcn.nl Description Occupational hygiene is the applied science that focuses on those factors at work, which could contribute to ill-health of workers and their offspring. The science is based on identifying mainly physical, chemical and biological factors, on assessing the risks associated with them and on taking steps to reduce those risks. In three words: recognition, evaluation and control. Examples of such work factors are noise, lifting of heavy loads, ionic and nonionizing radiation (physical factors), toxic chemical substances (chemical factors), endotoxines and high-molecular allergens (biological factors). Following identification of hazardous factors, a risk assessment is performed to find out if the total of current exposures to these factors may be harmful to the health of workers or their offspring. For those factors that pose an unacceptable risk to health, efforts are made to reduce exposure e.g. by substitution of hazardous industrial chemicals by less harmful alternative products, by reducing process emissions, improving ventilation or (usually as a last resort) protection of the worker e.g. by supplying adequate personal protective equipment such as respirators and protective clothing. During these type of investigations occupatonal hygienists use a broad array of methods such as personal air sampling, biological monitoring, video monitoring and a range of statistical techniques to evaluate variability in exposure and find out about work factors as determinants of exposure. Occupational hygienists are worldwide organised (www.ioha.net) and also have a website in the Netherlands (www.arbeidshygiene.nl). For employment in the field of occupational hygiene usually a registration is required. In the Netherlands there is a register of occupational hygienists (RAH) kept by SKO (www.skocert.nl). Those students who would like to obtain this registration are recommended to include a minor occupational hygiene in their master biomedical sciences. This minor contains the necessary elements that are required for certification of the educational part (in addition three years of working experience are required for a full RAH registration). 52 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME In addition to the course program (see Table 1), a project in the field of occupational hygiene of at least 28.6 ECTS is required for RAH registration. This project may be part of the minor subject but can also be part of a major subject (scientific apprenticeship or an assignment in the M or C profile). Table 1: Complementary course programme of a minor in occupational hygiene. In each of the fields one course should be selected. The numbers in this table are ECTS. Master BMS Field 5T004 Industrial 5.5 safety Psychology Communicat ion 5ECWO 5.5 BPSAO34a BPSAO30b FC0002Bc 6.0 8.0 3.0 FC0003Ad 3.0 Bachelor Psychology Master Science a BPSAO34 - Occupational Health (http://www.ru.nl/socialsciences/) b BPSAO30 - Occupational Psychology (http://www.ru.nl/socialsciences/) c FC0002B - Communication and change (http://www.ru.nl/fnwi/) d FC0003A - Crisis and risk communication (http://www.ru.nl/fnwi/) Recommended literature Gardiner K and Harrington JM (2005) Occupational Hygiene. Third Edition, Blackwell Publishing, Oxford, UK, 510 pp. Main objectives Identification, evaluation and control of physical, chemical and biological factors at work, which could contribute to ill-health of workers and their descendants. Requirements Bachelor in biomedical sciences Relation This minor subject is recommended with a major subject in occupational and environmental health, epidemiology, toxicology or human movement sciences. Reproduction Coordinator Mevr. dr.ir. N. Roeleveld, address: 133 EPIB, telephone: (36)18856 / secr. (36)19630/19132, email: N.Roeleveld@epib.umcn.nl Description Human reproduction as well as the unborn child may be affected by a large number of exogenous exposures. This may lead to e.g. menstrual disorders, poor sperm quality, and fertility problems, or - when a pregnancy occurs - to increased risks of spontaneous abortion, stillbirths, and premature births. Exposure to teratogens may cause structural or finctional 53 4.4 DESCRIPTION MINOR SUBJECTS developmental defects in offspring. Examples of such exposures are Softenon and DES, but several agents that are present in work situations or in the living environment and nutritional factors are also associated with reproductive disorders. The minor Reproduction covers this entire field. Students with an interest in fundamental research could study the specific effects of one or more reproduction toxic agents in in vitro experiments, but also in embryo model systems or in experimental animal studies. This type of research is especially interesting for pathobiology and toxicology students. But reproductive disorders can also be studied from completely different angels, e.g. with epidemiologic methods. In Nijmegen, several reproductive epidemiologic studies have been or are being performed, such as studies among hospital personnel using cytostatic drugs or anaesthetic gasses, studies among worker using organic solvents or pesticides, studies into the effects of environmental endocrine disruptors, and studies on specific congential malformations and childhood cancers. For interested students, there are ample opportunities to participate in any of these studies. Alternatively, there may be possibilities to be enrolled in clinical research at several departments of the Radboud University Nijmegen Medical Centre or elsewhere. The minor Reproduction may be an attractive combination with the majors Epidemiology, Occupation, Environment and Health, Pathobiology, and Toxicology. The content of the minor Reproduction will be decided between the individual student and the minor's coordinator. In addition to 5KMP5 or an alternative course, the available time may e.g. be filled with a literature study, with writing of a study protocol, or with a practical period concerning a reproductive subject. Requirements 5KMP5: Intra-uteriene ontwikkeling en toxicology (keuzeblok GNK in maart) for Dutch speaking students; for non-Dutch students and students with scheduling problems alternatives can be sought. Other Minor Subjects A minor subject is possible in almost every discipline. The persons listed below have insight in the disciplines mentioned and are also familiar with the Biomedical Sciences master's programme. However, this list does not exclude other minors. Prof.dr P. de Vries Robbé (19158) Medical informatics Mrs. Dr. M. Hopman (13650) Rehabilitation Dr. J.W. J. van der Gulden (13235) Occupational Health Drs. H van Asten (13781) International health Prof.dr H. Willems (14441) Experimental and chemical endocrinology Central haematology laboratorium Clinical chemistry Laboratorium endocrinology/reproduction Haematological transfusion 54 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Dr. G.J.A. Wanten (16520) Nutrition and health Dr. A. van Kuppevelt (16759) Molecular Life Sciences Biochemistry Prof.dr. G. Scheffer (17167) Anaesthesiology Intensive care Dr. L. Kollee (13877) Clinical physics laboratory Paediatrics Paediatric surgery Paediatrics (management) Paediatric neurology Paediatric cardiology Laboratory for Paediatrics and Neurology Dr. K. van Spaendonck (13965) Medical psychology Prof.dr. P. van de Kerkhof (17076) Ear Nose Throat (ENT) Dermatology Ophthalmology Oral and Maxilliofacial Surgery Dr. J. Lenders (16851) General internal medicine Haematology Endocrinology Gastroenterology Endoscopy Medical oncology Nephrology Rheumatic diseases Prof.dr R. Sauerwein (14306) Medical microbiology Dr. R. de Waal (14322) Pathology Prof.dr F. Corstens (17028) Nuclear Medicine Radiology Radiotherapy Prof.dr T. Wobbes (13727) Surgery Orthopaedics Rehabilitation Medicine Plastic Surgery Cardiac surgery Prof.dr F. Verheugt (14533) Cardiology Prof.dr J. Schalken (14246) Urology Prof.dr A. Cools (18836) Geriatrics Neurosurgery Neurology Psychiatry Psychoneuropharmacology Dr. W. Dekkers (18831) Ethics/philosophy Prof.dr G.J. Truin (16412) Dentistry Oral biology 55 4.5 DESCRIPTION OF ELECTIVE MODULES 4.5 Description of elective modules Laboratory animal science / Radiation safety Isis code Course year Periode 5AM01 master 03/05 Coordinator Mevr. Dr. Ir. M. Leenaars, address: 231 Centraal Dierenlab., email: M.Leenaars@cdl.umcn.nl, telephone: 19379 Description 5AM01 is composed of the three-week course on Laboratory animal science and alternatives and the one-week course Working with radionuclides level 5B. Laboratory animal science and alternatives; The program of the course on laboratory animal science comprises the requirements cited in article 9 of the Wet op de dierproeven (Experiments on Animals Act) and the Felasa category C demands. The certificate of completion of the course together with an academic degree in biomedical science will lead to a legal recognition to design animal experiments in the Netherlands. The course is also intended by students and researchers of other specializations as biology and medicine. The course will focus on the responsible and appropriate use of animals in scientific experiments in which alternatives (refinement, reduction, replacement) play an essential role. The student: - will be able to make an ethical argumentation whether the use of laboratory animals in a specific experiment is acceptable (the benefits outweigh the expected adverse effects) - has insight in the consequences of the animal experiment on the welfare/distress of the laboratory animal and how to effectively tackle this - will form a critical attitude towards the use of animals in scientific research - will be able to design an appropriate animal experiment which meets the legal requirements and scientific demands (statistics for example) - has insight in the possibilities for alternative methods (reduction, refinement and replacement). Radiaton safety (working with radionuclides level 5B): The course has the aim to gain knowledge and skills in safely handling radioactive materials and sources. The course is particularly designed on applications in hospitals and research laboratories. Upon successfully passing the course the student will receive a certificate which is valid in the Netherlands and gives the right to work autonomous with radioactive materials. Relation The block 5AM01 is obligatory for the specialization Pathobiology and is recommended for human movement sciences, toxicology and occupational and environmental health. 56 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Key words Laboratory animal science: ethical, welfare, and legislative aspects of using animals for research; biology, husbandry, pathology, microbiology, anaesthesia and analgesia of laboratory animals, experimental procedures, alternatives to animal use, analysis of relevant scientific literature and design and planning of animal experiments Radiation safety: radiation physics, radiation risk and effects, practical radiation safety, legislation Literature Laboratory animal science: Handboek Proefdierkunde; proefdieren, dierproeven, alternatieven en ethiek. L.F.M. van Zutphen, V. Baumans en A.C. Beynen (red.), 2003. Uitgeverij Elsevier gezondheidszorg, Maarssen. Vierde, niet herziene druk. Radiaton safety: Praktische stralingshygiëne, G. Brouwer en J. van den Eijnde, Heron reeks, Syntax Media Cursistenhandleiding Opleiding stralingsdeskundigheid niveau 5B, that wil be provided during the course Study path The course on Laboratory animal science and alternatives is organised by the Centraal Dierenlaboratorium (http://www.umcn.nl/cdl). The examination is based on a written exam and the evaluation of several reports and presentations (design of an animal experiment; critical analysis of an article, etc.) The course Working with radionuclides level 5B is organised by the AMD (http://www.ru.nl/amd/cursussen) and given in Dutch. The course is separately evaluated by a written exam. The end result of 5AM01 is determined by the weighed average of the outcome of both courses. Health monitoring Isis code Course year Periode 5AM03 master 03 Coordinator Dr. J.W.J. van der Gulden, adress: 117 sociale geneeskunde, email: J.vanderGulden@SG.umcn.nl, telefoon intern: 13235 Description In this course students learn to evaluate a workplace in terms of risk factors for the physical and mental health of employees. The main topics are lighting, indoor climate, and noise. With regard to these factors, students learn to design a strategy for taking measurements, to judge the results according to existing legal guidelines and standards, and to provide recommendations on how to improve a workplace. The course is essential for those who aim at a career in occupational hygiene. 57 4.5 DESCRIPTION OF ELECTIVE MODULES Main objectives Students are able to design a strategy for measuring risk factors for the physical and mental health of employees, to measure lighting, indoor climate and noise, and to evaluate the results. Remarks If you are interessed in this mastercourse in period 3, please contact the coordinator. In academic year 2007-2008 5AM03 will be programmed for the last time during the master; starting in period 6 2007-2008 5AM03 will be programmed during the bachelor. Good Clinical Practice Isis code Course year Periode 5AM04 master 07 Coordinator Prof. Dr. Y. Hekster, address: 864 Apotheek / Klinische Farmacie, AKF / COS, email: Y.Hekster@akf.umcn.nl, telephone: 16406 Description This module "Clinical research with medicinal products according to Good Clinical Practice" deals with practical and regulatory aspects of drug research in humans. Attention is focussed on the capability in preparing and conducting a large patient based Phase III- research project with medicinal products according to existing GCP guidelines. The full traject of a medicinal product (from first experiments in humans till Post Marketing Surveillance)will be followed based upon realistic data. The module "Clinical research with medicinal products according to Good Clinical Practice" is ment for Bio Medical Science students wanting to find a career in institutes dealing with drug research such as · Medical and Drug Safety departments of pharmaceutical companies, · Contract Research Organizations (working for pharmaceutical companies), · Research Institutes and Departments of university medical centers focussing on drug research (a.o trial offices), · the Medicines Evaluation Board (College ter Beoordeling van Geneesmiddelen (CBG), · National Center for Adverse Drug Reaction Monitoring (de LAndelijke Registratie Evaluatie Bijwerkingen (LAREB). Key words pharmaceutical company, Good Practice, preclinical phase, Clinical Development Plan, healthy volunteers, Phase I, Phase II, Phase III (extended information), Medical Ethical Committee, assessment/ approval of drugs, quality assurance and control, marketing, postmarketing, pharmaco-epidemiology, adverse drug reactions, pharmaco-economy, drugs, insurance and reimbursement, role and responsibility of pharmacists, drug research in children. 58 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Literature A. Cohen. A guide to Clinical Drug Research. Second edition (2000), Dordrecht 1995. ICH topic E006. Guideline for Good Clinical Practice "Note for guidance on Good Clinical Practice" (2003), www.nefarma.nl. Study path In general terms the module consists of: · Studying of literature based upon independent learning. · Training and impleming capabilities that are required for conducting and performing a casus based phase III research study. · a number of practical activities (especially for the statistical part). · a limited number of plenary lectures (partly from external experts). · excursion. Ergonomics and consultancy Isis code Course year Periode 5AM05 master 04-0809 Coordinator Mevr. Dr. N.C.G.M. Donders, adress: 117 SG, email: N.Donders@sg.umcn.nl, telephone: 13124 / secr. 13235 Description Ergonomics is the application of scientific information concerning humans to the design of objects, systems and environment for human use. The occupational environment, working methods, tools and engines need to be designed in such way that an optimal efficiency, safety and comfort is obtained. In short: fitting the task to the human. The purpose of ergonomics is chiefly prevention of health complaints and accidents. In addition, attention is also paid to reintegration and return to work of employees with (physical) limitations: which work adjustments are necessary for an employee to function optimally? In this course, the focus is on adjustments to the working environment to the human. Especially physical workload, psychosocial work aspects and work capacity will be discussed. Relevant topics include working postures, materials handling, repetitive movements, work-related musculoskeletal disorders, workplace layout, safety and health. Students learn to use a systematic approach to recognize disadvantageous work situations and to formulate recommendations to abolish those disadvantageous situations. Recommendations will not be acted up to automatically, on the contrary. In addition to adjustment of the workplace, behavioural changes are often a necessity to come to a proper solution. Therefore, consultancy and arranging information and training are important topics in this course. Main objectives The student is able to identify hazardous ergonomical factors on the workplace and to formulate recommendations, taking into account the human antropometry and work capacity as well as legal guidelines and standards. 59 4.5 DESCRIPTION OF ELECTIVE MODULES The student is able to write a report that contains these recommendations for reduction of exposure/risk for the end-user. Relation The course 5AM05 Ergonomics and consultancy is one of the four obtional courses in addition to the six compulsory courses for master students with a major in Occupational and Environmental Health. There is a relation with 5AM03 - health monitoring. In that course, attention will be paid to the physical aspects lighting, noise and indoor climate. Key words systematic approach, physical workload, antropometry, redesign, health education, consultancy Study path The first half is meant to be an introduction in the field of ergonomics and consultancy. Various topics (e.g. physical workload, possibilities for measurement, antropometry and design, theory of behavioral change, occupational therapy) will be discussed through self study assignments and groups work. In the second half, students work in small groups (ca 4-5 students). They will investigate ergonomical aspects at a real work site and give recommendations to the employer and employees. The purpose is to put the theory from the first part into practice. Remarks The course is essential for those who aim at a career in occupational hygiene. This course is NOT programmed in academic year 2007-2008. Starting in academic year 2008-2009 5AM05 will be programmed in the master in period 4. Writing reports Isis code Course year Periode 5AM06 master 01/06 Coordinator Dhr. P. van Laere, address: 138 MTA, email: njk@telebyte.nl Description The main focus of AM06 is making educational and informative products. Professionals from outside UMC St Radboud will teach the students techniques to write a clear text, to present a message in a catchy poster and to give a convincing lecture. The module 'Rapportage' thus deals with conveying knowledge to non-insiders, not with scientific reporting. The three principle parts ´Effective writing´, 'Making a poster´ and 'Presentation´ are preceded and supported by ´Information skills'. In this regard the students gather the biomedical information with which they work in the principle parts. To streamline the information gathering and to stimulate the interaction between the students, one central theme is used. Each student looks within this general theme for a subject of his/her own, directed to a specific focus group. In 2005 the central theme was 'Hygiene and 60 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Infections' and the focus groups were 5VWO-ers and hospital workers. The last two days of the module are dedicated to a jointly end presentation. Directed by the 'Presentation'-lecturer, the students develop a program for one of the two focus groups, based on their individual end products Both programs are presented the last day of the course on location. This live-presentations offer the students an instructive experience, direct feedback of the target group, and a special form of science communication. Main objectives · To apply the basic principles of 'effective writing´ and to enhance the legibility of texts · To transform various biomedical information in an attractive, readable text. · To give form in an systematic way to the conveyance of a message to a target group by means of a poster · Get accustomed with the basic techniques of presentation and the construction of a clear story. · To broaden the possibilities of expression and to learn to perform with intensity and persuasion. · To make a focussed and argued choice of the various sources of information on biomedical subjects. Key words Science popularisation, training in writing, poster design, digital manufacturing of a poster, speech- and story techniques, presentation training, giving and receiving feedback, systematic investigation of literature, designing a search question, assess the value of literature/internet sites. Literature The lecturers present supplementary information and readers during the module. Study path In the first half of the module students learn about the basic rules in the three principle parts, and practice these in exercises. In the second part the students apply the acquired skills to their own subject. Based on the collected biomedical information they make a first and second, improved version of their final text, poster and presentation. The target group for these products are decided in advance. Judgement of the module is to a large extent based on these individual final products and for a smaller part (10 percent) on the jointly end presentation. Remarks In the next academic year, 2008-2009, the course 5AM06 is planned in period 6 only and not in period 1. 61 4.5 DESCRIPTION OF ELECTIVE MODULES Research and development of drugs Isis code Course year Periode 5AM08 master 04 Coordinator Mevr. Dr. R. Masereeuw, address: 149 farmacologie-toxicologie, NCMLS, email: R.Masereeuw@ncmls.ru.nl, telephone: 13730 / 14639 Description Drugs play an important role in health care. Before a drug can be used safely, many aspects were studied in detail. Pharmacology is a scientific discipline that studies the interaction between a drug and the organism, which is the basis for the development and application of chemical entities as drugs. Drug research is a multidisciplinary area. Within this course the student is trained in pharmacokinetics and pharmacodynamics from a theoretical and practical point of view. The student will learn to explain the effects of drugs in animal models and in patients from point of application and working mechanisms, on molecular and cellular levels as well as on organ systems and the integral organism. Furthermore, the student will learn to describe how drugs can be used as pharmacological tools in (patho-) biological research. Key words Drugs in search for receptors Scientific paper writing on recent pharmacological research Animal models in psychoneuropharmacology Variability in pharmacokinetics Preclinical safety pharmacology, toxicology and drug disposition research during drug development Population pharmacokinetics Literature Brody et al. Human Pharmacology: from molecular to clinical Farmacotherapeutisch Kompas Study path Introductory lectures Computer courses Practical course human pharmacokinetics Self study: Writing a research-paper of new pharmacological data Survey 62 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Multivariable statistical methods Isis code Course year Periode 5E003 master 02 Coordinator Drs. T. Feuth, address: 133 epidemiologie en biostatistiek, email: T.Feuth@epib.umcn.nl, telephone: 17665 Description Properly addressing research questions in medical science often requires accounting for several variables (simultaneously). The aim of this course is to familiarize students with the most commonly used statistical techniques for multi-variable analysis. The content of this course builds upon the uni- and bivariate techniques of the statistics teaching in the bachelor curriculum. A particular application of the techniques in this course is the analysis and interpretation of epidemiological observational studies. Recently, Linear Mixed Models have been incorporated in the course for the analysis of longitudinal data. This block is compulsory for students with a major in Epidemiology and advisable for students that are going to work with large datasets such in AMG and EGK. Students that will rather deal with small-scaled experiments (such as PB- and TOX-students) are advised to take the course Design and Analysis of Small-scaled Experiments (5AM07). Main objectives Upon completing this course the student should be able to: 1. Choose an appropriate multivariable statistical technique to analyse data gathered in the context of medical scientific research. 2. Perform multivariable regression analyses with the aid of the computer package SAS and interpret the results and report the conclusions. 3. Describe roughly the statistical background of some multivariable analysis techniques that are frequently applied in medical scientific research. Relation Knowledge of the block 5E002 is beneficial, but not essential. Key words Linear regression models including analysis of (co)variance and linear mixed models; (conditional) logistic regression; logistic discriminant-analysis; Poisson regression; matrix notation; least-squares estimation; (restricted) maximum likelihood estimation; case-control study; cohort study. Literature Applied Regression Analysis and Multivariable Methods. Kleinbaum DG, Kupper LL, Muller KE. Nizam A. 3rd Edition. Brooks/Cole Publishing Company, Pacific Grove, California 93950 (order at least 6 weeks in advance!). 63 4.5 DESCRIPTION OF ELECTIVE MODULES Study path Students gain theoretical knowledge of multi-variable techniques via self-educational assignments, while the statistical package SAS is used for the practical training of those techniques. Discussion and interpretation of the analysis results is done in group assignments. One of the research questions has to be elaborated to a concept research paper and a written examination concludes the course. Maximal number of participants: 30. Remarks This block is compulsory for students with a major in Epidemiology. Genetic epidemiology Isis code Course year Periode 5E005 master 03-0809 Coordinator Prof. Dr. L.A.L.M. Kiemeney, address: 133 epidemiologie en biostatistiek, email: S.Kloppenburg@epib.umcn.nl, telephone: 19630 Description During the last decades there has been an enormous growth in the number of subspecialties of certain disciplines. This also holds for epidemiology, the science that studies the occurrence of disease in human populations. Researchers consider themselves nowadays as clinical epidemiologists, nutritional epidemiologists, occupational, cancer, infectious disease, or even social epidemiologists. Most of these subspecialties only reflect the conduct of epidemiological research in a specific field using general epidemiological methodology. Only two subspecialties had to adapt or expand general methodological tools in order to accommodate specific distribution patterns of disease: infectious disease epidemiology (because of the contagious nature of the exposures) and genetic epidemiology (because of the more or less predictable distribution of 'exposures' within families). In course 5E006 'Outbreak Epidemiology' students can familiarize themselves with infectious disease epidemiology. In this course 'Genetic epidemiology' we aim to provide students a basic understanding of genetic epidemiological research methods. Genetic epidemiology has been defined in many ways. One of the most simple but adequate definitions is the one by Khoury, Beaty and Cohen in their 1993 textbook Fundamentals of genetic epidemiology: "Genetic epidemiology is the study of the role of genetic factors and their interaction with environmental factors in the occurrence of disease in human populations". In order to understand the role of genetic factors it is important to understand the variation in such factors both within and between generations. For that reason, the course will start with an introductory week 'Population genetics / evolution biology'. In the second week attention will be focused at the study of familial correlations and aggregation. You will also learn how to calculate heritability coefficients and how to interprete specific disease segregation patterns in family data. In the 3rd week you will learn how to localize ('map') disease genes in families. Finally, attention will be paid to association studies in populations 64 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME in order to map unknown disease genes or in order to test the relevance of specific candidate disease genes. Where possible, existing data sets and simulation software will be used for computer assignments. There will be no laboratory work in this course. Main objectives 1. The student is able to read and understand published applied genetic epidemiological research. 2.The student is able to interpret the patterns of allelic and haplotypic variation in human populations in terms of population history and genetic principles. 3. The student is able to choose a valid and efficient research design for a specific genetic epidemiological research question (i.e., a research question related to the contribution of genes to the risk of disease). 4. The student is able to choose relevant web-based databases with information relevant to the design and analyses of genetic epidemiological studies. 5.The student is able, with specialized help, to analyze research data from a genetic epidemiological study and to interpret the results. Note: The discipline of genetic epidemiology has a strong mathematical character. You will only have to browse through some issues of Genetic Epidemiology, the 'house' journal of the International Genetic Epidemiology Society (IGES) to see this. In this course, it is not aimed to bring students to the level that they can fully understand and comprehend such mathematical methodology. The aim is at applied research. Key words Mendelian and multifactorial inheritance - selection - drift - mutation - linkage - linkage disequilibrium - Hardy Weinberg - heritability - familial correlation and aggregation haplotyping Literature There is no textbook for the course because none of the existing books covers the contents of the course to an acceptable extent. This situation may change in the near future when the 2nd edition of Fundamentals of genetic epidemiology will become available. Until then, a 'reader' with published articles and book chapters will be used. Most of this material will also be made available on blackboard. The same holds for data sets and corresponding analysis programs, some lectures et cetera. Study path The grade for the course will be based on practical assignments and a final exam at the end of the course. Remarks - The language of the course (and all materials) is English. If all participants are Dutchspeaking, then classes will be taught in Dutch. - The course will be organized every other year in November, the next time in November 2008 (academic year 2008-2009). This course will NOT be organized in the academic year 2007-2008. 65 4.5 DESCRIPTION OF ELECTIVE MODULES Infectious Disease Epidemiology Isis code Course year Periode 5E006 master 03 Coordinator Prof.Dr.Ir. G.A. Zielhuis, address: 133 epidemiologie en biostatistiek, email: G.Zielhuis@EPIB.umcn.nl, telephone: 19132 Description The course Infectious Disease Epidemiology is designed for master students in Biomedical Health Sciences, who want to work in the field of public health, for example in a municipal health service, a national institute for public health, an agency for occupational health, the Health Care Inspectorate or Médecins Sans Frontières (MSF). The course is also open for other master (or PhD) students in a biomedical-type programme. Methods regarding infectious disease surveillance, analysis of disease clusters and epidemiological research in the field of infectious diseases are presented and practised using real life examples. Because this type of studies is typically done to inform policy-makers, special attention is paid to reporting in lay-terms.. Relation This is an optional course in the major of Epidemiology, but it is also of interest for students with a major in Health Technology Assessment or Occupational and Environmental Health. The contents of this course expand on knowledge from courses on basic epidemiology and on infection and immunity. Key words Surveillance, analysis of disease clusters, evaluation of possible causes, development of tools for prevention and control, threat of bioterrorism, feed-back to policy-makers, epidemiological research of infectious diseases including modelling. Literature Core textbook for this course (mandatory) is: J. Giesecke. Modern infectious disease epidemiology, 2nd edition. London: Arnold, 2001 (approx. EUR 42,-). A study guide (module guide) is available. Additional literature references on epidemiology and on infections & immunity will be distributed or made available via Blackboard links. Study path In the first two weeks you will learn specific methods for surveillance, the analyses of disease clusters and the detection of causes of outbreaks. In the last two weeks you will study the principles of infectious disease epidemiology and epidemiological research of infectious diseases including mathematical modelling, as well as the social aspects of outbreaks. Finally, you will learn how to report the research results for a non-scientific public. Assignments will be introduced, executed and discussed in small groups and in computer labs. Throughout the module, principles, methods and applications will be practised in real- 66 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME life case-studies ranging from an international outbreak of SARS to an increase in Haemophilus Influenzae type B disease in Europe. Remarks The course will be organized every other year. The next time is scheduled in November 2007 (academic year 2007-2008). This course will NOT be organized in the academic year 20082009. Communication of biomedical information Isis code Course year Periode 5ECWO master 05 Coordinator Dr. P.F.M. Stalmeier, address: 138 medical technologie assesment, email: P.Stalmeier@MTA.umcn.nl, telephone: 10592 Description Biomedical research generates a lot of knowledge, but what is the benefit for society? This course deals with the scientific basis for communication of research results. What are the strategies used to disseminate biomedical information? How effective are these strategies? Several target populations are discussed: the general public, individual patients, health professionals. These populations need their own strategies to disseminate biomedical knowledge in the real world. Psychological and communicative models are studied. Some models describe human information processing. Other models deal with changing behavior of various target groups. These models are instrumental for the development of information material and behavioral change interventions. Communication is often associated with verbal communication skills and 'dealing with the media'. This course does not deal with such issues. This course emphasizes the scientific basis for communication, the relation between the content of a message and its effects. Verbal, writing and presentation skills are the topic of another course 'Writing Reports 5AM06.' Main objectives - The student knows psychological models for behavior change. The student is able to apply such models when developping information material. - The student knows how to evaluate information material,that is the use of instruments to monitor communicative interventions, popular methodological designs, and the interpretation of evaluative studies. - The student knows about solutions for the implementation of biomedical information - The student is able to translate biomedical information to information material for the general public and health professionals. 67 4.5 DESCRIPTION OF ELECTIVE MODULES Key words - determinants of health behavior - risk communication and perception - development, application, and evaluation of communicative interventions to inform or change bahavior of various target populations - shared decision making, decision aids - legal framework to consider when providing information Literature Literature is distributed during the course. Cost-effectiveness of health care Isis code Course year Periode 5EG01 master 01 Coordinator Dr. E. Adang, address: 138 Medical Technology Assesment, email: E.Adang@MTA.umcn.nl, telephone: 10387 Description Governments are seeking information on the efficiency of health care strategies in order to rationalise their policies and increase the efficiency of the health care sector. Similarly, information on the cost-effectiveness of strategies for diagnosis and treatment is continuously gaining ground in daily medical practice and is incorporated into recommendations and guidelines for the efficient provision of health care. Cost-effectiveness analyses (CEAs) are performed to identify the costs and effectiveness of new health care technologies and compare them to the costs and effectiveness of the first best alternative. Such analyses use an incremental approach on gathering information about costs and effects and finally establishing the surplus value of a technology. The aim is to improve decision making about the allocation of scarce resources in health care. In general, there is consensus as to how a CEA should be performed. CEA is a tool based on 'economic thinking'. 5EG01 provides an understanding of the basic principles of economic evaluation (costeffectiveness analysis) and its relationship to welfare economics. The module then develops the student's understanding of the various approaches to economic evaluation together with their strengths and weaknesses. An in-depth assessment is made of alternative methods (costminimisation, cost-effectiveness, cost-utility, cost-benefit) and the development of critical appraisal skills. Both economic evaluations alongside clinical trials as modelling economic evaluation will be dealt with. By the end of 5EG01, the student will be able to demonstrate an ability to critically appraise key issues of economic evaluation, benefit valuation and costing methods. In terms of applied research skills, students will be able to design an economic evaluation study and up to a certain degree conduct an economic evaluation. Also computer skills (Excel, DATA-Treeage) related to economic evaluation will be developed further. The module is assessed through two assignments. The first assignment specifically tests the critical appraisal skill of the students. They present a critical review of the economic evaluations of treatments for the chosen illness. The second assignment is the design of an economic evaluation and the presentation of the design. 68 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Main objectives This module aims to provide an overview of key issues in the economic evaluation of health technologies, and develop an understanding of the application of economic evaluation methods to decision making. Relation 5INH1, 5DT04, 5IHTA are considered necessary basic knowledge. Key words types of economic evaluation, outcome measurement in economic evaluation, costing methods in economic evaluation, the health production function, time value of money, the concept of QALY, quality of life measurement, incremental cost-effectiveness ratios, league tables, economic evaluation guidelines, acceptability curves. Literature Drummond MF, Sculpher MJ, Torrance GW, O'Brien BJ, Stoddart GL, . Methods for the economic evaluation of health care programmes. third ed. Oxford: Oxford University Press; 2005. Policy research Isis code Course year Periode 5EG02 master 04 Coordinator Dr. Ir. R.P.B. Reuzel, address: 138 medical technology assesment, email: R.Reuzel@MTA.umcn.nl, telephone: 16659 / secr. 10389 Description Often, biomedical research has important consequences for policy. Policy measures are warranted, should research demonstrate that specific interventions are (in)effective, or (un)safe, for example, as when an effective new drug should, perhaps under conditions, be included in the reimbursement package. Something similar goes for research that demonstrates that exposure limits have been reached, research that shows that the burden of dementia will grow tremendously in the coming years, or research indicating that the policy on prescribing benzodiazepines fails. In practice, however, biomedical research appears to be underused. This module centres around the question what a researcher can do to improve use. Different methods of policy research are addressed. Moreover, students gain insight into policy-making processes. Relation The course is suitable for students with various backgrounds in the biomedical and health sciences. It offers a good preparation for the module 5OZBC 'Policy analysis and management'. 69 4.5 DESCRIPTION OF ELECTIVE MODULES Key words decision-making; policy-making; policy cycle; problem structuring; cost-of-illness studies; scenario-analysis; delphi-research; modelling and simulation-research; implementation (research); policy recommendations; monitoring; policy evaluation; policy issue paper; fourth generation evaluation; interactive technology assessment. Literature William N. Dunn: Public Policy Analysis. An introduction. 3rd Edition. Prentice Hall: Englewood Cliffs, New Jersey, 2004. To students not willing to buy this book the Dept. of Medical Technology Assessment offers to lease it. Study path All chapters of Dunn's book are discussed in lectures. The process of problem structuring will be emphasized. Students will learn to define a problem from the viewpoints of those who are to use the results of research, instead of the perspective of methods students more or less accidentally have come to master. Identifying actionable causes of a policy problem, determining relevant research questions, and reducing a problem definition to workable proportions are important aspects of problem structuring. Moreover, students will acquaint themselves with basic concepts and methods of forecasting, recommending, monitoring, and policy evaluation. Computer aided training, exercizes, seminars, and workshops help students to master the different aspects of policy research. Simultaneously, the student is to write a policy issue paper, which he or she presents at the end of the course. Remarks The course is compulsory for students who have chosen for a major in Health Technology Assessment (EGK). The module is highly recommended to students who are interested in the M-profile. Outcome assessment Isis code Course year Periode 5EG04 master 03 Coordinator Dr. P.F.M. Krabbe, address: 138 Medical Technology Assessment,, email: P.Krabbe@MTA.umcn.nl, telephone: 17666 Description Central to any empirical science is the necessity to measure and quantify its objects of interest. Until recently, it was common in the field of medicine to measure health outcomes only in terms of mortality, morbidity, or cure. However, it is increasingly acknowledged that more comprehensive generic outcome measures are needed in order to measure the overall impact of diseases and health interventions, to monitor changes in patient groups, or to evaluate general population groups. As a generic and alternative medical outcome measure the concept of 'health-related quality of life' (HRQoL), 'quality of life' or health status has been introduced. For the measurement of HRQoL two different approaches exist. 70 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME One approach produce a descriptive profile from several health domains and is based on questionnaires. These health domains are considered independently and are not intended to be commensurable or aggregated. The scores on these domains are relative and for that reason such figures are not appropriate to measure the overall level of health states. The other approach is specifically designed to provide one score expressing the overall quality of health states. This approach is referred to as a value-based methodology and produces scores with a fixed meaning and interpretation, namely, a score of 1.0 represents 'perfect health' and 0.0 represents 'dead'. Such scores have attractive metric properties, allowing comparison of the severity of various diseases and to perform basic computational procedures (i.e., aggregation, multiplication, subtraction). Typically, health-state values based on the HRQol concept are combined with duration spent in these states generating 'quality-adjusted life years' (QALYs) or other so-called summary measures. Such global measures of health are very attractive because they enable researchers and medical specialists to express different diseases into one single comparable measure. This module is focused on the different outcome measures in medicine, the way to measure them, the definition of measurement properties and how to estimate them. Special attention will be given to the construction of questionnaires, HRQoL and generic summary measures. Main objectives Students will acquire a broad overview of the different outcome measures in medicine. Theoretical knowledge and understanding of the various outcome measures concepts will be combined with practical experience of measurement properties and the analytical evaluation of a self-constructed questionnaire. Relation This module is directly related to 5IHTA and 5EG01 and also to 5E003 and 5E004. Key words Health, clinimetrics, psychometrics, health states, reliability, validity, responsiveness, questionnaire construction, measurement theory, surrogate clinical endpoints, QALYs, QTWiST, factor analysis, G-theory, structural equation modeling, health-state values, healthrelated quality of life, multiple outcomes. Literature Streiner DL, Norman GR. Health Measurement Scales: a practical guide to their development and use, Oxford: Oxford University Press, 2003. In addition copies of articles and software instruction. Study path Week 1 starts with the position of outcome measurement in medicine and medical studies in particular. Next, the descriptive part of HRQoL measurement will be explained and measurement properties will be discussed. In week 2 more detailed knowledge about HRQoL will be acquired and the way how to measure it. This week will also be used to introduce some more advantaged psychometric methods. In week 3 students will develop their own questionnaire, collect the responses on their questionnaire, and carry out the analyses on the collected data. In the last week various specific aspects of 'outcome assessment' will be introduced and discussed. Evaluation of this course is based on practical works and an general paper examination. 71 4.5 DESCRIPTION OF ELECTIVE MODULES Remarks The practical work during week 3 will include all necessary steps in the scientific development of a questionnaire (measurement concept, administration, collection of responses, analysis, interpretation). For this purpose specific statistical techniques will be applied. The software packages (SPSS, AMOS) that will be used to perform the analyses are user friendly. Tissue: Biomechanics and engineering Isis code Course year Periode 5HM02 master 01 Coordinator Dr. E.J.M. Tanck, address: 357 orthopaedie, staf, email: E.Tanck@orthop.umcn.nl, telephone: 16959 / 13341 Description The main topic during the first week will be tissue mechanics. The effects of mechanical loading on several tissues will be addressed. To analyze the stresses within the tissue an introduction of the finite element method will be given. Subsequently, the students will use the method to calculate the fracture probability of intact and diseased bones. In the second week, static and dynamic quadriceps-exercises will be analyzed. The main questions are: what is the load on an anterior cruciate ligament (ACL) reconstruction during the various exercises? And, what is the strength of such an reconstruction? To end with, the students will formulate an advise on which exercise(s) can or cannot be performed safely by patients with an ACL reconstruction. The third week will focus on endo-prosthetics. Failure mechanisms of hip prostheses will be discussed and surgical and biomechanical issues of total knee prostheses are analyzed. The fourth week is dedicated to tissue engineering (TE). An introduction to TE will be provided and students will witness seeding of stem cells, evaluate the growth characteristics one learn how cell proliferation can be affected by, for example, growth factors. Main objectives The student becomes experienced in methods to assess mechanical loads in joint tissue and their relationship with longer-term damage and adaptation of that tissue. The student has a general insight in the significance of tissue engineering for cartilage and bone. Relation This course in tightly related to "Fysische Determinanten". Especially in the later part of this course, some knowledge from "Algemene pathofysiologie" is required. Key words mechanical loading, strength, mechanical properties of ligaments and bone, ligament trauma, quadriceps-exercise, reconstruction of anterior cruciate ligament, cartilage (degeneration), , endo-prosthetics, kinematics, tissue engineering, growth factor, stem cells 72 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Literature No special study books are required. Study path (see summary) Assessment 1- Oral presentation of Finite Element research project 2- Abstract According to International Congress Standards 3- Research Report in writing on failure mechanisms 4- Individual examination Remarks Since this course is the first in the MSc programme, students will have to learn to be available during working ours and also they will be ask to produce output in small subgroups. Clinical exercise physiology Isis code Course year Periode 5HM03 master 02 Coordinator Mevr. Prof. Dr. M.T.E. Hopman, address: 143 fysiologie, email: M.Hopman@fysiol.umcn.nl, telephone: 14200 / secr. 13650 Description This course focuses on the anatomy and (patho)physiology of the heart, lungs and circulation in relation to exercise and clinic. In the first week cardiac morphology and (patho)physiology will be discussed, topics such as sports heart, congenital heart disease and exercise and acute dead in sports will be elucidated. In the first week students will write a research report related to research program II of the UMCN. In week 2 the lungs are central in relation to muscle performance. Students will perform a research project on peripheral muscle function. Other topics will be pulmonary rehabilitation and respiratory muscle training. In week 3 the vascular system is the central component. The role of exercise in endothelial function, claudicatio and experiments using plethysmography will be performed. At the end of this week students will be introduced into the topic of inactivity and chronic disease. Activity monitoring will be one of the practical issues and students will learn about the metabolic syndrome. Throughout the course matlab will be teached and practiced in experimental analyses. Main objectives The student gains a profound understanding of the morphology and (patho)physiology of the Clinical Exercise Physiology. The student develops skills to critically evaluate, compose/design and perform research plans related to the Clinical Exercise Physiology. 73 4.5 DESCRIPTION OF ELECTIVE MODULES Relation A relationship exists with courses such as Circulation and Respiration, Circulation II, Respiration II, Movement and control, Regulation and integration I and II, Determinanten 3 and with the other movement science courses. Key words Sports heart; heart failure and exercise; congenital heart disease; pulmonary disease and diaphragm and peripheral muscle function; training of respiratory muscles; endothelial function; Claudicatio; inactivity; metabolic syndrome; activity monitoring; matlab. Literature - McArdle, WD. F.I. Katch, V.L. Katch. Exercise Physiology. 5th ed., 2001 Lippincot Wiliams and Wilkins. - Silverthorn D.E, Human Physiology. 3th ed., 2001 Pearson Education Inc. Study path The course is divided in 4 sub themes: heart, lungs; vascular system and inactivity/activity. In each sub theme specific clinical visits are planned and students will work independently on research questions, experiments, research proposal etc. Subjects are all related to human in vivo translational research. Assessment 1- Oral communication of research proposal 2- Research report in writing on clinical pulmonary function 3- Research report in writing on Inactivity / Metabolic syndrome 4- Individual examination Remarks In this course students need to acquire an independent working attitude as well as a patient/human oriented working attitude. Both are important for the student's development and preparation for human oriented traineeships later on in their master program. Neural control of movement and posture Isis code Course year Periode 5HM04 master 03 Coordinator Dr. J. Goossens, address: 126 medische fysica & biofysica, email: J.Goossens@cns.umcn.nl, telephone: 13699 Description Graduated master students in the Human Movement Sciences often have to deal with themes such as movement disorders, rehabilitation and recovery. These subjects require insight in the neural background of movement control. After this module, the student can distinguish between the different neuroscientific approaches to human motor control, both in the fundamental biomedical and in clinical applications, and can make connections between these different approaches. 74 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Main objectives The student acquires an integrated understanding of the structure and function of the nervous system in relation to the control of movement and posture. By integrating neurophysiological, biophysical and systems theoretical knowledge, the student will be able to understand fundamental concepts of motor control in fundamental and clinical neurosciences. Relation Together with the courses 5HM01 Introduction to clinical human movement sciences, 5HM02 Tissue: Biomechanics and engineering, 5HM03 Clinical exercise physiology, this course forms the conceptual and methodological basis of the Nijmegen Masters program Clinical Human Movement Sciences. The topics connect with the clinical integration course 5HM05 as well as the research themes of the UMCN Top Centre for Clinical Neuroscience. Key words Central nervous and neuromuscular system, Neurophysiology of motor control (Motor units, Spinal reflexes, Pattern generators, Motor cortex, Basal Ganglia, Cerebellum), Computational modeling of dynamic motor control, Neuromuscular disorders, Clinical EMG, Electrophysiology, Central movement disorders, Neurology, Neural plasticity. Literature - Purves, D. (ed). Neuroscience, 3th edition, 2004. Sinauer Associates. - Shumway Cook, A., Woollacott M.H. Motor control. Theory and practical applications. Philadelphia: Lippincott Williams & Wilkins 2001 (2nd edition). Study path - Muscles, Nerves and Lower motor neuron circuits. - Upper motor neuron control and Modulation of movement - Sensorimotor integration and Cognitive behaviour Assessment 1- Oral presentation paper 2- Written report Muscle control model 3- Judgement of the Matlab assignment 4- Individual examination Remarks This course is also well suited for Masters students in the Biological, Natural and Medical Sciences who have a special interest in the Neurophysiology and Pathology of the human motor control system. 75 4.5 DESCRIPTION OF ELECTIVE MODULES Clinical rehabilitation sciences Isis code Course year Periode 5HM05 master 04 Coordinator Mevr. Dr. M.W.G. Nijhuis-v.d.Sanden, address: 833 kindergeneeskunde, secretariaat, email: R.Nijhuis@cukz.umcn.nl, telephone: 19006 Description Clinical human movement science aims to provide students with a profound understanding of theories and basic ideas about the nature of motor control, motor development, motor learning and functional recovery in patients with diseases of the neurological, orthopaedic, or cardiovascular systems. In addition, skills will be trained to critically analyse and evaluate underlying impairments and compensatory mechanisms in patients with functional disabilities. To this end, movement observation and previously learned skills to quantitatively analyze kinematics, kinetics, (surface)EMG and vascular / metabolic processes will be applied in the context of clinical reasoning and problem solving (from functional problem to underlying causes back to possible functional improvement). Three main functional activities will be addressed: postural control, mobility and reaching / grasping. After this course, the student is able to make a functional diagnosis in individual patients, identify treatable impairments and formulate clinically relevant research questions. The student develops skills to critically evaluate the consequences of impairments on functional activities and participation in daily life and to design and perform research methods to analyze outcome of intervention in rehabilitation. Main objectives The student gains a profound understanding of the rehabilitation practices based on theories or basic ideas about the nature of motor control, motor development, motor learning and recovery of functions in patients with diseases of the neurological, orthopedic, cardiovascular, or pulmonary systems. The student develops skills to critically evaluate the consequences of impairments on functional activities and participation in daily life and to design and perform research methods to analyze outcome of intervention in rehabilitation. Relation This course is the final one in a series of five courses on human movement science (5HM015HM05), of which 5HM01 is given in the Bachelor phase and 5HM02 - 5HM05 are given consecutively in the Master phase. Situated at the end of this series of courses, 5HM05 integrates fundamental insights in human movement science with clinical reasoning and problem solving targeted at both individual patients and specific disease entities. Key words Clinical reasoning, functional diagnosis, postural control, mobility, gait, hand function, motor learning, motor development and functional recovery 76 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Literature Shumway Cook, A., Woollacott, M.H. Motor control. Theory and practical applications. Philadelphia: Lippincott Williams & Wilkins 2001 (2nd edition). Study path In the first week, 'clinical reasoning' will be introduced according to the International Classification of Functioning (ICF). In addition, key issues on motor learning, motor development and functional recovery will be dealt with in lectures, self-study assignments and practical work. The second week will focus on 'changing and maintaining posture' by introducing different patients with various postural problems. For each of these patients, a subgroup of students must clarify the clinical problem, develop an assessment protocol, test the final protocol on the particular patient and present and discuss the main results at the end of the week. In the third and fourth week, a similar learning strategy will be followed aimed at the themes 'mobility' and 'reaching & grasping', respectively. Assessment 1. Literature review about disability focused studies in a self-chosen group of patients 2. Oral report on either gait cycle analysis, mobility analysis, or arm movement analysis of patients 3. Written report on either gait cycle analysis, mobility analysis, or arm movement analysis of patients 4. Individual examination Implementation of Biomedical Evidence Isis code Course year Periode 5IBE master 06-0809 Description In the field of health care an enormous number of new innovative and valuable insights, procedures and technologies become available each year. Most are published in scientific journals and seem to overflow the busy health care providers. Unfortunately only a minority of these new developments are applied in the daily practice of patient care. As a consequence patients are needlessly deprived of effective or efficient care, or they receive unnecessary or, even worse, harmful care. The research within this module Implementation of Biomedical Evidence (IBE) focusses on two aspects: 1) What can be seen as effective, efficient and acceptable patient care? 2) How can we guarantee that patients indeed receive such care? The first question mainly deals with finding and interpreting research data. Besides techniques to find current best evidence, the findings should be scientifically judged. Questions asked are: - Is the study properly designed with adequate use of statistics? - Are the findings well interpreted and to whom can they be applied? - Are the findings in line with similar studies? - Are data regarding cost-effectiveness or patient centredness of the findings available besides clinical effectiveness? And if not, how can we obtain such data? 77 4.5 DESCRIPTION OF ELECTIVE MODULES The student should also be able to design and (partially) conduct an appropriate research study on how to improve the quality of care. Criteria regarding "appropriate research" should be known and translated into adequate research designs and methods. The second question deals with effective implementation. - Which strategies and activities work best to implement valuable and new insights in routine patient care? - And how to scientifically evaluate the effects (and costs) of such an implementation programme? Both questions come together for example in the design and enrollement of guidelines in clinical practice. Main objectives The student is able to: 1) use evidence in the construction of a guideline, to assess its quality and to evaluate its effectiveness 2) write and defend an implementation research proposal 3) is able to analyze the process and outcome of care and to use these in an implementation research proposal 4) qualitatively score quality of care indicators 5) determine the impact of determinants and the influences of contributing factors in the implementation of improvement 6) describe, design and select the optimal measurement instruments for different types of quality of care implementation studies and to evaluate their clinimetric properties 7) understand and apply recent ICT applications to improve the quality of patient care 8) apply elements of integrated care into a research design 9) perform a diagnostic study regarding determinants of effective change. Relation IBE is an elective course that is part of the additional programme Evidence Based Practice (EBP). A choice for this programme means adding specific subject matters to your major subject area, to optimize preparation for a PhD position. Within the research profiles, the EBP programme offers a career track designed within the Master Biomedical Sciences to improve the link between initial academic education and the Nijmegen Centre of Evidence Based Practice (NCEBP) research institute. 5IBE is added to a basic package (Methods of data collection/5E001, Statistical analysis with SAS and SPSS/5E002, Clinical Epidemiology/5E004, Cost-effectiveness/5EG01 and Outcome assessment/5EG04) with the addition of Qualitative Research (5QRE), a minor in one of the NCEBP research themes and participation in NCEBP activities. At least two EBP related modules (such as 5MG01, 5E003, 5ECWO) or modules from the major subjects Epidemiology, Health Technology Assessment or Occupational and Environmental Health are considered as a differentiation package. 78 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Key words The course will be organized every other year. The next time is scheduled in February 2009 (academic year 2008-2009). This course will NOT be organized in the academic year 20072008. Literature Evidence based practice, implementation science, quality of care, clinimetrics, outcome assessment. Risk assessment Isis code Course year Periode 5MG01 master 01 Coordinator Mevr. Dr. Ir. M. Hooiveld, address: 133 epidemiologie en biostatistiek, email: M.Hooiveld@epib.umcn.nl, telephone: 10359 Description During this course, students will gain skills needed to conduct a qualitative and quantitative risk assessment for exogenous risk factors related to human health. The course is problemoriented and focuses on both theory and practical skills. The course includes a major assignment, during which students perform a small-scale research based on their own elaborated proposal. During a second major assignment, a computer-assisted programme will be used to simulate a risk assessment for a really happened and still actual problem of ground pollution. Position of the block in the program: The course is required for master students with a major in Epidemiology or in Occupation, Environment and Health. In addition, it is a good choice for Biomedical Science students with another major and for other master (or PhD) students in a biomedical-type program. Relation The course is linked with the core curriculum Biomedical Sciences and is complementary with 5T004 ('Arbeidstoxicologie') and 5E006 (Outbreak Epidemiology), Key words Exogenous factors, exposure assessment, risk estimation, risk communication, populationbased studies, computer simulation Literature In addition to the block book, compulsory literature is collected in a binder available at a deposit. Specific manuals available from the Medical Library will be used as well as scientific papers and reports to be placed at your disposal during the course. 79 4.5 DESCRIPTION OF ELECTIVE MODULES Study path The different steps in risk assessment will be studied by means of several self-study assignments. Some aspects will be explored in more detail, such as exposure assessment, epidemiologic research in risk assessment, endocrine disruptors and risk communication. Guest lecturers will give presentations on risk assessment at municipal health services, risk communication and the use of geographical information systems. Within subgroups of 4 to 6 students, an actual risk assessment will be performed by means of several practical exercises. Students will develop a protocol, collect exposure measurements, calculate risks and report the results both to the scientific community as well as to the population. Examples of exposures studied include: passive smoke, radon, noise, benzene, particulate matter and nitrogen oxide. A computer-assisted program is used to simulate a risk assessment on ground pollution in the 'Brabantse Kempen'. Working in pairs, students will virtually be employed at a municipal health service and face the reality of research and policy issues. During a field trip to an independent, worldwide operating consultancy firm, students will be introduced to several projects on risk assessment and have the opportunity to see what working at a commercial consultancy agency is like. Accidents and disasters involving hazardous substances Isis code Course year Periode 5MG02 master 04 Coordinator Dr. Ir. P.T.J. Scheepers, address: 133 epidemiologie en biostatistiek, email: P.Scheepers@EPIB.umcn.nl, telephone: 16878 / secr. 19630 Description An incident or disaster is a major challenge for an expert in health sciences. In this course specific skills for dealing with the health consequences of both small incidents and largescale incidents (disasters) will be taught. The focus will be on incidents with hazardous chemicals, but some attention is also paid to exposure to radiation and to biological agents. Qualified experts on hazardous substances have an important role to support health authorities during and after a chemical incident. Important contributions are initial appraisal of health consequences, defining effective interventions on the location of the incident such as offering shelter or evacuation of the public at risk in the 'hot zone', and communication to the lay public about possible health effects following exposure on the short and on the long run. After an incident, health experts are involved in planning and conducting a health surveillance study among victims and other potentially exposed subjects such as by-standers and first aid personnel. Main objectives The student will obtain skills to intervene in incidents and disasters with respect to mitigation of health risk of exogenous factors and conduct a study to evaluate the health effects in populations of victims and first aid personnel after an accident or disaster. 80 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Relation 5MG01 Risk assessment is a useful background for this course but this course is not obligatory. Key words external safety, dispersion modelling of a cloud, toxicity data mining, nuclear biological and nuclear (NBC) incidents, risk communication Literature - IPCS (1999) Public Health and Chemical Incidents. Guidance for National and Regional Policy Makers in the Public/Environmental Health Roles, 118 pp. - VROM/VWS/BZK (1999) Communicatie naar de bevolking bij incidenten met gevaarlijke stoffen. 64 pp. - Meulenbelt, P., de Vries, I. en Joore, J.C.A. (1996) Behandeling van acute vergiftigingen. Praktische richtlijnen. Bohn, Staffleu en van Lochem. Study path - Some classical disasters such as the dioxin disaster in Seveso, Italy (1976), the isocyanidedisaster in Bhopal (1984) and the nuclear disaster in Chernobyl (1986) will be analyzed using scientific publications. - The participants will be trained to perform an initial appraisal of health risks using an internet portal with toxicity data (PATCHWORK) and computer programme to model dispersion of a toxic cloud (ALOHA). - The participants will be trained how to make important decisions based on a limited set of information and under time pressure such as the decision to provide shelter or evacuate the population at risk. - Predicaments of a health surveillance study will be discussed. What are possible goals and scientific hypotheses that can be studied and to what end? What are the consequences of such studies for the victims, health authorities and policymakers? - The participants will receive a basic training how to deal with the victim(s) of a small-scale laboratory-based chemical incident. - The most important skills in health risk communication will be addressed in a video training. - The participants will have the opportunity to prepare a scenario, intervention and communication plan for a realistic large-scale disaster in the city or region of Nijmegen. Remarks Of the 20 days of the course 6 will be combined with the post-graduate (PAOG) course PIGOR for physicians and health experts in the field of GHOR (geneeskundige hulpverlening bij ongevallen en rampen). In this part of the course leading experts from different parts of The Netherlands and Belgium will discuss their thoughts and experiences with the participants. 81 4.5 DESCRIPTION OF ELECTIVE MODULES Information analysis in medicine Isis code Course year Periode 5MI01 master 02 Coordinator Dr. G.J. van der Wilt, adress: 138 MTA medical technologie assessment, secretariaat, email: G.vanderWilt@MTA.umcn.nl, telefphone: 13126 Description Medical process in the title of this course can be seen as the workfloor of the physician, the medical researcher or the medical manager. This 'medical proces' is the heart of medical practice, medical research and medical management. These processes will be looked at from an information analysis perspective. The central theme is medical decision making . The decision making proces is the basis for actual medical practice. It is therefor the basis for quality of care and the generation of costs of health care. Decisions on individual patients take place in all of patient care. Patient care decisions are based on (1) data that is already collected from that patient together with (2) medical knowledge that is build from literature and experience. Resulting decisions again are registered as patient data in the patient medical record. To use medical knowledge and patient data effectively it is important that this information is well-documented and an unambigious terminology is used. Looking for comparable cases in large patient data bases to support decision making is an interesting feature of electronic patient records. Medical evaluation studies are based on (1) available knowledge and (2) data from patients that fulfil the inclusion criteria of the relevant studies. The results of these studies can also directly support evidence based decision process as in patient oriented literature retrieval and protocol development. Unambigious medical terminology is adressed by discussing different medical classification systems and the use of these systems in evaluation studies During this course you will attend and analyse practical clinical meetings where patient cases are discussed. Relation This course is one of the obligatory courses for Evaluation in Health Care. As 'bijvak' this course can be of interest for epidemiologists that want to get more insight in medical decision making as part of daily medical practice. This course is directed towards the critical appraisal of care of individual physicians, where as course 5KVZ8 (medical curriculum) is directed towards medical management. Key words medical decision making, clinical guidelines, electronic patient records, classification systems Literature Guide to medical informatics, the internet and telemedicine, E. Coiera 82 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Study path information analysis, clinical reasoning, decision analysis, protocol devolpment, medical terminology Policy analysis and management Isis code Course year Periode 5OZBC master 05 Coordinator Dr. Ir. R.P.B. Reuzel, address: 138 medical technology assesment, email: R.Reuzel@MTA.umcn.nl, telephone: 16659 / secr. 10389 Description Scientific and technological developments cannot be kept in a test tube. They are societal activities that deeply permeate the social context in which they exist. A society of persons who are worried, or foster high expectations. Who have stakes, different views, and disagreements. How would you account for that, if you were to steer scientific and technological developments in a societal context? This course, which is the main course of the M- (management) profile, is targeted at preparing top class students for a role as a scientific counsellor or advisor. Scientific counsellors combine ample knowledge of their scientific discipline with insight into the interaction between science, technology, and society. Additionally, they keep a keen eye on the views and stakes of persons involved, and have the analytical and communicative skills to handle these. During this course, students learn to view counselling as both a matter of content and a matter of managing human interaction. They will acquaint themselves with the following issues: argumentative policy analysis; the interaction between science, technology, and society; and project management. Besides, they receive training in: teamwork; interviewing and conversational techniques; managing conflicts; and win-win negotiation. A critically important aspect of this course is self-reflection: to know who you are, how you work with others, and why you react the way you are inclined to do, particularly in difficult situations. Managing yourself ' that is what it is all about, essentially. Therefore, your trainers will pay due attention to your participation and your personal development during the course. Position of this course in the curriculum This course is compulsory for students who opt for a M- (management) profile of their study. They must complete this course, before they embark on an internship that is also part of their profile. During the course, it is assumed that students have done 5OMB5 'Ethics and philosophy of biomedical sciences.' Moreover, having completed the course 5EG02 'Policy research' will prove advantageous, although this is not compulsory. Key words Counselling; project management; the interaction between science, technology, and society; philosophy of technology; steering scientific and technological developments; interviewing; engaging in (difficult) conversations; teamwork; managing conflicts; win-win negotiation; self-reflection. 83 4.5 DESCRIPTION OF ELECTIVE MODULES Literature Relevant texts will be circulated during the course. Study path Students will first learn to identify societal issues surrounding scientific and technological developments, and draw a societal map of actors involved. Then, they will learn to analyse the different views and stakes that render the societal issues problematic, emphasizing the normative assumptions underlying these views and stakes. On this basis, students try to develop widely endorsed solutions and write a policy issue paper. Meanwhile, students participate in workshops that are targeted at developing skills counsellors need to maintain themselves in a societal context: engaging in (difficult) conversations, managing conflicts, win-win negotiating, and self-reflection. To this aim, students will participate in role-plays, which are primarily based on the students' own past experiences. The last day of the course is devoted to self-presentations, during which students report on what they have learned about themselves as scientific counsellors: what are their strengths and weaknesses, and what should they want to learn in the future? Remarks Participation in this course is limited to 16 students. Students who have chosen for an Mprofile precede other students, provided that they have enrolled timely, i.e. before the deadline. Students who wish to participate are strongly advised to contact the course coordinator in order to assess whether the course is suitable for them. Cause and effect in tissue damage Isis code Course year Periode 5P003 master 01 Coordinator Dr. P. van Lent, address: 470 reumatische ziekten, secretariaat, email: P.vanLent@reuma.umcn.nl, telephone: 10512 Description During inflammatory reactions and during growth and metastasis of tumor tissue we can observe a scale of characteristic processes in the tissues. This includes the elimentary aspects of cell influx from the bloodcirculation, local proliferation in the tissues and damage of the host tissue. Recently, breaking research has been performed in the area of innervation and neovascularisation (new formation of blood vessels). Leaded by technological breakthroughs in the moleculair biology (recombinant proteins, gene transfection/deletion) the insight in the mechanisms of the above mentioned processes has been remarkedly improved. Thereby the exponentional growing knowledge about the role of adhesion molecules, cytokines and growth factors must be emphasized.These developments give us relevant therapeutic targets and offer better possibilities for targeted treatment of disease processes using biological response modifiers. Within this block, attention will be given to theoretical backgrounds and to practical research of these processes via short-lasting cell and tissue cultures. 84 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Key words Regulation of cell influx/activation of endothelial tissue; neovascularization in inflammation and tumor growth; role of cytokines in inflammatory processes; mechanisms of tissue destruction (destructive enzymes). Examples and relations with pathological clinical pictures will be given by the departments of Pathology, Tumorimmunology and Rheumatology. Literature Rubin/Farber and workbook Study path The various parts will start with lectures, self study assignments and group assignments about the theoretical backgrounds. In addition cell/tissue interactions will be further illustrated and investigated in experiments in the laboratory. Hereby special attention will be given to methodologies for blocking pathology/tissue damage. Repair and regeneration of tissues and organs Isis code Course year Periode 5P004 master 02 Coordinator Dr. X.F. Walboomers, address: 309 tandheelkunde, parodontologie en biomaterialen secretariaat, email: F.Walboomers@dent.umcn.nl, telephone: 14086 Description Due to the ageing of our population, there is an increasing need for materials and techniques, which can be used for the repair or even regeneration of lost or damaged tissues and organs. Recently, this has led to the advent of a new branch of biomedical research; called "tissue engineering" (TE). TE aims to develop means to repair, uphold, or improve diseased tissues. A large number of technological and biological aspects is considered, like the development of matrices, the retrieval of stem/precursor cell types, and the use of growth factors. The expanding area of TE also accounts for an ever growing number of research institutes and companies actively involved in the field (job opportunities), and an increasing number of scientific magazines and conferences addressing to these developments. In this course, the main aspects and methods of TE will be considered, in theory as well as in practice. Main objectives The student is able to describe the fysiological processes of tissue repair, and can formulate biomedical strategies to enhance repair and regeneration of damaged tissues and organs. Key words In the course, tissue regeneration will be discussed from many different angles. Lectures and workgroups will be organized from departments like Biomaterials, Biochemistry, Pathology, Orthopeadics, Rheumatology, Immunology, and Ethics. Besides the theoretical background, attention will be given to practical applications of tissue regeneration. The student will gain 85 4.5 DESCRIPTION OF ELECTIVE MODULES experience with a large number of different techniques in the area of biomaterials, matrix biology and growth factor research. Literature 1) Rubin E, Farber JL. Pathology. Third edition. Philadelphia (etc): J.B.Lippincott Company, 2003. 2) Alberts B, et al. Molecular Biology of the Cell. Third edition. New York (etc): Garland Publishing Inc., 1994. 3) Kumar PJ, Clark ML. Clinical Medicine: A textbook for medical students and doctors. London (etc): Baillière Tindall, 1994. 4) All scientific papers, as available in the reader. Study path It is aimed to provide a weekly schedule of lectures, group assignments, and self-study assignments to provide the student with a solid base knowledge to address to tissue engineering challenges. This background will be used in several laboratory approaches for practical work, of which reports are prepared and discussed amongst the group. Cellular communication in health and disease Isis code Course year Periode 5P005 master 04 Coordinator Dr. P.H.G.M. Willems, address: 286 Biochemie, email: P.Willems@ncmls.ru.nl , telephone: 14589 Description A major part of the research within the Radboud University Medical Centre Nijmegen is related to diseases caused by aberrant cellular communication. Important subjects are wellknown diseases such as rheumatoid arthritis, cancer and retina degeneration, but also a rare disease like leukocyte-adhesion-deficiency syndrome is intensively studied. Research is both patient-oriented and basic and involves clinical as well as genetic, molecular, and cellular components. In this elective course, focus lies on the interaction between these various disciplines at the patient, organ, cell, molecule and genetic levels. During this course various education methods will be used including lectures, interactive lectures, self study and group assignments, practicals, computer-assisted learning and demonstrations. If the student successfully completes this course he/she will have a thorough understanding of how clinicians and basic researchers collaborate in their efforts to elucidate the pathophysiological processes underlying disease. The course consists of three parts. 1. In the first part (week one), a choice of lecturers will introduce the four subjects to be dealt with during this course. They will focus on the genetic, biochemical and cell biological disturbances that underlie the above-mentioned diseases. 86 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME 2. In the second part (weeks two and three), each student will choose his/her own subject for an in-depth, beyond the text book, literature study. The maximal number of students per subject group will be eight and small subgroups of two students will be formed to study the various aspects of the disease in greater detail. In the middle of the third week, each subgroup will hand in a written report to the subject supervisor, and at the beginning of the fourth week each subgroup will give an oral presentation within its own subject group. Finally, each subject group prepares a comprehensive report that will be handed in to the four subject leaders and the course leader in the middle of the last week. During the last day of the course, each subject group will give an oral presentation about all aspects of the disease they studied. 3. In the third part, the students will be introduced to the daily practice of basic research. Young researchers of the Nijmegen Centre of Molecular Life Sciences will present themselves and provide on-site demonstrations of the state-of-the-art research equipment and techniques that they are using in their research. In addition, the students will perform their own practical (one afternoon in the second week). In preparation of this practical, each subject group will be asked to read a research paper, to formulate a hypothesis and to design experiments to test the hypothesis. During the practical, the experiments will be carried out and the results will be written down in a brief report in the form of a scientific paper. Relation 5B102; 5B103; 5O104; 5B201; 5B202; 5PT01; 5TP02; 5P003 Key words Cell communication, receptors and ligands, signal transduction, cytokines and inflammatory bowel disease, Wnt signaling and tumor genesis, integrins and the immune system, rhodopsin and retina degeneration. Literature Library and Pubmed (books): Alberts / Johnson / Lewis / Raff / Roberts / Walter, Molecular Biology of the Cell, Garland Publishing Inc., New York & London, 4th edition 2002, Chapter 15. Core textbooks: Baynes / Dominiczak, Medical Biochemistry, Elsevier, 2nd edition 2005. Alberts / Bray / Hopkin / Johnson / Lewis / Raff, Essential Cell Biology. Garland Publishing Inc., New York & London, 2nd edition 2004 Silverthorn, Human Physiology, an integrative approach, 1st edition. Kumar / Clark, Clinical Medicine: a textbook for medical students and doctors. London: Baillière Tindall, 5th edition 2002. Remarks The final grading will be based on the report, oral presentation, and discussions of the subgroups, on the report, oral presentation and discussions of the group, and on the practical report and discussions. The discussions will be important for individual assessment. There will be no formal exam. 87 4.5 DESCRIPTION OF ELECTIVE MODULES Qualitative Research Isis code Course year Periode 5QRE master 07 Description Unfortunately only a minority of new research developments are applied in the daily practice of patient care. As a consequence patients are needlessly deprived of effective or efficient care, or they receive non patient centred, unnecessary or, even worse, harmful care. To analyze these deficits appropriately qualitative research methodology and instruments are often indispensable. In health care research, the influence of qualitative research methods has significantly grown over the last few years. The methodological antagonism between quantitative and qualitative research is changing into a more fruitful methodological dialogue. Qualitative research aims at the description of characteristics of phenomena, while quantitative research aims at scoring results on a quantitative continuum. Qualitative methods are appropriate for the study ofa topic that is poorly understood, focuses on experiences and emotions, describes issues of a process and aims at improvong understanding of the context in which the behaviours take place. It enriches the possibiliteis to interpret results. Acquiring both quantitative and qualitative skills stimulates the methodological flexibility of researchers. Although the foundations of enquiry are not fundamentally different between both, the qualitative approaches require specific competences. Main objectives The student is able to: 1) present a variety of qualitative research methods that can be used in research 2) apply a variety of qualitative research methods, to interpret and orchestrate them correctly and to defend them scientifically 3) write and defend a research proposal in which qualitative methods prevail. Relation 5QRE is an elective course that is part of the additional programme Evidence Based Practice (EBP). A choice for this programme means adding specific subject matters to your major subject area, to optimize preparation for a PhD position. Within the research profiles, the EBP programme offers a career track designed within the Master Biomedical Sciences to improve the link between initial academic education and the Nijmegen Centre of Evidence Based Practice (NCEBP) research institute. As an EBP track student you have a unique opportunity to work side-by-side with established researchers from the institute and have access to activities organised by NCEBP programmes. It enables to acquire more insight in a working environment closely related to clincal practice, where the interaction between clinically oriented and methodologically oriented researchers is highly valued. 5QRE is added to a basic package ((Methods of data collection/5E001, Statistical analysis with SAS and SPSS/5E002, Clinical Epidemiology/5E004, Cost-effectiveness/5EG01 and Outcome assessment/5EG04) with the addition of Implementation of Biomedical Evidence 88 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME (5IBE), a minor in one of the NCEBP research themes and participation in NCEBP activities. At least two EBP related modules (such as 5MG01, 5E003, 5ECWO) or modules from the major subjects Epidemiology, Health Technology Assessment or Occupational and Environmental Health are considered as a differentiation package. Key words Qualitative methods, qualitative instruments, research proposal Remarks The course will be organized every other year. The next time is scheduled in March 2008 (academic year 2007-2008). This course will NOT be organized in the academic year 20082009. Chemical mutagenesis and carcinogenesis Isis code Course year Periode 5T003 master 01 Coordinator Dr. R.P. Bos, address: 149 farmacologie-toxicologie, email: R.Bos@pharmtox.umcn.nl, telephone: 14203 / secr. 13691 Description To prevent cancer it is important to have insight in the mechanism of chemical carcinogenesis. In this course the student will meet the several roles that xenobiotic chemicals may play in the occurrence of cancer. A number of aspects will be discussed in the form of self studies, group assignments and practical exercises. The different aspects of the course are following the leading thread in chemical carcinogenesis: the role that chemical compounds play in the induction of cancer, the methods that are used to detect cancer causing properties of chemicals, the role of animal experiments, the working mechanism especially biotransformation, the development of a mutation into a tumor, screening of carcinogens, the measurement of exposure to cancer causing chemicals and policy. Next, there is enough evidence to suppose that exposure to certain chemicals may lead to the occurrence of hereditary malformations in the progeny. The origin of cancer and that of hereditary malformations due to exposure to chemical compounds is at least in part based on the same working mechanism. Changes in DNA play a crucial role in this. In the practical part of the course the mutagenicity of an industrial sample will be investigated. In addition attention will be paid to the relationship between research and legislation with respect to carcinogenic chemicals in the Netherlands. Main objectives 1. The student is able to explain the role of certain groups of chemicals in the induction of cancer. He/she is also able to explain the role of the organism in this process. 2. The student can describe the advantages and disadvantages of the several methods in use for the detection of mutagenic and carcinogenic properties. 3. The student can connect the policy in regard to handling carcinogenic compounds with the 89 4.5 DESCRIPTION OF ELECTIVE MODULES working mechanism of these compounds. 4. The students can describe several approaches in the determination of exposure to carcinogens or assessment of carcinogenic risks. Key words Carcinogenesis, mutagenesis, mitogenesis, genotoxicity, short term assays, animal studies, toxification, detoxification, risk assessment, policy on cancer causing chemicals. Literature Cassarret & Doull's Toxicology and several scientific papers. Study path The role of the epidemiology and of animal experiments in the research of carcinogenic properties of chemicals will be compared (ga and ss). The student will study the several aspects of the working mechanism of chemical carcinogens (l, ss, ga). The student will develop a research protocol on basis of a scientific question (ga) and perform this study during practical work (p). The student can mention and describe some methods in use for the detection of mutagenic and possible carcinogenic properties of chemicals (ss) and can explain the usefulness of these methods. The student can mention methods in use for the measurement of exposure to possible carcinogenic agents. In a lecture the way mutagenic and carcinogenic risks can be estimated (qualitatively) will be explained. In addition, short term assays that are prescribed in the prescreening of chemicals with respect to mutagenic and carcinogenic properties will be elucidated. Occupational toxicology Isis code Course year Periode 5T004 master 02 Coordinator Dr. Ir. P.T.J. Scheepers, address: 133 epidemiologie en biostatistiek, email: P.Scheepers@EPIB.umcn.nl, telephone: 16878 / secr. 19630 Description Workers in direct contact with industrial chemicals may suffer health consequences. These may be acute effects of an exposure to concentration peaks or health implications of low exposure levels that appear only after a very long exposure period such as cancer. In this course students will acquire research skills to identify possible occupational hazards, based on available material safety data sheets. The information of industrial products will be analyzed using toxicological databases on the Internet. As part of a risk assessment the students will learn how to obtain quantitative data on external and internal exposure during a survey in an industrial setting. Some toxic substances will be measured in air and (if possible) in biological samples. Exposure will also be modeled using computer applications. Attention will be given to strategies to reduce exposure to industrial chemicals such as substitution of chemical products, changes of process conditions, local exhaust ventilation and use of personal protective equipment. 90 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Main objectives - The student can identify the most important chemical and/or biological factors that pose a potential health threat and perform a risk assessment and prepare recommendations to prevent occupational disease - The student has laboratory skills to be able to investigate exposure to chemicals on the workplace. Relation 5T003 contains relevant knowledge but is not obligatory. Key words biological monitoring, exposure assessment, material safety data sheets, and occupational diseases, risk assessment Literature C.D. Klaassen and J.B. Watkins, eds. (2003) Casarett & Doull's Essentials of Toxicology. McGraw-Hill, New York Study path - In a series of self study assignments the following subjects will be covered: risk assessment, ambient exposure assessment, biological monitoring, polymorphisms in biotransformation, material safety data sheets, occupational disease, personal protective equipment, occupational exposure limits and skin absorption - An occupational toxicology survey will be conducted in an industry in or near Nijmegen. Students will have the opportunity to operate direct reading instruments for detection of toxic gases and vapors. Sampling equipment will be used to collect toxic gases, vapors and aerosols for off-line analysis using gas chromatography. - Students will learn to work with a computer system (PIMEX) that combines continuous exposure data with a video image. This application can be used to analyze exposure determinants and explore possibilities for interventions to reduce exposure. - During a computer training students will obtain skills in modeling of skin absorption of chemicals (SkinperX) and a decision support system will be used to increase understanding of determinants of exposure and to model interventions to reduce exposure (EASE). - Student will be trained in the analysis of biomarkers for exposure to industrial chemical as part of a biological monitoring programme. The interpretation of the lab results will be discussed with the participants. Remarks It is recommended to wear old clothes when conducting the occupational toxicology survey. If possible and excursion will be organized to an industry to discuss their views on risk assessment of toxic substances used and show some of the working conditions related to handling of industrial chemicals. There is no budget available to cover travel costs of students to this industrial site. 91 4.5 DESCRIPTION OF ELECTIVE MODULES Clinical toxicology Isis code Course year Periode 5T006 master 03 Coordinator Dr. C. Kramers, address: 149 farmacologie-toxicologie, email: C.Kramers@PHARMTOX.umcn.nl, telephone: 19880 / secr. 13691 Description Clinical toxicology is concerned with the adverse effects of drugs and other chemicals in humans, and especially how to treat poisoning by such materials. In this course, focus is on the problems drugs may cause. Questions that will be addressed in the first week are how people should be treated who poison themselves with large amounts of drugs. Should gastric lavage be performed? When should haemodialysis be applied? Who must be admitted to the hospital and who should be monitored at the intensive care unit? Answers to these questions will be discussed with the aid of a pharmacokinetic computer program. In the second week, drugs of abuse will be studied. Focus will be on cocaine, amphetamines (like XTC) and GHB. The students will design and perform a study to test the hypothesis that coffee can be used to neutralize the effects of alcohol ingestion on driving performance. In this study, a computer-based test system will be used that was developed by the department of psychiatry, to study the effect of psychoactive drugs. In small groups, the students will visit a care centre for people who are addicted to drugs and the Netherlands Forensic Institute. In the third week, the effects of drugs on pregnancy, fetal development and fertility will be studied. The drugs of abuse from week two will be revisited and the relation between smoking and fertility will be studied. Alternatively, the beneficial effects of vitamins and folic acid on pregnancy will be discussed. Finally, the adverse effects of occupational exposure to drugs used in hospital (e.g. cytostatics, anaesthetics) will be highlighted. In the fourth week, focus will be on side effects of drugs and drug interactions. The Netherlands Institute for Pharmacovigilance (Lareb) will bring in recent reported side effects. Students will be asked to perform the scientific analysis, to decide whether a reported side effect is really related to drug ingestion. In this analysis, both epidemiological data and pharmacodynamic considerations will be combined to make the final verdict. The student will write an abstract and give a presentation about one specific side effect. Lastly, students will be introduced to the problems of polypharmacy. What combinations of drugs are often harmful and what can be done to prevent problems? Main objectives 1. The student is able to describe and interpret qualitative and quantitative aspects of intoxications and side-effects of drugs, with specific reference to the harmful effects on individuals and the unborn child. 2. Based upon the principles of toxicokinetics and toxicodynamics, the student is able to analyze intoxications and harmful drug effects, and to establish effective preventive and therapeutic measures. 92 CHAPTER 4: COMPOSITION OF THE BMS MASTER’S PROGRAMME Relation In this block Pharmacokinetics, as taught in 'Regulatie en Integratie 1' will be used extensively. Key words Clinical toxicology, drugs of abuse, pharmacovigilance, drugs in pregnancy and fertility Literature Meulendijks et al 2003 Neth J Med; 2003;61:164-7 Vale et al 1995 Lancet; 346:547-52 Singer et al 1995; Ann Emerg Med 26:49-53 www.uptodate.com : General approach to drug intoxications in adults Schiodt et al 2002; Clin. Pharmacol. Ther. 71:221-225 Schmidt et al 2002; Hepatology 35:876-882 Marczinski CA, Fillmore MT. Exp Clin Psychopharmacol; 2003:228-36. Study path Week 1: acute poisonong Week 2: drugs of abuse Week 3: drugs in pregnancy and fertility Week 4: pharmacovigilance Remarks This block is a must for students who wish to have a career in drug research or toxicology. 93 4.5 DESCRIPTION OF ELECTIVE MODULES 94 CHAPTER 5: TESTS AND EXAMINATIONS Chapter 5: Tests and examinations 5.1 Legacy about study programmes and “master examen” Since September 2004, all study programmes in the European Community make use of the European Community Course Credit Transfer System (ECTS) in order to provide common procedures to guarantee academic recognition of studies abroad. European Credits (EC) reflect the quantity of work of the student, including contact hours, hours spent preparing assignments and hours of independent study. The full two-year master degree programme Biomedical Sciences consist of 120 EC. In one year of regular full-time study, a student earns 60 EC credits. A study programme consists of different units of study. Each unit of study is concluded with an interim examination, which we call ever since now a test. All units of study are mentioned in the rules for a study programme (the "Onderwijs- en Examenregeling", "OER"). In the OER, a detailed description of all the requirements that must be met before a student has successfully completed a particular study programme. The master's programme is concluded with the "master examen", the final examination. This is a review of the student's academic achievements to whether or not he has met all requirements for the study programme. For the exact list of compulsory units of study requirements to pass the master examen, see the Onderwijs- en Examenregeling on the internet, www.umcn.nl/student. 5.2 Testing in the master’s programme The master's programme consists of major subjects, internships and elective courses. Most major subjects and elective courses are concluded with a written test. Often, a written essay or an oral report is part of the assessment. The assessment of the internships consists of two components: • the internship report assessment, determined by the internship supervisor • the internship performance assessment, determined by the internship supervisor. The final assessment of the internship is always made by the subject area tutor. 5.3 Significant dates 5.3.1 Testing On the internet, www.umcn.nl/student, you find a list of test dates. 95 5.3 SIGNIFICANT DATES 5.3.2 Master examen and graduation meeting Eight times a year, the examination board approves the submitted individual master's programmes and reviews which students passed the requirements for the master examen. Four times a year, a festive graduation meeting takes place. The meetings of the examination board and the application dates are listed at www.umcn.nl/student (see Studenten biomedische wetenschappen / Toetsen en examens / Vergaderdata examencommissie en uitreikdata). Two weeks before the meeting, approval inquiries of the individual master's programme must be sent to the secretary of the examination board (address, see 7.4). Application for the master exam must be done at the desk of the Student's information point, at most four weeks before the application date of the examination board meeting. 5.4 Special regulations Special regulations are: • making a special test, different from the normal procedure as described in the rules of the study programme or module guide; • creating an extra possibility to make test; • using extra university facilities (for students with a disability), for example extra time. Students who want to claim a special regulations must send a written request to the examination board, at most two weeks before the meeting (address see 7.4). Claims can also be made by the study advisor. Exemption of study units If you think that you are eligible for exemption of compulsory study units, you must send a request to the examination board (address see 7.4). The subject area tutor and study advisor can advise you about the probability of approval. 5.5 Rules of examination results 5.5.1 Determination of grades The grade of each test must be announced within four weeks after the test. In special circumstances, the examination board can prolong the periode of time to six weeks. Announcement of prolonged periods of time must be done before the start of the module. Students can request their grades on their KISS-account (see 6.1.2). Grades in the Netherlands are from 1 to 10. Grade 1 is extremely unsufficient, grade 6 is passed, and grade 10 is outstanding. The exact procedure of examination results is described in the Onderwijs- en Examenregeling (see www.umcn.nl/student). 96 CHAPTER 5: TESTS AND EXAMINATIONS 5.5.2 Validity of test results The validity of test results is limited. The governing council of Radboud University Nijmegen Medical Centre can limit the validity of some units of study, if major changes have been made in the study programme. Usual, if major changes are made, transitional regulations with an ultimatum to the units of study are set up. Students who want to prolong the validity of test results must send a written request to the examination board, at most two weeks before the meeting (address see 7.4). The exact procedure of examination results is described in the Onderwijs- en Examenregeling (see www.umcn.nl/student). 5.5.3 Right to inspection During at least thirty days after announcement of the grades, the examined tests and the marks by the examiner may be seen by the student on his request. During the same period, also other interested parties, for example lecturers and members of the examination appeals board have the right to inspect the tests. The exact procedure of right to inspection is described in the Onderwijs- en Examenregeling (see www.umcn.nl/student). 5.6 Judicium The examination board awards the title "Bene Meritum","Cum laude", or "Summa cum laude" to the master examen. In General: "Bene Meritum", if the arithmetical mean of all grades is higher or equal to 7.5. "Cum Laude", if the student has earned the grade 7 or higher for all units of study, the grade for his major subject Research training is 8 or higher, and the arithmetical mean of all grades is higher or equal to 8. "Summa cum laude", if the student has earned the grade 7 or higher for all units of study, the grade for his major subject Research training is 8 or higher, and the arithmetical mean of all grades is higher or equal to 9. Students does not have to apply for the "Judicium". The examination board has the possibility to deviate from this directive in favour of the student. The exact procedure of right to inspection is described in the appendix of the Onderwijs- en Examenregeling (see www.umcn.nl/student). 97 5.7 FRAUD 5.7 Fraud Fraud in the sense of: acting or omitting to act by a student, in a way that is aimed at making it in part or completely impossible to make a adequate judgment of his/her knowledge, insight and capacities. If, in advance of or during the assessment of the result of an examination, fraud is being suspected or ascertained, this will be communicated to the student by the invigilator or examiner as soon as possible. The invigilator will, in the presence of the student, write down the ascertainment of fraud on the answer booklet. At the end of the examination, the invigilator will report, in writing, about the ascertained fraud. The student will be given the opportunity to add a written comment to the written report of the invigilator. The written report and the possibly added written comment of the student will be delivered to the examinator concerned and the committee of examination. To the examination concerned, in relation to which fraud is suspected, no result will be appointed. Furthermore, the committee of examination may exclude the student of further participation in the examination concerned. The exclusion is only applicable to the next opportunity to take the relevant examination. The decision to exclude the student, will not be made by the committee of examination, until the student concerned has been heard. For more information about the exact procedure and regulation view the Onderwijs- en Examenregeling at www.umcn.nl/student. 5.8 Regulations for appeal In case a student disagrees with the judgment by the examiner of part of the examination, or with the conduct of the preliminary examination/examination, he or she can give notice of appeal. It is also possible to give notice of appeal with regard to a decision made by the Examination board. Discord in relation to part of an examination In case of discord in relation to an examination at the end of a module the student ought to give notice of appeal to the examiner first. If this appeal does not lead to a satisfying result, the student can give notice of appeal to the College of Appeal for Examinations (COBEX). However, it is best to apply to the Examination board first. The appeal should be brought to the notice of the Examination board in a written form. If this too does not lead to a satisfying result, the student can still give notice of appeal to the College of Appeal for Examinations. Discord in relation to decisions made by the Examination board In case of discord about the decision made by the Examination board a notice of appeal should be given directly to the College of Appeal for Examinations. For information on the exact regulation, the address, the procedure and the criteria needed to appeal, view the Onderwijs- en Examenregeling at www.umcn.nl/student and the information at www.ru.nl. 98 CHAPTER 6: STUDENT AFFAIRS OFFICE RADBOUD UNIVERSITY NIJMEGEN Chapter 6: Student Affairs Office Radboud University Nijmegen 6.1 Student Affairs Office 6.1.1 Services Do you have questions about your registration at the university, or has the progress of your studies come to a standstill? Would you like to know more about government funding or are you in search of student social activities? The staff at the Student Affairs Office are prepared to put you on the right track in the areas of student administration, guidance counseling and student life. Below you will find descriptions of the main student facilities offered by the Student Affairs Office. 6.1.2 Student Affairs Desk The main entrance to the Student Affairs Office consists of the Student Affairs Desk. This is where you can obtain information about student counselors, student psychologists, the study and career advisor and professional skills trainers. At the Student Affairs Desk you can also make an appointment with a counselor or psychologist, or sign up for a study skills course. You can also come to the Student Affairs Desk with all your questions concerning registration at the Radboud University Nijmegen: If you have a delay in your study due to personal circumstances, if you need information about personal government financial assistance, or if you require various folders, forms and brochures you can contact this desk. The KISS Help Desk is also located at the Student Affairs Desk. The Student Affairs Desk is open daily from 10:00 a.m. to 5:00 p.m., except for the first Friday afternoon of every month, and is located at Comeniuslaan 4 on the campus. You can also reach the staff of the Student Affairs Desk by phone during workdays from 8:30 a.m. to 12:30 p.m., and from 1:30 p.m. to 5:00 p.m., at telephone number (024) 361 23 45, or you can send your questions by email to balie@dsz.ru.nl. The Student Affairs Office can also be accessed by Internet, of course, at www.ru.nl/studentenzaken. 6.1.3 Student Administration All students of the Radboud University Nijmegen are registered through the Central Student Administration. Before the beginning of a new academic year, each registered student receives a preregistration form. In order to receive your student ID card in plenty of time, make every effort to return the form before 15 July. Because of the long queues forming at the Student Affairs Desk, particularly at the beginning of the school year, you are advised to return the preregistration by mail. Don't forget to sign the form or your registration will be considered invalid. We advise you to arrange your registration directly after June 1st. Usually the student ID card takes an average of six weeks to arrive after your registration form has been sent in. You can find more information concerning registration in the in the student statutes and at www.ru.nl/student. Termination of enrolment upon graduation can be arranged by the examination board. 99 6.1 STUDENT AFFAIRS OFFICE 6.1.4 KISS (KUN Internet Student Service) Each student at the Radboud University Nijmegen has access to KISS. Through KISS you can check your exam results, sign up for re-exams, report a change of address, receive and send email, design a web page and obtain access to the internet. The monthly newsletter of the Radboud University Nijmegen is also sent to all students via KISS. The newsletter contains important pieces of news having to do with the Radboud University Nijmegen. At the beginning of your first year you will be mailed information about your KISS account along with your personal login code. When you first log in, the code should be changed to a personal password. If you forget your password, you can apply for a new one by showing your student ID card at the Student Affairs Desk. You can find the KISS programme on the Internet via www.ru.nl/student. On these pages you can also read how to access the Internet via Radboud University Nijmegen. Any questions and problems having to do with your KISS account can be dealt with at the Student Affairs Desk, or by simply sending an email to helpdesk@student.ru.nl. 6.2 Student Counseling 6.2.1 Student counselors Student counselors are available to answer your questions or provide information about rules and regulations. Student counselors give advice and guidance in the event of financial problems, for instance, illness, termination of enrolment, problems with government funding (studiefinanciering), student accommodation, or when you feel you have been unjustly treated during a regular or a final exam. Reports of a study delay should also be made through the student counselor. Furthermore, one of the student counselors serves as a permanent contact person for top athletes registered at the Radboud University Nijmegen. There are student counselors who specialize in particular areas such as helping students with functional disorders or students with a foreign educational background. All discussions held with the student counselor are strictly confidential You can make an appointment with a student counselor at the Student Affairs Desk. Telephone consultations are also held on workdays from 9:00 a.m. to 10:00 a.m. and from 4:00 p.m. to 5:00 p.m., at tel. (024) 361 23 45. 6.2.2 Student psychologists You can meet with the student psychologist to discuss complaints related to your studies. If you are experiencing concentration problems because you suffer from examination anxiety, for example, it can help to make an appointment with a student psychologist. You can also discuss other personal problems that are interfering with your studies, such as depression or social insecurity. You do not need to be overwhelmed by these problems before you make an appointment with a student psychologist. You can make an appointment to discuss personal problems which seem relatively simple. After an initial interview you can choose between individual or group assistance. In a number of cases you will be referred to another therapist or agency. In some cases the initial interview is sufficient for information, advice or mediation. You can make an appointment with a student psychologist at the Student Affairs Desk. Telephone consultations are also held on 100 CHAPTER 6: STUDENT AFFAIRS OFFICE RADBOUD UNIVERSITY NIJMEGEN workdays from 8:30 a.m. to 9:00 a.m. and from 12:00 p.m. to 12:30 p.m., at tel. (024) 361 23 45. The intake is free of charge. A onetime contribution of € 25. is charged for attending group sessions or individual sessions. 6.2.3 Study skills The trainers at the Student Affairs Office provide courses and training sessions in the area of study skills, social skills and professional skills. For instance, you can take a course in writing a thesis or applying for a job, but you can also sign up for a training session in giving presentations. All the training programmes are briefly described at the website. A schedule with the dates for the courses is available at the Student Affairs Desk. Announcements regularly appear in VOX. All training programmes require that you make an appointment beforehand for an admission interview. Each course costs € 25.00. You can register at the Student Affairs Desk. 6.2.4 Study and Career Advisor If you are uncertain about your current field of study, or if you are considering stopping altogether with your study, an interview with the study and career advisor can help point you in the direction of other alternatives. In this way you can investigate the other options, given your educational background or course load and/or your particular interests. The advisor can also help you if you cannot make up your mind between two courses of study, or if you are in doubt whether a certain course is feasible. He or she can also help you with questions related to choosing a minor, preparing for the job market, attending refresher and postgraduate courses or postWO/HBO study programmes. It is possible to take a career aptitude test. The test consists of a number of questions and a talk with the study and career advisor. The career choice test costs € 25. Information is provided and registration can be done at the Student Affairs Desk. 6.2.5 Students with a disability It is understood that students with a functional limitation based on one or more physical, sensory or other disorders that could influence their ability to study should be able to participate in a study programme and that they should have just as much chance to succeed as any other student. The Radboud University Nijmegen tries its best tto be an institution of higher learning that is wellequipped for students with disabilities. All ailments which are permanent (or temporary) and which impede study progress fall either under the category physical disability or chronic illness. These include the following disabilities: visual, auditory and motoric dysfunction; language and speech disorders, endurance problems, memory and concentration problems, functioning of bodily organs; psychiatric problems, epilepsy, rheumatism, chronic fatigue syndrome, heavy migraine headaches, whiplash, RSI, and so on. Because your study has been designed in such a way that you should have just as much chance at being successful as any other student, you can rely on various legal and university regulations concerning areas such as funding, housing, study materials, and exam procedures. In order to make optimal use of the university's facilities, it is advisable to contact the student counselor or advisor. The facilities required can thus be discussed in advance. For more information go to: www.ru.nl/studentenzaken/handicap.html. In addition, there is a group which is active at the Radboud University Nijmegen called the 101 6.2 STUDENT COUNSELING 'sounding board for students with a handicap.' This group helps students with a handicap by providing information concerning the existing facilities and current policy of the Radboud University Nijmegen in all its branches. If necessary, the group will discuss issues of importance and implement improvements by cooperating with the student counselor. The group consists of students, lecturers and the student counselor. It is open to comments from both students and lecturers whenever someone takes notice that certain study regulations are missing or not functioning properly (for example, easy access to buildings). Address: Comeniuslaan 4, PO Box 9102, 6500 HC Nijmegen, Tel. (024) 361 23 45, email: klankbordhandicap@dsz.ru.nl. 6.2.6 Victim Support Counselor & Complaints Committee for Undesirable Behaviour One of the student psychologists serves as victim support counselor for undesirable behaviour (on behalf of students). You can meet with her in the event of sexual intimidation, discrimination, aggression and violence, bullying and tormenting. If you prefer a male victim support counselor, this can be arranged. Appointments with the victim support counselor can be made at the Student Affairs Desk. If the mediation by the victim support counselor does not result in a solution, you can submit a complaint to the University Complaints Committee for Undesirable Behaviour. Such complaints can be submitted directly. Complaints are to be submitted in writing within two years following the incident of undesirable behaviour. This period of time does not apply if the incident constitutes a punishable offence. The Complaints Committee, which also includes a student, investigates the complaint and listens to both the accuser and the accused. The investigation is completed within six weeks after receipt of the complaint. No more than two weeks later, the committee reports to the Executive Board and gives advice on which measures should be taken. The Complaints Regulation was added to the student statues as appendix 9. A folder with more information is available at the Student Affairs 'Infotheek' (information library) and from the victim support counselor. The address for formal complaints is: Secretary of the Complaints Committee for Undesirable Behaviour, Radboud University Nijmegen, Post Office Box 9102, 6500 HC Nijmegen. Please, place the word 'confidential' on the envelope. 6.3 Information center BachelorMaster The center has all the information and documentation which deals with study programmes both at the Radboud University Nijmegen and outside the Radboud University Nijmegen, and other information concerning the job market and studying and internships abroad. The center also has outstanding computer facilities that you can use (with the help of special search engines, if necessary) to look up information on the Internet. The center is open workdays from 11:00 a.m. to 5:00 p.m. You can also reach members of the Information center by telephone at (024) 361 23 45 or via email address infobama@dsz.ru.nl. 102 CHAPTER 6: STUDENT AFFAIRS OFFICE RADBOUD UNIVERSITY NIJMEGEN 6.4 Student Life: Culture on Campus Each week, there are loads of things to do on campus with regard to culture: students and staff of the committee 'Culture on Campus' provide you with live music, cabaret, theatre, standup comedy, performing arts, literature, and film. Except for the films (admission fee is € 1.50), almost all performances and festivals are free. The performances are given on the podium of the Culture Café, in film room CC3 in the Lecture Hall Complex and in lunchtheater De Rode Laars (Erasmus building E2.64). Once a year, 'Culture on Campus' goes to the city centre, where the great StuKaFest is held in dozens of student digs. Culture on Campus's programme is presented in the monthly leaflet and on the culture menus in the canteens of Radboud University. Or find out more at www.ru.nl/cultuuropdecampus and sign up to be put on the mailing list. If your student union is looking for a partner to organise a cultural event, feel free to contact Culture on Campus at cultuuropdecampus@dsz.ru.nl or 0243615912. You can also email or phone them if you want to perform yourself or help out! Culture on Campus is always on the lookout for student talent, for instance for the band competition Kaf en Koren. A new Student Programming Committee is appointed each year to run the cultural podia on campus for the entire academic year. 6.5 Other facilities Emergency Fund The Emergency Fund helps students who are registered at the Radboud University Nijmegen by providing interestfree loans in the event of financial crisis. These crises should be incidental; that is, they do not indicate a structural (permanent) problem with financing or government funding. The maximum amount that can be borrowed is € 700.00, and in exceptional cases this will be increased to € 900.00. Loans are issued through a student counselor by prior agreement. Financial support for study delay due to special circumstances If you are in danger of falling behind in your studies due to circumstances beyond your control, and thereby have run into problems with government funding (studiefinanciering), you may be eligible for financial support. The special circumstances include illness, particular family circumstances, a functional disorder, the way the study programme has been organized or athletic commitments. You must report to the Student Affairs Desk within three months. You are also required to discuss the situation with your study advisor (in connection with academic planning and possible counseling) and with a student counselor. The resulting agreements should be stated on a form that is available at the Student Affairs Desk. After the academic year is over, you will receive a registration form for registering the delay. This is to be returned, along with supporting documents serving as proof and a formal declaration from the study advisor. You will then receive a verification from the Executive Board providing you with a claim to a number of months of financial aid from the FONDS. You can claim these months as soon as the grant received from your government funding has run out, and if you have not yet graduated. You will then receive an allowance from the graduate fund for the same number of months. You can pick up the necessary application form at the Student Affairs Desk. All the regulations that make up Student Financial Support can be found at www.ru.nl/studentenzaken. 103 6.5 OTHER FACILITIES Financial support for study delay due to administrative activities Financial support is reserved in the graduate fund for students of the Radboud University Nijmegen who perform administrative work in faculty councils and committees of student associations. The same is true for board members of study associations and other organizations connected with the Radboud University Nijmegen (these organizations are listed in the appendix under the 'Fonds' regulation). Each year these organizations receive a number of 'months' that they can distribute among their board members. Every three years a check is made to determine to which extent the number of allotted months still applies to these organizations. New organizations can apply for funding for a specific number of these months from the graduate fund. Information about the terms for associations and organizations, as well as the application procedure for replacement assistance, is available at the Student Affairs Desk. For more information go to www.ru.nl/studentenzaken/fonds. 6.6 Statutes for students at the Radboud University Nijmegen The student statutes consist of a description of the rights and responsibilities of all students registered at the Radboud University Nijmegen, based on statutory and university regulations. The student statutes and its appendices are on the Internet: www.ru.nl/studentenzaken. 6.7 SNUF (Radboud University Fund Foundation) Secretariat: Comeniuslaan 6, room 0.66 Telephone: 0243612990 Opening hours: Monday through Friday 9:00 a.m. - 12:30 p.m email: info@snuf.ru.nl Website: www.snuf.nl SNUF is an autonomous foundation which is closely related to the Radboud University Nijmegen. The objective of the foundation is to promote the study and living environment of students at RU Nijmegen, through financial support (subsidies and emergency funding), accommodation and support and advice with regard to content. Each year, SNUF makes a wide range of activities possible for students and a large variety of initiatives are supported. You can contact SNUF for: • Travel subsidies: SNUF subsidizes training periods, studies, investigation projects and conference participation abroad for individual students and group study trips. • Emergency funding: SNUF has a special fund which extends loans to students who are suffering from a financial crisis • Subsidies for student unions and activities: SNUF subsidizes cultural and political student unions and general student unions. SNUF subsidizes student sports unions through the NSSR. SNUF does not normally subsidize study associations, unless it is for the organization of conferences of symposia (under certain conditions). • Student union accommodation: SNUF ensures the accommodation of student unions in several buildings in town and on campus in the SNUF hall in the Gymnasion building. • Student union support: The SNUF helpdesk provides advice and support in case of accounting problems and financial and organizational issues. In addition, SNUF annually organizes a treasurer course. For more information go to www.snuf.nl. 104 CHAPTER 7: NAMES AND ADDRESSES Chapter 7: Names and addresses 7.1 Radboud University Nijmegen The Radboud University Nijmegen was founded at 17 October 1923. The Radboud University Nijmegen is a student-oriented research university with over 16,000 students and 4,000 staff. It has more than 40 teaching programmes in the Bachelors phase and over 50 programmes leading to a Masters degree. The strong links between education and research create a style of academic learning that enables students to become critical, independent thinkers. The university supports its students' all-round development and encourages the new insights that arise when scientists from different disciplines work together. 60% of research within the university is multidisciplinary. One its eight faculties, the Faculty of Radboud University Nijmegen Medical Centre has structural collaborations with the Faculty of Science, Mathematics and Computing Science (FNWI) and this is exemplified through the multidisciplinary research collaboration within Nijmegen Centre for Molecular Life Sciences (NCMLS). 7.2 Facilities 7.2.1 Libraries On the campus of the Radboud University Nijmegen you will find a number of library locations. English language information on these locations (addresses, opening hours, collections, services etc.) is given in PDF files. www.ru.nl/ubn. Central Library Visiting address: Erasmuslaan 36 Reference desk: 024-3612428 Lending desk: 024-3612437 E-mail address: info@ubn.ru.nl Internet address: www.ru.nl/ubn Opening hours: Monday till Thursday from 8:30 - 22:00 hrs Fridays from 8:30-20:00 hrs Saturdays from 9:00-17:30 hrs Library of Medical Sciences Visiting address: Geert Grooteplein 15, 1st floor Telephone: 024-3613840 E-mail: infomb@ubn.ru.nl Internet address: www.ru.nl/ubn Opening hours: Monday to Thursday from 8:30-22:00 hrs Friday from 8:30-19:30 hrs (after 17:30 hrs limited service) 105 7.2 FACILITIES 7.2.2 External relations External Relations (ER) offers services to visiting students, staff, researchers, alumni and others. External relations offers also services for all students who are planning to do a part of their study outside the Netherlands. These services vary from preparing international policy and curriculum development to welcoming and counselling international guests. For all students External Relations is your point of entry regarding applications, registration and accommodation. External Relations Visiting address: Comeniuslaan 4 Postal address: P.O. Box 9102 6500 HC Nijmegen The Netherlands Telephone: +31-24-3612065 Fax: +31-24-3612757 E-mail: int.relations@er.ru.nl Internet address: http://www.ru.nl/er/english/ Opening hours: Workdays from10:00-17:00 hrs 7.2.3 Alumni Graduated? The Radboud University wants to keep in touch with you! See our website: www.ru.nl/er, Alumnizaken, or contact us by telephone (024 - 3612979) or email: alumni@er.ru.nl. 7.2.4 University Language and Communication Centre (UTN) The University Language and Communication Centre (UTN) offers Dutch language courses at different levels. The courses are intended for everybody wishing to improve their possibilities of communication and socialising in Dutch society. UTN also offers special free courses named 'Social Dutch' to all regular exchange students.For more information about the different courses, prices and registration please visit the website of UTN. Visiting addres: Erasmusplein 1, Secretary's office, room 0.25 Telephone: +31-24-3612159 E-mail: utnsecr@let.ru.nl Internet: www.ru/nl/utn Opening hours: Mondays - Fridays from 9:00-17:00 hrs 7.2.5 Academic Writing Center Nijmegen For feedback on your writing, for every level, for all aspects of writing. For further information see the internet: www.ru.nl/asn Visiting addres: Erasmuslaan 36 Telephone: 024-3610077 E-mail: asn@let.ru.nl Internet: www.ru.nl/asn Opening hours: Mondays to Thursdays from 9:00-17:00 hrs 106 CHAPTER 7: NAMES AND ADDRESSES 7.2.6 University Centre for Information Services (UCI) The UCI provides practically all you need to use a computer or surf the Internet: hardware and software. If you first want to learn more about the software package or operating system of your choice, you can take a course with us. Visiting addres: Geert Grooteplein 41 Telephone: 024-3617999 Opening hours: Mondays to Fridays from 8:30-17:30 hrs Website: www.ru.nl/uci 7.2.7 Student chaplaincy The University Chaplaincy is a church centre, where students and staff can meet. The chaplaincy works from an ecumenical Christian perspective, and welcomes people from all different backgrounds and cultures, whether you belong to a religion or none. The pastoral team consists of one Protestant and two Roman Catholic chaplains. A Quiet Room for meditation, prayer and rest is available at the Centre, as well as a Muslim Prayer Room. At the Chaplaincy, information can be obtained about other churches in Nijmegen. We can also provide information about mosques and synagogues, as well as Buddhist, Hindu and Baha'i organisations. Visiting address: Erasmuslaan 15 Telephone: 024-3619188 E-mail: m.oomen@studentenkerk.ru.nl Internet: www.ru.nl/studentenkerk/chaplaincy.htm Opening hours: Mondays to Thursdays 10:00-17:00 hrs Fridays: 10:00-16:00 hrs 7.3 Radboud University Nijmegen Medical Centre: names and addresses 7.3.1 Governing council of Radboud University Nijmegen Medical Centre Dean: Prof. Dr. D.J. Ruiter, telefoon 024-3613414 Studentassessor: Dhr. W. Faassen, telefoon 024-3614686 7.3.2 Education institute Director: Prof.dr. L. Booij, telephone 024-3616790 7.3.3 Executive Council of Education (OMT) The OMT-3 is responsible for the execution of all education activities in the master's programme biomedical sciences. Chairman: Secretary: Prof.dr. F. Russel, telephone 024-3616892 / 3613691 Mrs Dr. V. van Limpt, telephone 024-3619003 107 7.3 RADBOUD UNIVERSITY NIJMEGEN MEDICAL CENTRE: NAMES AND ADDRESSES 7.3.4 Education and Student Affairs Divisional head: Ir. P.Monté, telephone 024-3616906 Head education coordination: Mrs. Dr. M. Latijnhouwers, telephone 024-3619203 Head student administration/ student's information point: Drs. R. Goorden, telephone 024-36117005 7.3.5 Education Committee Chairman: Prof.dr. J. Willems, telephone 024-3614441 Secretary: mw Dr. C. Oomen, telephone 024-3610962 7.3.6 Examination Board Chairman: Prof.dr.ir. G. Zielhuis Official secretary: F. de Vries, telephone 024-3613478 7.3.7 Computer facilities in medical education Computer facilities in the medical centre are open for medical students, provided that these rooms are not in use for scheduled education activities: • Komeetzaal A, Komeetzaal B, Komeetzaal C, Komeetzaal D: opening hours: 8:30-19:00 hrs • Basement of Library of Medical Sciences, opening hours see paragraph 7.2.1. Almost all education software is available at all education computers. Students are allowed to use email, internet library catalogs and MS Office software. 7.3.8 Museum for Anatomy and Pathology Visiting addres: Geert Grooteplein Noord 21 Telephone: 024-3613301 E-mail: museum@anat.umcn.nl Opening hours: Mondays until Thursdays 9:00-17:00 hrs, Fridays 10:00-14:00 hrs 108 COURSE INDEX Course index Accidents and disasters involving hazardous substances........................................................ Cause and effect in tissue damage.......................................................................................... Cellular communication in health and disease........................................................................ Chemical mutagenesis and carcinogenesis............................................................................. Clinical Chemistry................................................................................................................. Clinical exercise physiology.................................................................................................. Clinical Human Movement Sciences...................................................................................... Clinical rehabilitation sciences............................................................................................... Clinical toxicology................................................................................................................. Communication of biomedical information............................................................................ Communication Profile.......................................................................................................... Cost-effectiveness of health care............................................................................................ Drug Research........................................................................................................................ Epidemiology......................................................................................................................... Ergonomics............................................................................................................................ Ergonomics and consultancy.................................................................................................. Genetic epidemiology............................................................................................................ Good Clinical Practice........................................................................................................... Health monitoring.................................................................................................................. Health Technology Assessment............................................................................................. Human and Ecological Risk Assessment................................................................................ Human pathobiology.............................................................................................................. Implementation of Biomedical Evidence............................................................................... Infectious Disease Epidemiology........................................................................................... Information analysis in medicine........................................................................................... International Health................................................................................................................ Laboratory animal science / Radiation safety......................................................................... Management Profile............................................................................................................... Multivariable statistical methods............................................................................................ Neural control of movement and posture............................................................................... Neurosciences........................................................................................................................ Occupational and Environmental Health................................................................................ Occupational Hygiene............................................................................................................ Occupational toxicology........................................................................................................ Outcome assessment.............................................................................................................. Policy analysis and management............................................................................................ Policy research....................................................................................................................... Qualitative Research.............................................................................................................. Repair and regeneration of tissues and organs........................................................................ Reproduction.......................................................................................................................... Research and development of drugs....................................................................................... Research profile..................................................................................................................... Risk assessment..................................................................................................................... Tissue: Biomechanics and engineering.................................................................................. 80 84 86 89 43 73 32 76 92 67 28 68 44 34 45 59 64 58 57 36 46 38 77 66 82 48 56 27 63 74 51 29 52 90 70 83 69 88 85 53 62 26 79 72 109 COURSE INDEX Toxicology............................................................................................................................. 40 Writing reports....................................................................................................................... 60 110