BIOSCI 1999 MEDICAL MICROBIOLOGY Fall Term 2012

Total Page:16

File Type:pdf, Size:1020Kb

BIOSCI 1999 MEDICAL MICROBIOLOGY Fall Term 2012 BIOSCI 1999 MEDICALMICROBIOLOGY FallTerm2012Syllabus Instructor Dr.JonBoyle LifeSciencesAnnex102 412Ͳ624Ͳ5842,[email protected] OfficeHours:Mondays10:00Ͳ11:00,Wednesdays10:00Ͳ11:00 WhileIpreferthatyouusethepostedofficehours,pleasecontactmetomakean appointmentifthosehoursdonotworkforyou. LectureTime/Place M/W/F9:00Ͳ9:50A.M.,A214LangleyHall CourseObjectives Thiscoursewillfocusonmechanismsofmicrobialpathogenesisandthehost response,andthescientificapproachesthatareusedtoinvestigatethese processes.Howdomicrobesgainentryintothehost?Howtoconstituentsofthe normalmicrobialfloracausedisease?Howdomicrobialpathogensmodulate thehosttofacilitatetheirsurvival?Howdohostcellsrespondtomicrobial pathogens?How,inturn,domicrobesrespondtotheseinsults?Whatdoes genomicstellsusabouthowmicrobialpathogensevolve?Howdoemerging pathogenstakeadvantageofnewecologicalniches?Howcanmicrobial pathogensbethwarted? Thecoursewillberoughlydividedintothreesectionsbasedonthepathogenswe cover:Bacterialpathogens,viruses,andeukaryoticpathogens(parasites). Attheendofthiscoursestudentswillbeableto: Compareandcontrastdifferentmicrobialdiseases,includingthemechanismsof howtheycausedisease. Summarizetherole(bothpositiveandnegative)ofthehostininfectious disease,includingnaturalbarrierstoinfection,innateandacquiredimmune responsestoinfection,andinflammation. Understandthemodernapproachesthatareusedtostudymicrobesthrough readingsfromtheprimaryliterature. Compareandcontrasttherapeutictreatmentsformicrobialinfections,and distinguishwhenavaccine,antibiotic,orothertherapyislikelytobethemost appropriateresponse. Understandthegeneticsbehindhowmicrobesresisthostresponsesandhow antimicrobialresistanceevolves. Textbook Required:ThetextbookforthiscourseisMedicalMicrobiology,6thedition. EditedbyMurray,RosenthalandPfaller(2009). ReserveMaterials ThetextbookisonreserveinLangleyLibrary. CourseWeb IwillbeusingCourseWebtopostaportionofthecoursematerials.Thesyllabus, readingsoutsideofthetextbookassociatedwiththelectures,and announcementswillbeavailableathttp://courseweb.pitt.edu.Loginonthe mainpage.YouwillthenhaveaccesstoyourMyCourseWebpage,whichhas linkstoalloftheclassesforwhichyouhaveregisteredthatareusingCourseWeb. Ifyouneedhelp,contactthecomputerhelpdeskat412Ͳ624ͲHELP. EͲmail AlthougheͲmailwillnotbeusedroutinelyinthisclassforcommunication, occasionallyI maysendoutaneͲmailnoticeusingtheaddressesavailable BIOSCI 1999 SYLLABUS, FALL 2012, PAGE 1 throughCourseWeb (yourpitt.eduaddress).Suchnoticesarealsopostedas AnnouncementsonCourseWeb. IMPORTANT:IFYOUWRITEMEADIRECTEMAILORPOSTAMESSAGETOMEVIA COURSEWEB,IMAYTAKEUPTO48HOURSTOGETBACKTOYOU,SOTAKETHAT INTOCONSIDERATION.EQUALLYIMPORTANT:PLEASEMAKESURETOPUT YOURNAMEINTHEEMAILASWELLASTHECOURSENUMBERINTHESUBJECT LINE. Emailcommunication EachstudentisissuedaUniversityemailaddress([email protected])upon policy admittance.ThisemailaddressmaybeusedbytheUniversityforofficial communicationwithstudents.Studentsareexpectedtoreademailsenttothis accountonaregularbasis.FailuretoreadandreacttoUniversity communicationsinatimelymannerdoesnotabsolvethestudentfromknowing andcomplyingwiththecontentofthecommunications.TheUniversityprovides anemailforwardingservicethatallowsstudentstoreadtheiremailviaother serviceproviders(e,g.,Hotmail,AOL,Yahoo).Studentsthatchoosetoforward theiremailfromtheirpitt.eduaddress'toanotheraddressdosoattheirownrisk. Ifemailislostasaresultofforwarding,itdoesnotabsolvethestudentfrom respondingtoofficialcommunicationssenttotheirUniversityemailaddress.To forwardemailsenttoyourUniversityaccount,gotohttp://accounts.pitt.edu, clicklogintoyouraccountandclickonEditForwardingAddresses,andfollow theinstructionsonthepage.Besuretologoutofyouraccountwhenyouhave finished. LectureandExam Thelecturescheduleforthiscourseisattached.Pleasenotethedatesofthe Schedule exams(includingthefinal)toavoidanyfutureschedulingconflicts.MidͲterms willbegivenduringtheregularclassmeetings.Thefinalexamwillbeon Wednesday,December12,2012from12:00p.m.to1:50p.m.inLangleyA214. ThreemidͲtermexamsarescheduled,worth100pointseach.Note:thedatesof theexamsmaychange,inparticularifwegetbehindormisslectures.Thatwill beatmydiscretionbutIwillmakesuretogiveyouadequateleadtime. PleasebeawarethattherewillbenomakeͲupmidͲtermexams.Youwillbe allowedtodropyourlowestmidterm(NOTthefinal).Allstudentsarerequiredto takethefinalexaminordertopassthecourse,whichwillincludequestions coveringthelastsectionofthecourse(Parasites)aswellascomprehensive questions.Pleaseseetheinformationbelowonmissedexams. NewsandViews Basedonanoriginalresearcharticle,youwillberequiredtowriteaNewsand Assignment Viewsstylereportduringthesemester,topresentyourNewsandyour Viewstotheclassintheformofanoralpresentation,andbeadiscussantfor 2presentationsbyyourpeers. SigningupforApresentationdate:Theoralpresentationswillbeduring6class periodsthroughouttheterm(seeclassschedulefordetails).Youwillneedtosign upforoneofthesepresentationperiodsoncourseweb. SigningupforAresearchpaper:Youwillchooseanarticlefromalistprovidedin classandoncourseweb.Pleasesubmityourfirst,secondandthirdchoiceson courseweb. BeingAdiscussant:Eachstudentwillactasadiscussantfortwopapers presentedthroughoutthesemester,andwillberequiredto1)submitatleast3 questionstome2calendardaysbeforethepresentationand2)askatleastone ofthesequestionstothepresenteraftertheoralpresentation.Thesequestions shouldbeanalyticalinnature,andwillrequirethediscussanttohavereadthe paperindepth.Youwillsignuptobeadiscussantfor2papersoncourseweb. Theoralpresentation: Presentationswillbe10minutesinlength,with2minutes BIOSCI 1999 SYLLABUS, FALL 2012, PAGE 2 forquestions.BecauseoftimeconstraintsIwillwarnyouat9minutesandstop youat10minutestoallowtimeforthediscussantstoaskquestions.NOTE:you willlosepointsifyougoovertime.Sorehearse! TheNewsandViewsreport:TheNewsandViewsreportshouldbe3pages, doublespaced,andincludeabasicfiguresimilartoNewsandViewsarticles fromScienceandNature.Seecoursewebforsomeexamples.Yourwritten reportwillbedueonthesamedaythatyougiveyouroralpresentation. FinalGrade Yourfinalgradewillbedeterminedasfollows: Criterion TotalPossible ToptwomidͲtermexamscores 200points NewsandViewsPresentation 75points NewsandViewsDiscussion 15pointseachforatotalof30 NewsandViewsPaper 45points Cumulativefinalexam 150points Total 500points Yourfinalgradeisbasedonyourpercentoftotalpointsforthesemester(no curve),usingthefollowingscale: A+:ш100% A:93Ͳ99.9% AͲ:90Ͳ92.9% B+:88Ͳ89.9% B:83Ͳ87.9% BͲ:80Ͳ82.9% C+:78Ͳ79.9% C:73Ͳ77.9% CͲ:70Ͳ72.9% D+:68Ͳ69.9% D:63Ͳ67.9% DͲ:60Ͳ62.9% F:<59.9% MissedExams THEREARENOMAKEͲUPMIDͲTERMEXAMSOREXTRACREDIT OPPORTUNITIESINTHISCOURSE.IfyoumissmorethanonemidͲtermexam youshoulddiscusstheoptionsavailabletoyouwithyouradvisorortheSAS DeansOffice.Studentswhomissthefinalexamduetoanemergencyshould pursuetheGgradeoptionasdetailedbelow.Pleasenotethatyouare expectedtoshowuptoeachexamontime.Latearrivalswillbegiventhe examduringthetimethatremainsforthedesignatedexaminationperiod. Transportationproblemsandweatherissuesarenotconsideredanadequate excuse.Ifyouhavetotraveltoreachcampus,pleaseallowsufficienttimeto ensurethatyouarrivebythetimetheexambegins. ExamRegrades Youmayrequestaregradeofanyportionofanexambysubmittingyour requestinwritingandexplainingwhyyouthinkthegradingwasinerror.This requestmustbesubmittedtomewithinoneweekafterthedatethatthe gradedexamsarereturnedtotheclass.Unlesstheregraderequestissimply duetoanadditionerror,pleasebeawarethatyourentireexammaybe evaluatedandanyquestionthatwasgradedincorrectly(inyourfavor)may alsoberegradedresultinginpointsdeductedfromyourtotal. GGrades IfyouwishtopetitionforaGgrade,youmustsubmitarequestforthisgrade changeinwriting,andyoumustdocumentyourreason(s).Youwillbe requiredtomakearrangementsforthespecifictasksthatyoumustcomplete toremovetheGgrade.RememberthatGgrades,accordingtoSASguidelines, aretobegivenonlywhenstudentswhohavebeenattendingacourseand havebeenmakingregularprogressarepreventedbycircumstancesbeyond theircontrolfromcompletingthecourseafteritistoolatetowithdraw.Ifyou missthefinalexam,youmayreceiveaGgradeiftheaboveconditionsare BIOSCI 1999 SYLLABUS, FALL 2012, PAGE 3 met. AcademicIntegrity Cheating/plagiarismwillnotbetolerated.Studentssuspectedofviolatingthe Policy UniversityofPittsburghPolicyonAcademicIntegrity,notedbelow,willbe requiredtoparticipateintheoutlinedproceduralprocessasinitiatedbythe instructor.Aminimumsanctionofazeroscoreforthequiz,examorpaperwill beimposed. StudentsinthiscourseareexpectedtocomplywiththeUniversityof PittsburghSchoolofArtsandSciencesAcademicIntegrityCode (http://www.as.pitt.edu/fac/policies/academicͲintegrity).Anystudent suspectedoffailingtomeetthestudentobligationsofthecodeforanyreason duringthesemesterwillberequiredtoparticipateintheproceduresfor adjudication,initiatedattheinstructorlevel.Thismayinclude,butisnot limitedto,theconfiscationoftheexaminationorhomeworkpaperofany individualsuspectedofviolatingthecode. YoumaynotuseunauthorizedmateriAlsduringanexAm,includingnotes, dictionAries,calculators,pagers,telephones,PDAs,andanydevicethAtcan connecttotheinternet. YoumustsubmitforgradingonlymateriAlthatiswrittenexclusivelyinyour ownwordsandwrittenordrawninyourownhandwriting. ViolationoftheAcademicIntegrityCoderequirestheinstructortosubmitan AcademicIntegrityViolationReporttotheDean. Special Ifyouhaveadisabilityforwhichyouareormayberequestingan Accommodations accommodation,youareencouragedtocontactbothyourinstructorandthe OfficeofDisabilityResourcesandServices,216WilliamPittUnion,412648Ͳ 7890/4123837355(FTY),asearlyaspossibleintheterm.DisabilityResources andServiceswillverifyyourdisabilityanddeterminereasonable
Recommended publications
  • Role of NS1 Antibodies in the Pathogenesis of Acute Secondary Dengue Infection
    ARTICLE DOI: 10.1038/s41467-018-07667-z OPEN Role of NS1 antibodies in the pathogenesis of acute secondary dengue infection Deshni Jayathilaka1, Laksiri Gomes1, Chandima Jeewandara1, Geethal.S.Bandara Jayarathna1, Dhanushka Herath1, Pathum Asela Perera1, Samitha Fernando1, Ananda Wijewickrama2, Clare S. Hardman3, Graham S. Ogg3 & Gathsaurie Neelika Malavige 1,3 The role of NS1-specific antibodies in the pathogenesis of dengue virus infection is poorly 1234567890():,; understood. Here we investigate the immunoglobulin responses of patients with dengue fever (DF) and dengue hemorrhagic fever (DHF) to NS1. Antibody responses to recombinant-NS1 are assessed in serum samples throughout illness of patients with acute secondary DENV1 and DENV2 infection by ELISA. NS1 antibody titres are significantly higher in patients with DHF compared to those with DF for both serotypes, during the critical phase of illness. Furthermore, during both acute secondary DENV1 and DENV2 infection, the antibody repertoire of DF and DHF patients is directed towards distinct regions of the NS1 protein. In addition, healthy individuals, with past non-severe dengue infection have a similar antibody repertoire as those with mild acute infection (DF). Therefore, antibodies that target specific NS1 epitopes could predict disease severity and be of potential benefit in aiding vaccine and treatment design. 1 Centre for Dengue Research, University of Sri Jayewardenepura, Nugegoda 10100, Sri Lanka. 2 National Institute of Infectious Diseases, Angoda 10250, Sri Lanka. 3 MRC Human Immunology Unit, Weatherall Institute of Molecular Medicine, Oxford NIHR Biomedical Research Centre, Oxford OX3 9DS, UK. These authors contributed equally: Deshni Jayathilaka, Laksiri Gomes. The authors jointly supervised this work: Graham S.
    [Show full text]
  • Corneal Endotheliitis with Cytomegalovirus Infection of Persisted
    Correspondence 1105 Sir, resulted in gradual decreases of KPs, but graft oedema Corneal endotheliitis with cytomegalovirus infection of persisted. Vision decreased to 20/2000. corneal stroma The patient underwent a second keratoplasty combined with cataract surgery in August 2007. Although involvement of cytomegalovirus (CMV) in The aqueous humour was tested for polymerase corneal endotheliitis was recently reported, the chain reaction to detect HSV, VZV, or CMV; a positive pathogenesis of this disease remains uncertain.1–8 Here, result being obtained only for CMV-DNA. Pathological we report a case of corneal endotheliitis with CMV examination demonstrated granular deposits in the infection in the corneal stroma. deep stroma, which was positive for CMV by immunohistochemistry (Figures 2a and b). The cells showed a typical ‘owl’s eye’ morphology (Figure 2c). Case We commenced systemic gancyclovir at 10 mg per day A 44-year-old man was referred for a gradual decrease in for 7 days, followed by topical 0.5% gancyclovir eye vision with a history of recurrent iritis with unknown drops six times a day. With the postoperative follow-up aetiology. The corrected visual acuity in his right eye was period of 20 months, the graft remained clear without 20/200. Slit lamp biomicroscopy revealed diffuse corneal KPs (Figure 1d). The patient has been treated with oedema with pigmented keratic precipitates (KPs) gancyclovir eye drops t.i.d. to date. His visual acuity without anterior chamber cellular reaction (Figure 1a). improved to 20/20, and endothelial density was The patient had undergone penetrating keratoplasty in 2300/mm2. Repeated PCR in aqueous humour for August 2006, and pathological examination showed non- CMV yielded a negative result in the 10th week.
    [Show full text]
  • Pathology and Pathogenesis of SARS-Cov-2 Associated with Fatal Coronavirus Disease, United States Roosecelis B
    Pathology and Pathogenesis of SARS-CoV-2 Associated with Fatal Coronavirus Disease, United States Roosecelis B. Martines,1 Jana M. Ritter,1 Eduard Matkovic, Joy Gary, Brigid C. Bollweg, Hannah Bullock, Cynthia S. Goldsmith, Luciana Silva-Flannery, Josilene N. Seixas, Sarah Reagan-Steiner, Timothy Uyeki, Amy Denison, Julu Bhatnagar, Wun-Ju Shieh, Sherif R. Zaki; COVID-19 Pathology Working Group2 An ongoing pandemic of coronavirus disease (CO- United States; since then, all 50 US states, District of VID-19) is caused by infection with severe acute respi- Columbia, Guam, Puerto Rico, Northern Mariana Is- ratory syndrome coronavirus 2 (SARS-CoV-2). Charac- lands, and US Virgin Islands have confirmed cases of terization of the histopathology and cellular localization COVID-19 (2–4). of SARS-CoV-2 in the tissues of patients with fatal CO- Coronaviruses are enveloped, positive-strand- VID-19 is critical to further understand its pathogenesis ed RNA viruses that infect many animals; human- and transmission and for public health prevention mea- adapted viruses likely are introduced through zoo- sures. We report clinicopathologic, immunohistochemi- notic transmission from animal reservoirs (5,6). Most cal, and electron microscopic findings in tissues from known human coronaviruses are associated with 8 fatal laboratory-confirmed cases of SARS-CoV-2 in- mild upper respiratory illness. SARS-CoV-2 belongs fection in the United States. All cases except 1 were in to the group of betacoronaviruses that includes severe residents of long-term care facilities. In these patients, SARS-CoV-2 infected epithelium of the upper and lower acute respiratory syndrome coronavirus (SARS-CoV) airways with diffuse alveolar damage as the predominant and Middle East respiratory syndrome coronavirus pulmonary pathology.
    [Show full text]
  • Overview of Pathology and Its Related Disciplines - Soheir Mahmoud Mahfouz
    MEDICAL SCIENCES – Vol.I -Overview of Pathology and its Related Disciplines - Soheir Mahmoud Mahfouz OVERVIEW OF PATHOLOGY AND ITS RELATED DISCIPLINES Soheir Mahmoud Mahfouz Cairo University, Kasr El Ainy Hospital, Egypt Keywords: Pathology, Pathology disciplines, Pathology techniques, Ancillary diagnostic methods, General Pathology, Special Pathology Contents 1. Introduction 1.1 Pathology coverage 1.1.1 Etiology and Pathogenesis of a Disease 1.1.2 Manifestations of Disease (Lesions) 1.1.3 Phases Of A Disease Process (Course) 1.2 Physician’s approach to patient 1.3 Types of pathologists and affiliated specialties 1.4 Role of pathologist 2. Pathology and its related disciplines 2.1 Cytology 2.1.1 Cytology Samples 2.1.2 Technical Aspects 2.1.3 Examination of Sample and Diagnosis 3. Pathology techniques and ancillary diagnostic methods 3.1 Macroscopic pathology 3.2 Light Microscopy 3.3 Polarizing light microscopy 3.4 Electron microscopy (EM) 3.5 Confocal Microscopy 3.6 Frozen section 3.7 Cyto/histochemistry 3.8 Immunocyto/histochemical methods 3.9 Molecular and genetic methods of diagnosis 3.10 Quantitative methods 4. Types of tests used in pathology 4.1 DiagnosticUNESCO tests – EOLSS 4.2 Quantitative tests 4.3 Prognostic tests 5. The scope of SAMPLEpathology & its main divisions CHAPTERS 6. Conclusions Glossary Bibliography Biographical sketch Summary Pathology is the science of disease. It deals with deviations from normal body function and ©Encyclopedia of Life Support Systems (EOLSS) MEDICAL SCIENCES – Vol.I -Overview of Pathology and its Related Disciplines - Soheir Mahmoud Mahfouz structure. Many disciplines are involved in the study of disease, as it is necessary to understand the complex causes and effects of various disorders that affect the organs and body as a whole.
    [Show full text]
  • Medicine in 18Th and 19Th Century Britain, 1700-1900
    Medicine in 18th and 19th century Britain, 1700‐1900 The breakthroughs th 1798: Edward Jenner – The development of How had society changed to make medical What was behind the 19 C breakthroughs? Changing ideas of causes breakthroughs possible? vaccinations Jenner trained by leading surgeon who taught The first major breakthrough came with Louis Pasteur’s germ theory which he published in 1861. His later students to observe carefully and carry out own Proved vaccination prevented people catching smallpox, experiments proved that bacteria (also known as microbes or germs) cause diseases. However, this did not put an end The changes described in the Renaissance were experiments instead of relying on knowledge in one of the great killer diseases. Based on observation and to all earlier ideas. Belief that bad air was to blame continued, which is not surprising given the conditions in many the result of rapid changes in society, but they did books – Jenner followed these methods. scientific experiment. However, did not understand what industrial towns. In addition, Pasteur’s theory was a very general one until scientists begun to identify the individual also build on changes and ideas from earlier caused smallpox all how vaccination worked. At first dad bacteria which cause particular diseases. So, while this was one of the two most important breakthroughs in ideas centuries. The flushing toilet important late 19th C invention wants opposition to making vaccination compulsory by law about what causes disease and illness it did not revolutionise medicine immediately. Scientists and doctors where the 1500s Renaissance – flushing system sent waste instantly down into – overtime saved many people’s lives and wiped‐out first to be convinced of this theory, but it took time for most people to understand it.
    [Show full text]
  • Chapter 2, Transmission and Pathogenesis of Tuberculosis (TB)
    Chapter 2 Transmission and Pathogenesis of Tuberculosis Table of Contents Chapter Objectives . 19 Introduction . 21 Transmission of TB . 21 Pathogenesis of TB . 26 Drug-Resistant TB (MDR and XDR) . 35 TB Classification System . 39 Chapter Summary . 41 References . 43 Chapter Objectives After working through this chapter, you should be able to • Identify ways in which tuberculosis (TB) is spread; • Describe the pathogenesis of TB; • Identify conditions that increase the risk of TB infection progressing to TB disease; • Define drug resistance; and • Describe the TB classification system. Chapter 2: Transmission and Pathogenesis of Tuberculosis 19 Introduction TB is an airborne disease caused by the bacterium Mycobacterium tuberculosis (M. tuberculosis) (Figure 2.1). M. tuberculosis and seven very closely related mycobacterial species (M. bovis, M. africanum, M. microti, M. caprae, M. pinnipedii, M. canetti and M. mungi) together comprise what is known as the M. tuberculosis complex. Most, but not all, of these species have been found to cause disease in humans. In the United States, the majority of TB cases are caused by M. tuberculosis. M. tuberculosis organisms are also called tubercle bacilli. Figure 2.1 Mycobacterium tuberculosis Transmission of TB M. tuberculosis is carried in airborne particles, called droplet nuclei, of 1– 5 microns in diameter. Infectious droplet nuclei are generated when persons who have pulmonary or laryngeal TB disease cough, sneeze, shout, or sing. Depending on the environment, these tiny particles can remain suspended in the air for several hours. M. tuberculosis is transmitted through the air, not by surface contact. Transmission occurs when a person inhales droplet nuclei containing M.
    [Show full text]
  • Bradford Hill Criteria for Causal Inference Based on a Presentation at the 2015 ANZEA Conference
    Bradford Hill Criteria for Causal Inference Based on a presentation at the 2015 ANZEA Conference Julian​ King Director,​ Julian King & Associates – a member of the Kinnect Group www.julianking.co.nz​ | www.kinnect.co.nz 2015 We think we’re good at determining causality, but we suck at it One​ of the great At​ one level, this is an Unfortunately,​ though, the challenges in evaluation is everyday, common sense way we are wired does not determining whether the task. As a species we’ve predispose us to logical results we’re seeing are been making judgments thinking. We are inclined because of the program about causation for a to be led astray by all sorts we’re evaluating, some million years or so. of biases and heuristics. other influences out there in the big world, or random chance. The​ Kinnect Group www.kinnect.co.nz 2 Along came logic Eventually,​ after a very long time, we evolved into philosophers who invented formal logic. Thanks to scientific method, our species has recently triumphed to the extent that we now have cars that drive themselves and flying drones that deliver pizza (don’t confuse this with progress – we still suck at ethics but that’s a story for another day). 3 But we’re still not great at causation Over​ time, the rocket But​ deep down we’re still Such​ a rigid view is not science for dealing with biased, heuristical beings much use in the real causation has become and not very good at world, where there are all more sophisticated – a thinking things through.
    [Show full text]
  • CANCER EPIDEMIOLOGY and PATHOGENESIS (EPID 770) SPRING 2016, T/Th 9:30-10:45 Melissa Troester, [email protected]
    CANCER EPIDEMIOLOGY AND PATHOGENESIS (EPID 770) SPRING 2016, T/Th 9:30-10:45 Melissa Troester, [email protected] Course objective: The objective of this course is to provide a framework for understanding and critically evaluating epidemiologic literature. The course will cover cancer statistics, major risk factors for cancer, mechanisms of carcinogenesis, biomarkers in cancer research, and current controversies in cancer research. Students will gain background knowledge of cancer biology and epidemiology needed to interpret and critique cancer prevention research and will develop and practice skills in critiquing literature, resolving discrepancies between studies, and identifying knowledge gaps. Readings: Assigned readings and study questions will be provided through Sakai. There is no assigned textbook for the course, but these texts may be useful as references: Nasca and Pastides. Fundamentals of Cancer Epidemiology (2nd Ed). Jones and Bartlett, Sudbury, MA 2008. Schottenfeld and Fraumeni. Cancer Epidemiology and Prevention, (3rd Ed). Oxford, New York, NY 2006. Course requirements: Class participation (20%): Each class period will include a discussion of assigned readings and study questions. Students are required to complete reading and/or homework assignments prior to class. Several class sessions are set up as student-led discussion. Peer evaluation sheets will be collected for panel discussants, and both the evaluator and the discussant will receive a grade based on these evaluations. Literature critique (20% X 2): Two peer-review critiques will be written during the semester on assigned articles. The articles will be taken from the current literature and the written critique should resemble a critique that would be written as a reviewer for a scientific journal.
    [Show full text]
  • Medical Bacteriology
    LECTURE NOTES Degree and Diploma Programs For Environmental Health Students Medical Bacteriology Abilo Tadesse, Meseret Alem University of Gondar In collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education September 2006 Funded under USAID Cooperative Agreement No. 663-A-00-00-0358-00. Produced in collaboration with the Ethiopia Public Health Training Initiative, The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education. Important Guidelines for Printing and Photocopying Limited permission is granted free of charge to print or photocopy all pages of this publication for educational, not-for-profit use by health care workers, students or faculty. All copies must retain all author credits and copyright notices included in the original document. Under no circumstances is it permissible to sell or distribute on a commercial basis, or to claim authorship of, copies of material reproduced from this publication. ©2006 by Abilo Tadesse, Meseret Alem All rights reserved. Except as expressly provided above, no part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission of the author or authors. This material is intended for educational use only by practicing health care workers or students and faculty in a health care field. PREFACE Text book on Medical Bacteriology for Medical Laboratory Technology students are not available as need, so this lecture note will alleviate the acute shortage of text books and reference materials on medical bacteriology.
    [Show full text]
  • Molecular Pathological Epidemiology in Diabetes Mellitus and Risk of Hepatocellular Carcinoma
    Submit a Manuscript: http://www.wjgnet.com/esps/ World J Hepatol 2016 September 28; 8(27): 1119-1127 Help Desk: http://www.wjgnet.com/esps/helpdesk.aspx ISSN 1948-5182 (online) DOI: 10.4254/wjh.v8.i27.1119 © 2016 Baishideng Publishing Group Inc. All rights reserved. REVIEW Molecular pathological epidemiology in diabetes mellitus and risk of hepatocellular carcinoma Chun Gao Chun Gao, Department of Gastroenterology, China-Japan logy and epidemiology, and investigates the relationship Friendship Hospital, Ministry of Health, Beijing 100029, China between exogenous and endogenous exposure factors, tumor molecular signatures, and tumor initiation, progres- Author contributions: Gao C conceived the topic, performed sion, and response to treatment. Molecular epidemiology research, retrieved concerned literatures and wrote the paper. broadly encompasses MPE and conventional-type mole- cular epidemiology. Hepatocellular carcinoma (HCC) Supported by Beijing NOVA Programme of Beijing Municipal is the third most common cause of cancer-associated Science and Technology Commission, No. Z13110.7000413067. death worldwide and remains as a major public health Conflict-of-interest statement: No conflict of interest. challenge. Over the past few decades, a number of epidemiological studies have demonstrated that diabetes Open-Access: This article is an open-access article which was mellitus (DM) is an established independent risk factor selected by an in-house editor and fully peer-reviewed by external for HCC. However, how DM affects the occurrence and
    [Show full text]
  • Foundations of Epidemiology
    66221_CH01_5398.qxd 6/19/09 11:16 AM Page 1 © Jones and Bartlett Publishers, LLC. NOT FOR SALE OR DISTRIBUTION CHAPTER 1 Foundations of Epidemiology OBJECTIVES After completing this chapter, you will be able to: ■ Define epidemiology. ■ Define descriptive epidemiology. ■ Define analytic epidemiology. ■ Identify some activities performed in epidemiology. ■ Explain the role of epidemiology in public health practice and individual decision making. ■ Define epidemic, endemic, and pandemic. ■ Describe common source, propagated, and mixed epidemics. ■ Describe why a standard case definition and adequate levels of reporting are important in epidemiologic investigations. ■ Describe the epidemiology triangle for infectious disease. ■ Describe the advanced epidemiology triangle for chronic diseases and behavioral disorders. ■ Define the three levels of prevention used in public health and epidemiology. ■ Understand the basic vocabulary used in epidemiology. 66221_CH01_5398.qxd 6/19/09 11:16 AM Page 2 © Jones and Bartlett Publishers, LLC. NOT FOR SALE OR DISTRIBUTION 2 CHAPTER 1 ■ Foundations of Epidemiology In recent years, the important role of epidemiology has become increasingly recognized. Epidemiology is a core subject required in public health and health education programs; it is a study that provides information about public health problems and the causes of those problems. This information is then used to improve the health and social conditions of people. Epidemiology has a population focus in that epidemiologic investigations are concerned with the collective health of the people in a community or population under study. In contrast, a clinician is concerned for the health of an individual. The clinician focuses on treating and caring for the patient, whereas the epidemiologist focuses on iden- tifying the source or exposure of disease, disability or death, the number of persons exposed, and the potential for further spread.
    [Show full text]
  • Molecular Pathological Epidemiology Gives Clues to Paradoxical Findings
    Molecular Pathological Epidemiology Gives Clues to Paradoxical Findings The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Nishihara, Reiko, Tyler J. VanderWeele, Kenji Shibuya, Murray A. Mittleman, Molin Wang, Alison E. Field, Edward Giovannucci, Paul Lochhead, and Shuji Ogino. 2015. “Molecular Pathological Epidemiology Gives Clues to Paradoxical Findings.” European Journal of Epidemiology 30 (10): 1129–35. https://doi.org/10.1007/ s10654-015-0088-4. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:41392032 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#OAP HHS Public Access Author manuscript Author Manuscript Author ManuscriptEur J Epidemiol Author Manuscript. Author Author Manuscript manuscript; available in PMC 2016 October 07. Published in final edited form as: Eur J Epidemiol. 2015 October ; 30(10): 1129–1135. doi:10.1007/s10654-015-0088-4. Molecular Pathological Epidemiology Gives Clues to Paradoxical Findings Reiko Nishiharaa,b,c, Tyler J. VanderWeeled,e, Kenji Shibuyac, Murray A. Mittlemand,f, Molin Wangd,e,g, Alison E. Fieldd,g,h,i, Edward Giovannuccia,d,g, Paul Lochheadi,j, and Shuji Oginob,d,k aDepartment of Nutrition, Harvard T.H. Chan School of Public Health, 655 Huntington Ave., Boston, Massachusetts 02115 USA bDepartment of Medical Oncology, Dana-Farber Cancer Institute and Harvard Medical School, 450 Brookline Ave., Boston, Massachusetts 02215 USA cDepartment of Global Health Policy, Graduate School of Medicine, The University of Tokyo, 7-3-1, Hongo, Bunkyo-ku, Tokyo, Japan dDepartment of Epidemiology, Harvard T.H.
    [Show full text]