This is a graduate-only seminar-based course that covers recent advances (papers, methods and research topics) in the area of metabolic disorders (i.e. diabetes, overweight). The objective of this course is to improve analytical, critical thinking and communication skills of graduate students who have a keen interest in endocrinology and metabolism.
Format:
Oral Presentations: Each participant will prepare and present two papers (20 min oral + 30 min class discussion) over the course of the semester, that are based upon current original biomedical research, selected from specific research themes. Active participation in discussion will be an absolute requirement. For each presentation, selected student discussants in addition to the presenters will be assigned to review a specific paper in detail and asked to come to class with prepared questions. The quality presentation and of the questions and answers will be assessed by core faculty.
Experimental Proposal: Students will prepare a written proposal (mini-grant ~5 pages) that encompasses a graphical proposal abstract, experimental hypothesis, brief background and rationale, experimental design, anticipated outcomes and significance. The core faculty and the student participants will critique/evaluate the proposal.
Content:
This course will focus upon selected topics as outlined below. Students will be expected to make presentations based upon appropriate literature listed by the core faculty. Participation in discussions will also be required. There will be no formal didactic lectures. Presentation topics will be chosen from the following:
Theme 1: Pancreatic Islets and metabolic disorders Theme 2: Muscle and metabolic disorders
Theme 3: The liver and metabolic disorders
Theme 4: CNS and the metabolic disorders
Prerequisite:
None, but a reasonable understanding of current biomedical research methodology is preferential.
Evaluation:
a) Oral presentations (two) of the papers (50%)
b) Written reports (30%)
c) Participation in discussions (20%) 12% Participation in weekly in class discussions 8% Assigned reader question relevance and impact
