BMAT approach - Biomedical Admissions Test Updated: 2023
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BMAT Biomedical Admissions Test
Exam Details:
- Number of Questions: The BMAT (Biomedical Admissions Test) consists of three sections: Section 1 - Aptitude and Skills, Section 2 - Scientific Knowledge and Applications, and Section 3 - Writing Task. The number of questions in each section is as follows:
- Section 1: 35 multiple-choice questions
- Section 2: 27 multiple-choice questions
- Section 3: One writing task
- Time: The BMAT is a time-limited exam. The duration for each section is as follows:
- Section 1: 60 minutes
- Section 2: 30 minutes
- Section 3: 30 minutes
Course Outline:
The BMAT assesses a candidate's aptitude and knowledge in various areas relevant to the field of biomedical sciences. The test is divided into three sections, each with its own focus and objectives:
1. Section 1 - Aptitude and Skills:
- Critical Thinking: Assessing the ability to analyze and evaluate information, identify assumptions, draw conclusions, and detect logical flaws.
- Problem Solving: Evaluating the candidate's skills in applying logic and reasoning to solve problems, including numerical and spatial reasoning.
- Data Analysis and Inference: Testing the ability to interpret data presented in various formats (tables, graphs, charts) and draw meaningful conclusions.
2. Section 2 - Scientific Knowledge and Applications:
- Biology: Assessing the candidate's knowledge of biological concepts, including molecular biology, genetics, cellular structure, physiology, and evolution.
- Chemistry: Evaluating the understanding of chemical principles, including atomic structure, bonding, periodic table, organic chemistry, and biochemistry.
- Physics and Mathematics: Testing knowledge and application of physics concepts, such as mechanics, thermodynamics, waves, and medical physics, as well as mathematical skills relevant to biomedical sciences.
3. Section 3 - Writing Task:
- Writing Skills: Evaluating the candidate's ability to communicate effectively in written form.
- Critical Analysis: Assessing the capacity to critically evaluate arguments, provide logical reasoning, and present coherent and well-structured responses.
Exam Objectives:
The objectives of the BMAT are as follows:
1. Assessing Aptitude and Skills: Evaluate the candidate's critical thinking, problem-solving, and data analysis abilities, which are important skills for success in biomedical sciences.
2. Testing Scientific Knowledge: Assess the candidate's knowledge and understanding of core scientific concepts in biology, chemistry, physics, and mathematics relevant to biomedical sciences.
3. Evaluating Writing Skills: Assess the candidate's ability to communicate effectively in writing and critically analyze arguments.
4. Predicting Potential for Success: The BMAT aims to provide admissions tutors with additional information beyond academic grades to predict a candidate's potential for success in biomedical education.
Exam Syllabus:
The specific syllabus for the BMAT is not released publicly, as the test focuses on assessing general skills and knowledge applicable to biomedical sciences. However, it is recommended to familiarize yourself with the following topics:
- Section 1: Aptitude and Skills
- Critical thinking skills
- Problem-solving techniques
- Data analysis and inference
- Section 2: Scientific Knowledge and Applications
- Biology: Molecular biology, genetics, cellular structure, physiology, evolution
- Chemistry: Atomic structure, bonding, periodic table, organic chemistry, biochemistry
- Physics: Mechanics, thermodynamics, waves, medical physics
- Mathematics: Relevant mathematical concepts and calculations
- Section 3: Writing Task
- Essay writing skills
- Critical analysis and reasoning abilities
It is essential to review the official BMAT preparation materials and practice questions provided by the administering body to gain a comprehensive understanding of the test structure and content.
Medical Biomedical approach
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BMAT
Biomedical Admissions Test
https://killexams.com/pass4sure/exam-detail/BMAT
Question: 58
A colloid made from a liquid dispersing medium and gas dispersed phase is called
what?
A. Aerosol
B. Emulsion
C. Sol
D. Solid Foam
E. Foam
Answer: E
Foams are colloids with a liquid dispersing medium and a gas dispersed phase.
An aerosol has a gas dispersing medium and dispersed phase. An emulsion has a
liquid dispersing medium and dispersed phase. A sol has a liquid dispersing
medium and a solid dispersed phase. A solid foam has a solid dispersed medium
and a gas dispersed phase.
Question: 59
Which of the following is not true about complex ions?
A. Complex ions are formed with a metal as the central atom
B. The other molecules that bond to the metal are called ligands
C. Ligands act as Lewis Acids
D. The coordination number of a complex ion refers to the number of bonds the
center atom forms
E. All of the above are true
Answer: C
Ligands, the compounds that bind to the central metal atom, always act as Lewis
Bases. Lewis Bases donate lone pairs of electrons to the Lewis Acid (the metal
ion). All other statements are true.
Question: 60
A fixed quantity of a gas undergoes a change in temperature from 100 K to 200 K
and a change in pressure from 2 atm to 1 atm. After theses changes, the volume of
the gas is
A. Half of the original volume
B. Unchanged
C. Twice the original volume
D. Four times the original volume
E. Eight times the original volume
Answer: D
The pressure, temperature, and volume of a gas are related by the ideal gas law,
PV=nRT. Solving for volume gives the equation V=(nRT/P). The molar quantity
of gas (n) is constant, so the equation reduces to V=T/P. In the context of the
question, temperature is doubled while pressure is halved, resulting in a four-fold
increase in volume.
Question: 61
When sodium acetate, NaCH3COO, is added to water the resulting solution is
basic. True or false?
A. True
B. False
Answer: A
The statement is true. In water, NaCH3COO forms Na+ and CH3CO ions. Na+ is
neutral, and does not affect the pH of the solution. CH3COO- is the conjugate
base of acetic acid, and reacts with water to form hydroxide ions. Therefore, the
resulting solution will be basic.
Question: 62
What do the letters in the S-T-A-R method of communication stand for?
A. Standard Target Acquisition Review
B. Situation, task, action, result
C. Start, train, act, review
D. Say it, try it, act on it, review it
E. They dont actually stand for anything.
Answer: B
STAR stands for situation, task, action, result. S - Explain the situation. T -
Describe the task that needed to be completed. A - What action did you take? R -
Describe the result. For example: I was brought in to lead a $1.5 million project
that was failing and management didnt understand why. My task was to bring the
project back on schedule. To do this, I analyzed why the project had fallen behind
schedule and discovered the team was in a matrixed organization and the
operational processes were taking precedence over this project. To solve the
problem, I worked with functional managers to free up time for key resources.
The result was that we got the project turned around and delivered on schedule.
Furthermore, we won an additional $500,000 contract because the client went
from being dissatisfied to very happy. Key Takeaway: STAR is an effective
technique to deliver a cohesive narrative of what you are doing or have done
Master it and you will win points in interviews and with senior managers. Have at
least 10 of these scenarios prepared. Try not to re-use any in one given day, no
matter how many interviews you have. At the end, people get together and
compare notes. Plus, in many cases, that perfect example you have wont fit the
question that is asked. If someone asks you about a time you managed a team
through adversity, you cant use your story about how you singlehandedly
increased earnings 20 percent while saving the CEOs grandmother from a
burning house.
Question: 63
A princess who is severely allergic to certain frogs is confronted with the
possibility that her prince may be a frog. There are 3 frogs in front of her. Shes
not sure shell be allergic to the frog until she kisses it. One frog is definitely safe
to kiss. Should she kiss a frog and risk death?
A. Yes
B. No
C. Maybe
Answer: C
Maybe is the best choice here. This is a somewhat absurd question, but its one an
editor had in an interview. It is designed throw you off. The question is at the end
of the day about risk. Businesses must take risks to succeed. Princesses may have
to in order to find their Prince Charming. Key Takeaway: The interviewer is
really asking you to analyze the risk and determine if it is worth it. This is an easy
question if you do not panic. Maybe a quick Q&A could lead to an answer here,
or you can propose something out of the box to manage this risk, like a big box of
Benadryl.
Question: 64
How many molecules are in .275 grams of SO3?
A. 3.22x1020
B. 4.50x1021
C. 2.07x1021
D. 1.12x1020
E. 4.56x1022
Answer: C
Begin this problem by converting grams of SO3 to moles of SO3 using the molar
mass of SO3. Once you have obtained this value, use Avogadros number to
convert moles of SO3 to molecules of SO3. The final expression is (.275 grams
SO3) x (1 mol / 80.057 grams) x (6.022x1023 molecules / 1 mol), indicating that
the correct answer is 2.07x1021.
Question: 65
What volume of .250 M potassium hydroxide is needed to neutralize 1.25 liters of
.500 M hydrochloric acid?
A. 2.50 liters
B. 1.25 liters
C. .625 liters
D. .375 liters
E. 5.0 liters
Answer: A
Hydrochloric acid (HCl) is a strong, monoprotic acid. Potassium hydroxide
(KOH) is a strong base that contains one hydroxide anion per molecule. The
concentrations and volumes of these solutions are related by the formula
(Molarity1)(Volume1) = (Molarity2)(Volume2). Entering the variables into this
equation gives (.250 M)(Volume1) = (.500 M)(1.25 liters). Solve for Volume1 to
find the correct answer, 2.5 liters.
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A journey that began in March 2015 came full circle in April when the student teams that made up the inaugural MEDLaunch class presented their projects in front of a crowd at Saint Louis University School of Law.
A journey that began in March 2015 came full circle in April when the student teams that made up the inaugural MEDLaunch class presented their projects in front of a crowd at Saint Louis University School of Law.
Founded by SLU School of Medicine students, MEDLaunch is a non-profit, biomedical and entrepreneurship incubator partnering with Saint Louis University and other organizations in the area.
The program is the product of collaborative efforts between SLU School of Medicine, Richard A. Chaifetz School of Business, Parks College of Engineering, Aviation, and Technology, and SLU School of Law.
A Multidisciplinary Approach
As a part of MEDLaunch, participants work in multidisciplinary teams under the guidance of clinical and industry mentors to Excellerate the standard of health care in areas including surgical devices, health information technology and medical diagnostics.
Physicians share ideas for improving daily clinical practice, and teams of students tackle those ideas with an aim for creating a practical solution which will Excellerate the practice of medicine.
"We went to doctors and asked what should we fix — what they would work on if they had the time," said founder Andy Hayden, who recently completed his second year as a medical student at Saint Louis University.
"Medicine is ripe for innovation," said Richard Bucholz, M.D., professor of neurosurgery at SLU and a member of MEDLaunch's Board of Directors. "These teams can get to the heart of the matter by coming up with solutions and creating a sustainable business model in the process."
Hayden said he felt Saint Louis University was eager to jump further into the booming local start-up market. "We had all the pieces in place here at SLU and in the city," he said.
This is guaranteeing experience out of a classroom in medical technology where you get the chance to work with people from across the university."
Mia Harton
Hayden and friends Anthony Grzeda and Rusdeep Mundae, also coming off their second year as SLU medical students, went to Joel Eissenberg, Ph.D., professor of biochemistry and molecular biology and associate dean for research, on March 15 of their first year at SLU. Eissenberg put the group in touch with Graeme Thomas and Stephanie Kimzey in the University's Office of Technology Management.
"We were given support from the beginning," Mundae said. "Dr. Eissenberg and Dr. Smith (Gregory Smith, Ph.D., assistant dean of the medical school) could see the big picture with us."
By early May, the MEDLaunch team was pitching to department chairs and doctors at SSM Health Saint Louis University Hospital. The physicians offered the first round of problems to be solved.
2015-2016 Projects
- Erythrosight: A device to accurately measure blood loss in the operating room, which is especially critical in pediatric patients.
- Pedecare: An approach to prevent foot problems and amputation in diabetes patients
- Laparozip: A laparoscopic tool for obstetric and gynecological surgeries
- AutO2: A medical device automating the delivery and weaning of oxygen to hospitalized patients, improving patient safety, staff satisfaction and hospital patient throughput.
- Skydration Systems: Water collection in sub-Saharan Africa.
Skydration Systems, comprised of students at Saint Louis University High School, also participated in the competition.
"We are excited by the trial run with the SLUH high kids," Grzeda said. "A faculty member has a son there and he agreed to act as mentor for them. We've already spoken with the Affton School District and we think there could be room for more."
How It Works
The teams formed in the fall after the MEDLaunch executive team set up tables at the School of Medicine and Chaifetz School of Business to recruit students. From the more than 180 interested students, the executive team culled through resumes and held interviews to find their team leaders for each project. The leaders then picked their team.
The arc of a MEDLaunch project follows the school calendar. Teams formed at the beginning of the school year and presented their projects in late spring.
- July-October: Problem identification and team formation
- October-December: Initial market evaluation and design approach
- January-April: Business model creation and iterative prototyping
- May: Provisional patent filing and LLC formation
Each team brings together students from unique academic backgrounds, with at least one medical student, one engineering student and one business student on each team.
Once formed, the teams sought to create a new solution to their problem that could be marketed and produced for everyday use. SLU faculty and members of local industries acted as advisers for the teams.
The entire MEDLaunch group met monthly for design reviews with mentors and board members.
"We had people from BioGenerator and Arch Grants that came in to talk to the teams and review their work," Hayden said. "The idea was that any of these projects could be spun off into a business, and it was impressive to see the teams stay connected and seek out the advice of the business leaders."
The program ended with a Demo Day presentation to local investors and angel networks, with the goal of obtaining seed funding to progress to advanced prototyping, clinical trials and manufacturing.
A Team Effort
MEDLaunch worked with SLU's Office of Technology Management to devise a plan for any potential start-ups.
"Tech Management helped us clarify the patent process for those that might need it," Hayden said. "The students on the teams own their intellectual property. If their device is workable, they can patent it and form their own LLC."
Teams that choose not to form a business still gain valuable experience as part of MEDLaunch.
"Medical start-ups are hard — a lot of them don't work out," said Mia Harton, MEDLaunch's clinical outreach director and a SLU medical student. "This is guaranteeing experience out of a classroom in medical technology where you get the chance to work with people from across the university. Even if you fail, you are making connections and getting in the mindset of solving problems in medicine."
Mundae agrees. "So many people in pre-med or medical school develop tunnel vision — we are only focused on our end goal," he said. "To get to develop this extra skill set while we are still learning about medicine is just such a great learning experience."
MEDLaunch is a part of the Cortex Innovation Community as an "innovation center." Cortex's innovation centers are home-based within the district and work to support start-ups and emerging ventures.
The MEDLaunch executive board includes Hayden, president; Grzeda, vice president; Mundae, vice president of administration; Harton, clinical outreach director; Daniel Pike, vice president of internal affairs; and Michael Beckman, vice president of finance.
The Board of Directors includes Richard Bucholz, M.D., Gregory Smith, Ph.D.; Mark Higgins, Ph.D., dean of the Richard A. Chaifetz School of Business; Stephen Buckner, Ph.D., professor of chemistry and interim dean of Parks College of Engineering, Aviation, and Technology; and Jerome Katz, Ph.D., director of the Billiken Angel Network.
UTSA’s Mission
The University of Texas at San Antonio is dedicated to the advancement of knowledge through research and discovery, teaching and learning, community engagement and public service. As an institution of access and excellence, UTSA embraces multicultural traditions and serves as a center for intellectual and creative resources as well as a catalyst for socioeconomic development and the commercialization of intellectual property - for Texas, the nation and the world.
UTSA’s Vision
To be a premier public research university, providing access to educational excellence and preparing citizen leaders for the global environment.
UTSA’s Core Values
We encourage an environment of dialogue and discovery, where integrity, excellence, inclusiveness, respect, collaboration and innovation are fostered.
UTSA’S Destinations
UTSA is a proud Hispanic Serving Institution (HSI) as designated by the U.S. Department of Education.
Our Commitment to Inclusivity
The University of Texas at San Antonio, a Hispanic Serving Institution situated in a global city that has been a crossroads of peoples and cultures for centuries, values diversity and inclusion in all aspects of university life. As an institution expressly founded to advance the education of Mexican Americans and other underserved communities, our university is committed to ending generations of discrimination and inequity. UTSA, a premier public research university, fosters academic excellence through a community of dialogue, discovery and innovation that embraces the uniqueness of each voice.
Diagnosing the Criminal Mind
This course will introduce students within the biomedical sciences, physician assistant, psychology and criminal justice fields to understand basic clinical diagnostic terms, symptoms and behaviors that pertain to clients who commit crime. The course will introduce students to the relationship between mental health, drug addiction, crime and violence. Students will be involved in mock trials, debates and case write ups. Lecture 3 (Fall).
Evolutionary Biology
This course investigates the historical framework of evolutionary biology and the meaning/nature of evidence pertinent to biological evolution. subjects will include: earth history, the evolution of proteins and the genetic code, molecular evolution, neutral theory vs. selection, genetic variation, natural selection, migration, mutation, genetic drift, fitness, population dynamics and genetics, speciation, systematics and classification systems, molecular phylogenetics, the evolution of eukaryotic organisms, behavioral evolution, historical biogeography, and human evolution and variation. (Prerequisites: (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or equivalent courses.) Lecture 3, Recitation 2 (Fall).
Cell Biology
This course will address the fundamental concepts of cell biology. Class discussions, assignments, and laboratory projects will 1) Explore the structure-function relationships that drive cellular processes at the molecular, cellular and tissue level. 2) Investigate the mechanisms of cellular signaling and the transmission of genetic information. 3) Examine energy transformation strategies and the biochemical pathways used for synthesis and breakdown of ATP and other important biomolecules. 4) Investigate the organizational strategies used by cells to form functional tissue and organ systems. (Prerequisites: (BIOL-206 and BIOL-216) or BIOL-201 or BIOL-202 or BIOG-240 or equivalent courses.) Lecture 3 (Spring).
Cell Physiology
This course is a study of functional eukaryotic cellular physiology with an emphasis on the role of global gene expression in cellular function and disease. Nuclear and cytoplasmic regulation of macromolecular synthesis, regulation of cellular metabolism, control of cell growth, and the changes in cell physiology in disease are covered. This course also covers the technology used for studying changes in gene expression associated with cell differentiation and disease. The associated laboratory covers microarray techniques. This includes design and implementation of an experiment to acquire gene expression data, analyzing the acquired data using simple computer programs, such as MAGIC, and writing a research paper explaining findings. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lab 3, Lecture 2 (Fall).
Food Microbiology
This course presents the microbiology of foods. subjects include microbial food spoilage, foodborne pathogens, food preservation techniques, and environmental parameters found in foods important in the survival of food spoilage microbes and foodborne pathogens. The lab will include exercises on isolating heterotrophs from all kinds of food, isolation of fungi from various foods, and the survival of various pathogens in food and beverages. (Prerequisites: BIOL-204 or equivalent course.) Lab 3, Lecture 3 (Spring).
Tissue Culture
This course will present the techniques and applications of culturing eukaryotic cells, tissues, and organs in vitro. Emphasis will be placed on mammalian systems. Lectures will cover the historical background of tissue culture, how to authenticate cell lines, basic cell culture techniques; as well as stem cells, tissue engineering, and the role of cell culture in regenerative medicine. In the laboratory, students will be introduced to growth curves, cloning techniques, primary cell culture, and making a cell line; as well as detecting mycoplasma and other cell culture contaminants. (Prerequisites: BIOL-201 or equivalent course.) Lab 3, Lecture 3 (Fall).
Genetics
Introduction to the principles of inheritance; the study of genes and chromosomes at molecular, cellular, organismal, and population levels. (Prerequisites: (BIOL-206 and BIOL-216) or BIOL-201 or BIOL-202 or BIOG-240 or equivalent courses.) Lecture 3, Recitation 1 (Fall, Spring, Summer).
Developmental Biology
This course is a study of the processes of growth, differentiation and development that lead to the mature form of an organism. The course will also address how developmental biology is integrated with other aspects of biology including disease, ecology, and evolution. (Prerequisites: (BIOL-206 and BIOL-216) or BIOL-201 or BIOL-202 or BIOG-240 or equivalent courses.) Lab 3, Lecture 3 (Fall).
Genomics
The overall goal of this course is to familiarize students with the theory and analysis of genomics data. Students will survey subjects including the structure, organization, and expression of the genome in a diverse array of organisms ranging from microbes to humans. Students will also become familiar with the analysis of next generation ‘omics-type data through a series of computational activities and problem sets. A hands-on laboratory component will guide students through a rigorous investigation of genomes. (Prerequisites: BIOL-321 or equivalent course.) Lab 3, Lecture 3 (Fall).
Introduction to Population Genetics
This course consists of a study of DNA, genes, inheritance, genetic variation, genetic architecture, and change within and among populations. Fundamental genetics subjects include DNA, gene, and chromosomal structure and function along with, transmission genetics, Mendelian inheritance patterns, sex-linked inheritance, genetic linkage, and the Hardy-Weinberg Principle. Population based subjects will include genetic variation, its importance, how it originates and is maintained as well as inbreeding, random mating, mutation, migration, selection, genetic drift, the effects of small population size, fitness, population subdivision, the shifting balance theory, inter-deme selection, kin selection, neutral theory, molecular evolution, molecular clocks, multi-gene families, gene conversion, artificial selection, the genetic basis of quantitative traits and the fundamental theorem of natural selection. (Prerequisites: BIOL-265 or equivalent course.) Lecture 3 (Spring).
Advanced Immunology
This course is an in-depth treatment of the molecular and cellular events associated with innate and adaptive immune responses. The response of the host to the environment of microbes and pathogens will be emphasized. Recognition and response of the host to the infectious agents and the resolution of the disease state will be examined at the cellular and molecular levels. The immune response to tumors will be treated and medical advances in treating neoplastic disease using immunological therapy will be presented. The laboratories will focus on the cellular and molecular techniques employed in the modern immunology laboratory. A laboratory module employing hybridoma techniques will provide an intensive experience with monoclonal antibodies and their use in diagnostics and disease treatment. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lab 3, Lecture 3 (Spring).
Biology of Cancer
What are the differences between cancer and normal cells? What cellular pathways and molecular mechanisms do cancer cells exploit to gain proliferative advantage, circumvent programmed cell death pathways and evade the host surveillance system? In this course, students will answer these fundamental questions through activities, class discussion, readings and other assignments. Students will explore how the products of tumor suppressor genes, proto-oncogenes and oncogenes help or hinder the process of tumorigenesis in mammalian cells. Students will gain an understanding of the cellular and molecular mechanisms that govern cancer cell growth, communication and organization. Students will become familiar with landmark findings and current research in the area of Cancer Biology and will use experimental data to formulate scientific conclusions. Students will participate in several writing assignments to practice scientific writing and learn how to clearly communicate ideas related to Cancer Biology. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lecture 3 (Spring).
Human Genetics
The course provides an overview of concepts and applications in human genetics. subjects include classical and complex mechanisms of inheritance, the human genome, human origins & evolution, forensic applications, personalized medicine, and ethical issues. (Prerequisites: BIOL-321 or equivalent course.) Lecture 3 (Fall).
Virology
This course is an introduction to virology with specific emphasis on the molecular mechanisms of virus infection of eukaryotic cells and virus-cell interactions. Virus structure, genetics, the infectious cycle, replication strategies, pathogenesis, persistence, effects on host macromolecular synthesis, viral oncogenesis, viral vectors, emerging viral diseases, and strategies to protect against and combat viral infection will be discussed. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lecture 3 (Fall).
Bacterial-Host Interactions: Microbiomes of the World
This course focuses on the bacterial and host (human, insect, plant, animals and fungi) mechanisms used in interactions with hosts during both pathogenesis and symbiosis. We will explore molecular, microbiome and genomic levels, drawing on the disciplines of genomics, biochemistry, molecular biology and cell biology. Several of the agonistic and antagonistic interactions will illustrate broader principles and contribute to our fundamental understanding of biological processes. The results of these interactions have a strong impact on biological productivity, and so are also ever increasing important in human health. An emphasis will be on the roles of molecules and cell structures in determining the outcome of an interaction. Course is intended to allow students to develop knowledge of host-bacterial interactions at the molecular to organismal level, with an emphasis on several model symbiotic- and patho-systems. Knowledge about bacterial mechanisms use to associate with host organisms and the different strategies bacteria employ to gain entry, damage host tissue and obtain nutrients for growth will be explored. We will also illustrate several mutualistic relationships between eukaryotic hosts with partner symbiotic bacteria. Genomic approaches to describe microbiomes (microbial communities) on host organisms and in environments will also be explored. (Prerequisites: BIOL-204 or equivalent course.) Lecture 3 (Spring, Summer).
Microbial and Viral Genetics
The goal of this course is to gain an understanding of the genetic systems of prokaryotes and their viruses. There are two major foci: (1) the mechanisms bacteria and their viruses employ to preserve the integrity of their genomes and regulate gene expression, and (2) the mechanisms by which these entities acquire new genetic material. The relevance of these processes to evolution and the development of new traits that facilitate survival under new environmental conditions (e.g., antibiotic resistance) is highlighted, especially with regard to clinically, industrially and agriculturally important microbes. Molecular processes whose discovery led to the formation of important research and/or biotechnological tools will also be discussed. Students will participate in laboratory projects which highlight important mechanisms, such as transformation, transduction, lysogeny, conjugation and CRIPSR-Cas acquired adaptive immunity. (Prerequisites: (BIOL-206 and BIOL-216) or BIOL-201 or BIOL-202 or BIOG-240 or equivalent courses.) Lab 3, Lecture 3 (Fall).
Eukaryotic Gene Regulation and Disease
This course presents an overview of gene expression in eukaryotic systems, with an emphasis on how disease can result when gene regulation is disrupted. Points of control that are examined include: chromatin structure, transcription initiation, transcript processing, stability and modification, RNA transport, translation initiation, post-translational events, and protein stability. The mechanisms involved in regulating these control points are discussed by exploring specific well studied cases. The significance of these processes is highlighted by a discussion of several diseases that have been shown to be due to defects in gene regulation. (Prerequisites: BIOL-201 or BIOL-302 or BIOG-240 or equivalent course.) Lecture 3 (Spring).
Genetic Engineering
This course is a laboratory-intensive introduction to the theoretical basis, laboratory techniques, and applications of gene manipulation. (Prerequisites: BIOL-201 or equivalent course.) Lab 8, Lecture 2 (Spring).
Genetic Diseases and Disorders
The identification of genetic causes of disease has been one of the major modern scientific breakthroughs. This course examines a range of inherited diseases, how causative genetic variations were or are being identified, and what this means for the treatment of the diseases. Scientific literature will be utilized, both current and historical. (Prerequisites: BIOL-321 or equivalent course or graduate student standing.) Lecture 3 (Spring).
Instrumental Analysis
Biochemistry for Health Sciences
This course will focus on the application of biochemical knowledge to the field of medicine. Students will learn the basic functions of water, carbohydrates, lipids, proteins, and nucleic acids in humans, then explore implications of this knowledge in nutrition and metabolism and its relationship to health and disease. (Prerequisites: CHMG-142 or equivalent course.) Lecture 3 (Fall).
Biochemistry I
This course introduces the structure and function of biological macromolecules and their metabolic pathways. The relationship between the three-dimensional structure of proteins and their function in enzymatic catalysis will be examined. Membrane structure and the physical laws that apply to metabolic processes will also be discussed. (Prerequisite: CHMO-231 or CHMO-331 or equivalent course.) Lecture 3 (Fall, Spring, Summer).
Biochemistry Lab
An introduction to the theory and practice of modern experimental biochemical laboratory techniques and concepts. The weekly two-hour lecture provides a theoretical framework for the course and includes a discussion of the properties of biomolecules and how those properties are exploited in the separation and characterization of the molecules. Practical laboratory techniques include the preparation of buffers, centrifugation, chromatography, electrophoretic methods, and UV-visible spectrophotometry as applied to the isolation and characterization of proteins and nucleic acids. The manipulation of genetic material in E. coli will also be executed. This course will be offered in a writing intensive format where the students will write and submit the different sections found in scientific papers (abstract, introduction, materials and methods, results, discussion, conclusions, references, figures, tables) in an iterative fashion that will include regular feedback from the instructor. (Prerequisites: CHMB-402 or equivalent course.) Lec/Lab 5 (Fall, Spring).
Organic Chemistry l
This course is a study of the structure, nomenclature, reactions and synthesis of the following functional groups: alkanes, alkenes, alkynes. This course also introduces chemical bonding, IR and NMR spectroscopy, acid and base reactions, stereochemistry, nucleophilic substitution reactions, and alkene and alkyne reactions. In addition, the course provides an introduction to the use of mechanisms in describing and predicting organic reactions. (Prerequisites: CHMG-142 or CHMG-131 or equivalent course. Corequisites: CHMO-235 or equivalent course.) Lecture 3 (Fall, Spring, Summer).
Organic Chemistry II
This course is a continuation of the study of the structure, nomenclature, reactions and synthesis of the following functional groups: aromatic systems, alcohols, ethers, epoxides, and carbonyls. This course will introduce the use of mechanisms in describing and predicting organic reactions. (Prerequisites: CHMO-231 or CHMO-331 or equivalent course. Corequisites: CHMO-236 or equivalent course.) Lecture 3 (Fall, Spring).
Organic Chemistry Lab I
This course trains students to perform techniques important in an organic chemistry lab. The course also covers reactions from the accompanying lecture CHMO-231. (Corequisite: CHMO-231 or equivalent course.) Lab 3 (Fall, Spring, Summer).
Organic Chemistry Lab II
This course teaches students to apply basic lab techniques to organic synthetic experiments reactions covered in the accompanying lecture COS-CHMO-232. This course will also help students to solidify the concepts taught in lecture. The course will continue to instruct students in maintaining a professional lab notebook. (Prerequisites: CHMO-235 or equivalent course. Corequisites: CHMO-232 or equivalent course.) Lab 3 (Fall, Spring).
Patient Care
Students will be introduced to key elements of integrated, high-quality patient care. Through lectures, videos, demonstrations, and discussions essential aspects of team-based patient care will be explored. Vital skills and behaviors such as professionalism, communication, documentation, workplace safety, patient assessment, patient positioning and transfers will be presented. Infection control, global health issues, and medications will also be examined. Students will be encouraged to share their personal experiences and thoughts about class topics. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or equivalent courses.) Lecture 2 (Spring).
Researching the Criminal Mind
Pathophysiology of Organ Systems I
This course is designed to provide the students with the necessary foundation of the physiologic and pathologic processes that underlie the spectrum of human disease entities and is taught in the context of clinical scenarios that demonstrate the basic science principles in a real-world context of health care. Emphasis is placed on the fundamental principles of cell injury and repair, infection, neoplasia, and inflammation as well as hemodynamic disorders, thromboembolic disease and shock. Additional emphasis is placed on organ systems and their disorders such as the circulatory, liver, gallbladder and biliary systems. Material is presented in the context of case studies, utilizing clinical findings and addressing underlying basic physiologic, biochemical and immunologic processes as they relate to patient care and individual patient problem cases. (Prerequisites: Restricted to students in the College of Health Sciences and Technology with at least 3rd year standing who have completed MEDS-250 and MEDS-251 or equivalent courses.) Lecture 3 (Fall).
Pathophysiology of Organ Systems II
Addiction Pharmacology
Sports Physiology & Life Fitness
This course goes inside the science of physical fitness providing the student with an in depth physiological understanding of how the body adapts and improves through exercise activity. Students actively perform a series of self-assessments which they must analyze in order to determine their current state of fitness. With this data students develop exercise programs tailored to their needs and interests. Stress management and nutrition are examined allowing students to incorporate these two important areas into their plans to be fit for life. Lecture 3 (Fall, Spring, Summer).
Fitness Prescription
This course is designed to provide instruction to prepare students for certification as a Personal Trainer. It examines the role exercise plays in both the enhancement of health and fitness as well as the improvement of athletic performance. Students will develop a basic understanding of how the human body functions while physically active. Case studies are utilized to assist in the development of practical skills. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lecture 3 (Fall).
Exercise for Special Populations
This course is designed for those who are interested in the science of exercise and fitness for individuals with diagnosed disease states, or high performance requirements. The theoretical and diagnostic value of exercise testing will be reviewed. This information will then be used to create exercise prescriptions and understand the therapeutic benefit that exercise will have on specific conditions such as rheumatoid arthritis, diabetes, hypertension, heart disease, and obesity. High performance individuals functioning in challenging environments such as, astronauts, high altitude climbers, and ultramarathoners will also be considered. (Prerequisites: EXSC-205 or EXSC-206 or equivalent course.) Lecture 3 (Spring).
Strength Training for Performance
Stronger athletes make better athletes no matter what the sport and this course teaches techniques of optimal training to enhance the muscular fitness of all manner of athletes. Physiological principles of strength development and basic musculoskeletal anatomy are reviewed and general program design is discussed. Utilizing case studies, students develop sport specific programs which will be presented to the class. Students will also produce strength training manuals outlining appropriate guidelines for improved performance. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lec/Lab 3 (Fall).
Coaching Healthy Behavior
This course will teach students to encourage those with long standing lifestyle habits that contribute to their chronic illness to change is a very challenging proposition. It addresses this problem by incorporating psychological, sociological and counseling principles, along with coaching skills, into an intervention technique that emphasizes the positive and leads people to choose and adhere to a wellness lifestyle. Students will review case studies and meet with professionals in the field. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lecture 3 (Spring).
Kinesiology
As a study of human movement this course will cover subjects that begin with a review of the functional anatomy of the musculoskeletal system including both the upper and lower extremity as well as the spinal column and thorax. Factors of linear and rotary motion are reviewed along with postural analysis and movement elements associated with pushing, pulling and throwing objects. There is no separate Lab for this class and laboratory experiences will be incorporated into specifically designated lecture times. At the conclusion of this course students will have a functional capability to assess the intricacies of human movement. (Prerequisites: MEDS-250 or equivalent courses.) Lab 3, Lecture 3 (Fall).
Theory of Athletic Injury
Even the very best athletes experience injury and being able to recognize and respond to those conditions is a crucial skill for those who will work with athletes. Students will learn the signs and symptoms of injury and the process of first response as well as how to support athletes through rehab. Successful students will learn how to incorporate injury reduction techniques into the training programs they develop for the athletes they serve. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lec/Lab 3 (Fall).
Training High Performance Athletes
Aerobic capacity, strength, flexibility, speed, power, agility, nutrition, and rest are all crucial to the success of athletes and for trainers the need to appropriately coordinate all these factors is a significant challenge. This course explores the interrelationship of the multifactorial principles of athletic performance. Using case studies, modeling, flow sheets and scheduling plans students develop techniques that will lead athletes to success in their training routines. (Prerequisites: (MEDG-101 and MEDG-103) or (MEDG-102 and MEDG-104) or BIOL-101 or BIOL-121 or (BIOL-123 and BIOL-125) or (BIOL-124 and BIOL-126) or equivalent courses.) Lec/Lab 3 (Spring).
Exercise Physiology
Exercise Physiology is the scientific basis for the field of exercise science. This course provides students with an opportunity to deepen their understanding of the body’s responses and adaptations to exercise. Neuromuscular physiology is reviewed along with energy systems and mechanisms of fatigue. The cardiorespiratory system is examined with a focus on control and regulation during activity and there is a look at the physiological components of exercise training. Environmental factors that impact sport activities as well as training techniques which optimize performance will be reviewed. The differences in performance and adaptation that exist between children, adolescents, and adults as well as between males and females will be compared and contrasted. Exercises influence on long term health and fitness will conclude the course. Laboratory experiences will allow students to integrate and apply the concepts of exercise physiology through investigative experiments. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lab 3, Lecture 3 (Fall).
Language of Medicine
Language is a systematic means or method of communicating ideas, events, or feelings. It is a combination of words or symbols used to encode and decode information. Medicine has a language to communicate information regarding the human body, its functions, diseases, tests, and procedures. This course explores the language of medicine, the rules of “language,” language mechanics that apply how to create words, define terms, and identify abbreviations. In addition to learning the fundamentals, the student will gain experience in writing, using the language of medicine, as well as interpreting that language into everyday English. Lecture 3 (Fall, Spring, Summer).
History of Medicine
This course explores various discoveries in the history of medicine and the individuals credited with the discoveries. The course begins in ancient Greece and ends with modern times. Individuals such as Hippocrates, Vesalius, Harvey, Jenner, Leeuwenhoek and Roentgen will be discussed. (Prerequisites: (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or equivalent courses.) Lecture 3 (Spring).
Medical Genetics
This course will serve as an introduction to the field of medical genetics. Throughout the course we will survey several human variations and diseases of medical importance. Clinical case reports will be incorporated to illustrate the underlying genetic principles. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or equivalent courses.) Lecture 3 (Fall, Spring).
Biomedical Research
This course provides an opportunity for in-depth experiential learning through collaborative work on an independent research project. Ind Study (Fall, Spring, Summer).
Introduction to Pharmacology
This course provides an overview of the pharmacy profession (educational requirements, professional responsibilities and opportunities, role of the pharmacist in the health care team) and a detailed look into basic pharmacodynamics, pharmacokinetic, and pharmaceutical principles. The pharmacodynamics principles covered include mechanisms of drug action, drug-receptor interaction theory, dose-response relationships, structure-activity relationships, and principles of drug metabolism. Pharmaceutical subjects include formulations, drug product design, excipients, dosage forms, and elimination rate. Lastly, specific disease states will be covered that will clearly, and effectively demonstrate many of the subjects taught. The diseases will be approached by presenting the etiology followed by the pharmacotherapy, including the details of the multiple drug classes that are used for any one-disease state. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lecture 3 (Fall).
Introduction to Infectious Diseases
This is an advanced course in the mechanisms by which bacteria and fungi cause disease in humans. The course subjects include the clinical signs of each disease, diagnosis of each disease, pathogenic mechanisms used by the organisms to cause disease, treatment of the disease, and prevention of the disease. The laboratory component of this course will consist of a mixture of methodologies used in the identification of the infectious agents, evaluation of the host response to the infection, case studies, student presentations of articles related to infectious disease and other assignments aimed at deepening the understanding the infectious disease process. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Fall).
Care-Based Genetic Counseling
This course will provide students with an inside look at the profession of genetic counseling and its patients through in-depth case studies of genuine patient scenarios, role playing and lectures focused on realistic challenges faced by genetic counselors. This course will focus on combining scientific information about genetic disorders with the psychosocial aspects of counseling sessions that will supply provide an accurate perspective of the profession. Students will participate in role playing exercises, keep detailed journals and participate in mock patient interviews. (Prerequisites: MEDS-245 or equivalent course.) Lecture 3 (Spring).
Introduction to Global Health
This introductory course will evaluate the modern challenges of global health from a multidisciplinary perspective. The key concepts of global health will be discussed, including various health determinants, human rights, healthcare systems, culture’s impact on health, environmental concerns, nutrition, communicable and noncommunicable diseases, women’s health issues, child and adolescent health, injuries, natural disasters and complex humanitarian emergencies, poverty’s impact on health and more. Students will be expected to be active learners, lead classroom activities on certain days as part of group research project presentations, and actively participate in discussions. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring).
Field Studies in Molecular Epidemiology
This is a study abroad course for students interested in a pre-medical, pre-health or global health experience in sub-Saharan Africa. It is designed for those interested in medical or graduate school, tropical infectious diseases or a public health career, that provides opportunity for foreign travel. The focus is on molecular epidemiology of tropical diseases of interest (malaria, schistosomiasis, soil-transmitted helminthiasis), for which opportunities to study are not available in the United States. Such opportunities include but are not limited to simple to complex molecular diagnostic methods and related laboratory hands on experience. (Prerequisites: This class is restricted to students with at least 2nd year standing.) Lecture 3 (Spring).
Placebo, Suggestion, Research and Health
This course provides a foundation for understanding the history and science of placebo effects with a focus on how these effects influence research design, therapeutics and health. A model of placebo effects – comprised of conditioning, expectation, social influence, and paradigm – is developed and applied to both health and common diseases in order to recognize that all health interventions are at least placebos. The question is whether they are anything more. The course structure and process include assigned readings, quizzes, creative class projects, studying advertisements, hearing from pharmaceutical company representatives, and class discussion designed to provoke critical thinking. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring).
Applied Psychophysiology and Self-Regulation
Learn how to change your mind. This course explores the evolving field of psychophysiology and its applications for therapeutic self-regulation in health care as well as its implications for the related fields of psychology, biomedical engineering, computer science, and medical economics. By focusing on the mind as an emergent phenomenon of bidirectional brain and body interaction, we realize how much of our own physiology we can and do self-regulate. We will review research on hypnosis, biofeedback, meditative strategies, and psychophysiological monitoring. The course structure integrates lecture, demonstration, discussion and individual self-monitoring projects. Weekly quizzes provide feedback on learning. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Biannual).
Community Healthcare
This seminar course is a unique opportunity for students who are serious about pursuing a career in healthcare. The course will focus on the study of key issues concerning community health care and developing practical approaches to supporting patients. Students consider obstacles to effective health care as well as strategies for enabling at-risk patients to play a more active role in promoting their health and well-being. subjects covered include: challenges of delivering adequate healthcare in the community; population health; the concept of “underinsurance”; the business of healthcare; health literacy and measuring outcomes. Students in the course will be expected to undertake at least one subsequent internship (MEDS 475 Health Coach Practicum) with Rochester Regional Health and the Greater Rochester Independent Practice Association (GRIPA). Students complete an application before registering for this course. Acceptance into the course is contingent upon passing a screening and interview process. Lecture 2 (Fall, Spring).
Biomedical Ethics
This course will explore key ethical principles, guidelines and regulations that inform decision making and best practices in biomedical research, public health and clinical medicine including issues of informed consent, experimental design, acceptable risk, research integrity, medical errors, for-profit medicine, refusal of care, end-of-life decisions, physician assisted death, substance abuse and ethical use of animals in research. Students will also have multiple opportunities to further develop critical thinking and effective professional communication skills in a seminar format. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102) and (UWRT-150 or ENGL-150 or ISTE-110) or equivalent courses.) Lecture 3 (Fall).
US Healthcare
The course will explore the beginnings of the healthcare delivery in America, and the economics of the healthcare enterprise. It will also explore the role of government in providing and regulating the delivery of healthcare services as well as ethical issues that affect the doctor-patient relationship. Finally, the course will examine the healthcare systems of other industrialized nations and compare and contrast those systems with that of the U.S. Lecture 3 (Spring).
Clinical Microbiology
Clinical microbiology is a detailed study of the bacteria, viruses, fungi, and parasites relevant to human infectious diseases, including their historical significance and impact on society. This course will also focus on giving the student an appreciation and clear understanding of emerging/re-emerging infectious disease agents particularly those infectious disease agents commonly encountered in a hospital setting. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent courses.) Lecture 3 (Spring).
Clinical Microbiology Lab
Clinical microbiology is a detailed study of the bacteria, viruses, fungi, and parasites relevant to human infectious diseases, including their historical significance and impact on society. This course provides a hands-on experience in identifying these types of agents. The course will also focus on giving the student an appreciation and clear understanding of emerging/re-emerging infectious disease agents particularly those infectious disease agents commonly encountered in a hospital setting. (Prerequisites: (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (BIOL-101 and BIOL-102 and BIOL-103 and BIOL-104) or (BIOL-121 and BIOL-122) or (MEDG-101 and MEDG-102 and MEDG-103 and MEDG-104) or equivalent. Co-requisite: MEDS-417 or equivalent.) Lab 2 (Spring).
Parasitology
Introduction to parasites of medical importance and the diseases they cause. It includes study of a variety of parasites classified by diseases such as blood and intestinal protozoan parasites, nematodes, trematodes, and cestodes. Examples of important parasitic diseases to be covered include malaria, sleeping sickness, elephantiasis, river blindness, leishmaniasis, amebic dysentery, and babesiosis. Coursework includes an examination of the distribution and transmission, pathogenesis, clinical signs and symptoms, diagnosis, treatment, and control. Contribution of parasitic infections to economic and health inequities between developed and developing countries will be analyzed. (Prerequisites: (MEDG-101 or MEDG-102 or BIOL-101 or BIOL-102 or BIOL-121 or BIOL-122 or BIOL-123 or BIOL-124) or equivalent course and at least 3rd year student standing.) Lecture 3 (Spring).
Endocrinology
This course will combine lecture, literature review, and small group discussions/presentations to introduce students to the fundamental concepts of human endocrinology. subjects covered will include: digestion and metabolism; growth and aging; arousal/mood; sexual dimorphism and reproduction; and neuroendocrinology. Discussion of relevant human diseases/disorders will be used to illustrate related biochemical/anatomical pathways and mechanisms. (Prerequisites: MEDS-250 and (MEDS-242 or BIOL-201 or BIOL-302) or equivalent courses.) Lecture 3 (Fall).
Introduction to Neuroscience
This course will focus on the human nervous system, and its regulation of behavior and complex function. Background information on neuroanatomy, cellular physiology, neurotransmission, and signaling mechanisms will pave the way for an in-depth analysis of specialization at the systems level. Our goal will be to understand the cellular and molecular mechanisms underlying normal human behaviors and pathogenic states. (Prerequisites: MEDS-250 or equivalent courses.) Lecture 3 (Spring).
Epidemiology
The course covers applications of epidemiology to the study of the distribution and determinants of health and diseases, morbidity, injuries, disability, and mortality in populations. Epidemiologic methods for the control of conditions such as infectious and chronic diseases, community and environmental health hazards, and unintentional injuries are discussed. Other subjects include quantitative aspects of epidemiology, including data sources; measures of morbidity and mortality; evaluation of association and causality; and various study design methods. Contemporary subjects in public health (e.g. swine flu, HIV/AIDS, SARS), outbreak investigation, and containment strategies will be examined, analyzed, and thoroughly discussed. (Prerequisites: (MEDG-101 or MEDG-102 or BIOL-101 or BIOL-102 or BIOL-121 or BIOL-122 or BIOL-123 or BIOL-124) or equivalent course and at least 3rd year student standing.) Lecture 3 (Spring).
Cardiac Imaging
Examining the Clinical Experience
This course builds off of the clinical experiences of students currently working or volunteering in a clinical setting. The course will include informal and formal writing assignments. subjects addressed include the following: the roles of the various healthcare professionals; understanding sensitivity and diversity; logistics of the health care system – in-patient and out-patient; privacy and safety issues associated with patients and care providers; documentation methods. (Currently volunteering or working in a healthcare setting) (Prerequisites: Students with at least 2nd year standing who has completed First-Year Writing and is currently working or volunteering in a healthcare position.) Lecture 1 (Fall).
Health Coach Practicum
This course is a continuation of MEDS 370 and provides an opportunity for students to apply key concepts in health coaching to assist members of the community. Students will cover such subjects as self-management, motivational interviewing, cultural competency and goal setting. Students will have the opportunity to collaborate with health care professionals in identifying barriers to healthcare as well as creating ways to Excellerate patient outcomes. Journaling and progress notes are writing formats that will be covered and provide the student with a way to express their experiences in both a reflective and a professional manner. (Prerequisites: MEDS-370 or equivalent course.) Clinical 3, Lecture 1.5 (Fall, Spring).
Human Gross Anatomy
This course exposes students to details of human anatomy through cadaver dissection. Lecture material stresses functional and clinical correlates corresponding to laboratory exercises. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lab 6, Lecture 3 (Spring).
Biomedical Sciences Co-op
One semester of paid work experience in a healthcare related field. CO OP (Fall, Spring, Summer).
Human Development
This course will provide a survey of the primary biological events, mechanisms and underpinnings of human development from conception through aging. It will use case studies, human clinical and laboratory research papers to enrich and illustrate key points related to human developmental milestones. A significant emphasis will be placed on understanding developmental disabilities and adult-onset degenerative disorders, and also in relating biological events to an individual’s larger psychosocial functioning. Students will also Excellerate professional communication skills through discussions, writing and revision. (Prerequisites: MEDS-422 or equivalent courses.) Lecture 3 (Spring).
Biomedical Research
This course provides an opportunity for in-depth experiential learning through collaborative work on an independent research project. Ind Study (Fall, Spring, Summer).
Interdisciplinary Research
This course will provide an independent, interdisciplinary research opportunity to enhance the experiential learning component of the Biomedical Sciences Program. Students will engage in preparatory practicing and original research in an academic discipline or environment outside of their immediate major. Proposed work may span a broad variety of disciplines within a unifying theme of project goals and potential outcomes with strong application to human health and development. Examples may include mechanical, electrical or biomedical engineering: imaging science and optics; entrepreneurship and biotechnology; epidemiology, community health, and public policy. Ind Study (Fall, Spring, Summer).
Medical Pathophysiology
This course is designed as an introductory course in pathophysiology, the study of disease and its consequences. It covers the basic mechanisms of disease, concentrating on the diseases that are most frequently encountered in clinical practice. The major subjects of discussion will emphasize the general pathologic processes; this will provide a basis for understanding diseases affecting specific organ systems. Clinical correlations will be made as examples of how physiological processes can go awry in the generation of a particular disease. (Prerequisites: (MEDS-250 and MEDS-251) or (1026-350 and 1026-360) or equivalent courses.) Lecture 3 (Fall, Spring).
Oral Microbiology
This course is designed to deliver an understanding of the microbial population of the oral cavity as it relates to health and disease. Throughout the course, the presence, absence, influence and consequences of various microbial species will be presented relative to the anatomy of the oral cavity and subsequent disease. The course will also illuminate the connection between the oral cavity, inflammation and surprising conditions chronic and acute conditions that seemingly are unrelated to the oral cavity. (Prerequisites: MEDS-417 or BIOL-204 or equivalent course.) Lecture 3 (Spring).
Histology & Histopathology
This foundational course in the study of human biology and medicine provides students with a detailed exploration of the microscopic and structural anatomy of normal human tissues and organs, with special emphasis given to the relationships between the cellular architecture of human organs and organ systems and their functions. The course also examines human pathologies as a manifestation of the loss of cellular integrity leading to alterations in the histological features of diseased organs. (Prerequisites: MEDS-250 and MEDS-251 and MEDS-242 or equivalent courses.) Lab 3, Lecture 3 (Fall).
Advanced Clinical Neuroanatomy
This is an integrated course encompassing lectures, laboratory exercises and clinical case discussions. Laboratory exercises will focus on detailed examination of the human brain as well as the internal circuitry of myelin-stained sections through the spinal cord, brainstem, and forebrain. The exercises will reinforce concepts stressed in lectures and clinical case discussions. (Prerequisites: MEDS-425 or equivalent courses.) Lec/Lab 4 (Fall).
Human Immunology
Introduction to the fundamental facts and concepts on immunology to include: innate and adaptive immunity; cells, molecules, tissues and organs of the immune "system"; cell communication and interaction; antibody structure and function; and the application of these concepts to infectious diseases, vaccine design, autoimmune diseases, cancer, transplantation, regulation of the immune response, allergic reactions and immunosuppression. Students will gain an understanding of immunological principles and techniques, and their application to contemporary research, with results from instructor’s research laboratory (Prerequisites: (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or (BIOL-123 and BIOL-125 and BIOL-124 and BIOL-126) or (MEDS-250 and MEDS-251) or equivalent courses.) Lecture 3 (Fall).
Independent Study
This course will provide students the opportunity for independent study in a subject of strong interest. Ind Study (Fall, Spring, Summer).
Foundations of Nutrition Sciences
This is an introductory course in nutritional science concepts and application to current nutrition issues. This course covers the study of specific nutrients and their functions, the development of dietary standards and guides and how these standards are applied throughout the lifecycle. Students learn to analyze their own diets and develop strategies to make any necessary dietary changes for a lifetime of good health. Current health and nutrition problems and nutrition misinformation will be discussed. Online sections are asynchronous. Students are assessed by learning activities such as: weekly quizzes and discussion boards, homework assignments, and a final diet analysis project. In person sections are synchronous lectures and class discussions. Students are assessed by learning activities such as: exams, homework, assignments and final project analysis. Lecture 3 (Fall, Spring).
Sports Nutrition
This course will provide an introduction to the integration between exercise and nutrition-related subjects by exploring the intimate link among nutrition, energy metabolism, and human exercise response. The course content will sort fact from fiction and help students and practitioners obtain the knowledge they need to supply sound advice to athletes and active individuals. (Prerequisite: College level science course preferred.) Lecture 3 (Fall, Spring, Summer).
Premedical Studies Seminar
This course provides students with an exploration of careers in health care, development of a sequential plan to prepare for entrance exams and applications, self-assessment of strengths and weaknesses in the application portfolio, and individualized advising towards goals. This course should be taken in the year immediately preceding the target application date. (Prerequisites: This class is restricted to students with 3rd year standing.) Lecture 1 (Spring).
College Physics I
This is an introductory course in algebra-based physics focusing on mechanics and waves. subjects include kinematics, planar motion, Newton’s laws, gravitation; rotational kinematics and dynamics; work and energy; momentum and impulse; conservation laws; simple harmonic motion; waves; data presentation/analysis and error propagation. The course is taught using both traditional lectures and a workshop format that integrates material traditionally found in separate lecture, recitation, and laboratory settings. Lab 4, Lecture 2 (Fall, Spring, Summer).
College Physics II
This course is an introduction to algebra-based physics focusing on thermodynamics, electricity and magnetism, optics, and elementary subjects in modern physics. subjects include heat and temperature, laws of thermodynamics, fluids, electric and magnetic forces and fields, DC electrical circuits, electromagnetic induction, opyics, the concept of the photon, and the Bohr model of the atom. The course is taught using both traditional lectures and a workshop format that integrates material traditionally found in separate lecture, recitation, and laboratory settings. (Prerequisites: PHYS-111 or 1017-211 or equivalent course.) Lab 4, Lecture 2 (Fall, Spring).
AMES, Iowa – Some 50 students, split between two consecutive sessions, recently filed in to a second-floor classroom in Iowa State’s Student Innovation Center, settling at eight stations in groups of threes and fours.
These were the first students, most of them first-semester freshmen, to sign up for Iowa State’s new major in biomedical engineering. And this session of introductory BME 160 was going to be a lab day.
The students’ task: collecting data and crunching numbers about each other’s lung capacity.
Thomas Mansell addresses a BME 160 class. Photos by Christopher Gannon.
“We’re talking about flow, right?” said Thomas Mansell, an associate professor of chemical and biological engineering, the Karen and Dennis Vaughn Faculty Fellow and the course instructor.
He explained the electronic equipment in front of each group included a transducer – “a flow meter. It converts the flow rate of air into current. That allows us to measure your breath and see your lung capacity.”
Before the groups started the project by carefully calibrating their tools, Mansell said a lab about flow rates in a traditional engineering course probably wouldn’t measure lung capacity. But this is a new kind of course.
“This course is really an engineering problem-solving course with a biomedical veneer,” he said.
So, there was Majid Shahwan, a sophomore from Detroit, breathing into the transducer. First normal breaths. Then maximum inhale and maximum exhale. Followed by more normal breathing.
Shahwan’s lab partners – freshmen Jack Moore from Des Moines and Yewon Shin from Seoul, South Korea – watched a laptop as the machine recorded the flow rate with a trace on a graph moving up and down, the peaks and valleys rounded and smooth.
All three, after completing the program’s foundation courses this academic year, are hoping to be accepted into the program’s first cohort of students next fall.
What attracts them to biomedical engineering?
“It encompasses two things I like a lot – medicine and engineering,” said Shahwan, who is considering a medical career. “I like the biological aspect of this. I want to be familiar with the engineering and biological worlds.”
Moore agreed, saying he was interested in engineering in high school and has thought about medical school.
“I love it,” he said of the new major. “I fit here pretty well.”
Meeting needs, serving society
Studies of biomedical engineering aren’t entirely new at Iowa State. There was an interdepartmental, graduate program for a few decades until the early 2000s. College of Engineering leaders added an undergraduate bioengineering minor a few years later that they changed to a biomedical engineering minor in 2014. Even with the new major, that minor will continue to be offered to engineering students.
A Board of Regents report says the new major addresses several needs: it meets the interests of students and employers; it increases synergy between research strengths and academic programs; it could bring more women into engineering studies, as it has at other schools; and it could strengthen the College of Engineering’s national standing.
Ian Schneider
College leaders asked Ian Schneider, an associate professor of chemical and biological engineering, to lead a task force that considered the needs and came up with a proposal to address them.
The resulting program taps into faculty expertise across departments, including chemical and biological engineering, mechanical engineering, materials science and engineering, and electrical and computer engineering.
That interdepartmental approach widens the scope of the program, Schneider said. That presents all kinds of opportunities for students: Working with veterinary medicine. With biosensors. With nanovaccines. With computational fluid dynamics. With virtual reality. With many other fields and technologies.
The scope also offers students three focus areas to choose from – medical molecules and materials, biomedical mechanics and manufacturing, and biomedical instrumentation.
“The curriculum will prepare students for a career in serving society through designing and manufacturing biomedical systems that Excellerate human health,” says the program summary in Iowa State’s course catalog.
The regents approved the proposed major last February; students started showing up on campus this fall.
Schneider, now the program’s professor in charge whose own work in biomedical engineering includes using engineering tools to study forces exerted on cells during disease, said the program and its new students are off to a good start.
Forty of those students will be accepted into the program’s first cohort next fall. Schneider said the major’s class size will be limited for the first few years to assure quality as the program launches and builds. And, yes, students are well aware that enrollment will be limited for two to three years. They’ve been asked to have a backup plan.
But many are still interested.
“What’s attractive to these students, from a societal standpoint, is we have a lot of difficult health problems to fix,” Schneider said. “When you apply engineering approaches to health, it’s easy for people to recognize and appreciate the importance.”
Making a difference
Students Eva Wentz, Sean Pry and Hamzah Shahwan work during a exact lab.
Jessie Vosseller is the academic advisor for the biomedical engineering program and leader of the new major’s learning community. The non-residential community is a chance for students to work together and share quality time with each other and peer mentors.
As she gets to know the students, what does Vosseller hear from them?
“They want to make a difference in people’s lives,” she said.
One step along the way was breathing into a transducer and calculating vital statistics about lung capacity during the exact lab session.
After sorting through the flow data, Yewon Shin said she’s happy with her decision to study biomedical engineering at Iowa State.
“So far, I’m really liking the program,” she said. “It fits what I want to do really well.”
ZUG, Switzerland, Oct. 17, 2023 /CNW/ -- SHL Medical ("SHL"), a world-leading solutions provider of advanced drug delivery systems such as autoinjectors and innovative specialty delivery systems, has entered into a non-exclusive co-marketing partnership agreement with Lifecore Biomedical (Nasdaq: LFCR) ("Lifecore"), a fully integrated Contract Development and Manufacturing Organization ("CDMO") that offers highly differentiated capabilities in the development, fill and finish of complex sterile injectable pharmaceutical products in syringes and vials.
Through this partnership, Lifecore becomes a member of SHL's recently announced Alliance Management program, an initiative created to further strengthen SHL's vertically integrated business model by facilitating customer engagement with other key players within the drug delivery ecosystem.
SHL and Lifecore will, pursuant to the terms of its agreement, exchange knowledge and experience in their respective fields, enabling both companies to provide their customers unparalleled guidance in CDMO services and best-in-class options for drug delivery device development.
As the leader and pioneer of autoinjectors, SHL offers drug delivery device solutions and vertically integrated capabilities for the development, manufacturing, and final assembly of its autoinjector products. The partnership with Lifecore will allow SHL to recommend a trusted CDMO renowned for its proven proficiency and robust quality systems in aseptic pharmaceutical manufacturing and primary container filling, creating a comprehensive support system across all stages of the autoinjector development and commercial lifecycle.
"As a true partner to pharma and biotech, we believe in providing full end-to-end solutions that enhance patients' quality of life and enable patients' independence," said Kimberlee Steele, Managing Director of SHL Pharma, SHL Medical's final assembly, labeling, and packaging business unit in Florida. "We are excited to partner with Lifecore to provide high-quality CDMO services matching SHL's own high-touch approach to servicing our customers."
Darren Hieber, Senior Vice President of Corporate Development and Partnerships for Lifecore commented, "We are continuously adapting to keep pace with the evolution of healthcare treatments and technologies and our deep expertise in the fill/finish of syringes and vials is a perfect match for SHL's products. Our relationship with SHL will expand the breadth of our offerings to our CDMO customers, enabling them to deliver the benefits and convenience of innovative drug delivery systems to their patients worldwide. We are excited to be aligned with an industry leader, who has created a business focused on patient-centric solutions through their unique, convenient, high-quality product portfolio."
- Picture is available at AP -
About SHL Medical
As a world-leading solutions provider of advanced drug delivery systems, SHL Medical is the partner of choice for many leading pharma and biotech companies. Driven by its company purpose – Enabling Patients' Independence – SHL Medical offers patient-centric solutions for the design, development, and manufacturing of autoinjectors, pen injectors, as well as innovative specialty delivery systems for large-volume and high-viscosity formulations. It also offers final assembly, labeling, and packaging solutions for its drug delivery systems.
In response to the rising trend in home therapy, SHL Medical has increased its developmental work in the digital healthcare sector to help Excellerate the drug delivery ecosystem.
Located across Switzerland, Taiwan, Sweden, and the US, SHL Medical's global team of experts collaborate seamlessly as one team in utilizing its comprehensive in-house manufacturing capabilities. The company's solutions offer customization and optimization for each project while proactively weaving sustainability-driven measures into its designs and processes to contribute to a cleaner earth. For additional information, visit www.shl-medical.com.
About Lifecore Biomedical
Lifecore Biomedical, Inc. is a fully integrated contract development and manufacturing organization (CDMO) that offers highly differentiated capabilities in the development, fill and finish of complex sterile injectable pharmaceutical products in syringes and vials. As a leading manufacturer of premium, injectable grade Hyaluronic Acid, Lifecore brings more than 40 years of expertise as a partner for global and emerging biopharmaceutical and biotechnology companies across multiple therapeutic categories to bring their innovations to market. For more information about the Company, visit Lifecore's website at www.lifecore.com.
Media contact
Carl Gillblad
Communications and Marketing Operations
info@shl-medical.com
+41 41 368 00 00
Alliance Management contact
Alina Smotrova
Corporate Development
alliance@shl-medical.com
+41 41 368 00 00
Lifecore Investor Relations
Jeff Sonnek
jeff.sonnek@icrinc.com
(646) 277-1263
Important Cautions Regarding Forward-Looking Statements
This press release contains forward-looking statements regarding future events and future results, including the anticipated business relationship between SHL and Lifecore, that are subject to the safe harbor created under the Private Securities Litigation Reform Act of 1995 and other safe harbors under the Securities Act of 1933 and the Securities Exchange Act of 1934. Words such as "anticipate", "estimate", "expect", "project", "plan", "intend", "believe", "may", "might", "will", "should", "can have", "likely" and similar expressions are used to identify forward-looking statements. All forward-looking statements involve certain risks and uncertainties that could cause genuine results to differ materially, including such factors among others, the nature and requirements of the relationship between SHL and Lifecore, the ability to achieve acceptance of Lifecore's new products in the marketplace, and government regulations affecting the companies' respective business. For additional information about factors that could cause genuine results to differ materially from those described in the forward-looking statements, please refer to Lifecore's filings with the Securities and Exchange Commission, including the risk factors contained in our most exact Quarterly Report on Form 10-Q and Annual Report on Form 10-K/A. Forward-looking statements represent management's current expectations and are inherently uncertain. Except as required by law, neither company undertakes any obligation to update forward-looking statements made to reflect subsequent events or circumstances.
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New "building-block" approaches to the creation of digital tools that include data and artificial intelligence could play a key role in improving the running of hospital wards and disease management, according to the findings of new research.
The study, by Dr. Robert Free at the National Institute for Health and Care Research (NIHR) Leicester Biomedical Research Centre (BRC), suggests that using a package of digital 'building-blocks' to create clinical decision support programs would make it possible to create digital tools that help medical staff prioritize patient care and workloads more effectively.
The study, published in Frontiers in Digital Health outlines how a system of computer software building blocks, developed by the research team, could enable faster more effective disease management protocols for handling local admissions of community acquired pneumonia (CAP). It also explores how this approach could be applied across health care more generally.
Their building block system, Embeddable AI and State-based Understandable Logic (EASUL) can use historic data, electronic medical records and include algorithms to develop digital platforms that accommodate different stages of clinical care for patients and allow medical staff to examine this—including likely patient outcomes.
In the study, researchers modeled scenarios using existing patient data and consultations with teams of Specialist Pneumonia Intervention Nurses (SPIN) to test how a program built using EASUL could be used to help clinicians manage those admitted with CAP. The program was given the data of 52,471 adults admitted between April and June 2022, 630 of whom were diagnosed with CAP. The advice and information generated by the program was compared with the clinical risk assessments given by the SPIN team.
When tallied, EASUL risk assessment matched with the SPIN teams 49.4 % of the time. EASUL never rated any patient as low risk who had been rated as high risk by the clinical team. EASUL also identified 57 cases which, when reviewed by researchers, should have been rated as high risk but only recorded as low or moderate by clinical staff.
The paper's authors stressed that the differences were likely due to individual clinical judgment where extensive risk assessment was not considered as clinically appropriate. Due to a lack of available information in the existing patient data it was not possible to include this element in the evaluation.
The researchers behind EASUL also believe another of its potential advantages is its flexible design. It allows for "on the fly data," collected as treatment and research is carried out, to be easily included in the system. It has also been designed in a format that can potentially be integrated with existing digital clinical decision support systems.
As a result, EASUL could be adjusted to suit the needs of a variety of clinical settings. It is also designed to automatically adjust its calculation in case of missing data, meaning it could provide robust and relevant information to clinical staff in a variety of different situations.
Dr. Robert Free, Lecturer in Health Data Science and principal investigator on the study said, "This is a very exciting development. Our proof-of-concept clinical system allowed us to demonstrate how our building block approach could deal with algorithms of varying complexities across the patient's care. Using EASUL we were able to include both simple risk scores and a pre-existing artificial intelligence model in a real-time data-driven workflow and then present it to clinicians—helping them make decisions about patients."
Dr. Pranabhashis Haldar, a Senior Clinical Lecturer in the NIHR Leicester BRC's Respiratory Theme, and a contributor to the study, added "The flexible nature of our approach means it can be extended to support different data types, adaptive workflows including advanced artificial intelligence models and potentially mobile apps. Additionally, it could also be used to support patient directed health care actions, such as remote monitoring."
Dr. Free concluded, "We believe that EASUL and similar approaches are important steps for making better use of health data from multiple sources and would help to strengthen trust and accountability in complex artificial intelligence enabled clinical decision support. However, we recognize that further research is needed before this can be rolled out into active clinical settings."
More information: Robert C. Free et al, A data-driven framework for clinical decision support applied to pneumonia management, Frontiers in Digital Health (2023). DOI: 10.3389/fdgth.2023.1237146
Provided by University Hospitals of Leicester NHS Trust
Citation: Software created from 'building blocks' could incorporate artificial intelligence, supporting medical staff (2023, November 7) retrieved 17 November 2023 from https://medicalxpress.com/news/2023-11-software-blocks-incorporate-artificial-intelligence.html
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Sensitive health information donated for medical research by half a million UK citizens has been shared with insurance companies despite a pledge that it would not be.
An Observer investigation has found that UK Biobank opened up its vast biomedical database to insurance sector firms several times between 2020 and 2023. The data was provided to insurance consultancy and tech firms for projects to create digital tools that help insurers predict a person’s risk of getting a chronic disease. The findings have raised concerns among geneticists, data privacy experts and campaigners over vetting and ethical checks at Biobank.
Set up in 2006 to help researchers investigating diseases, the database contains millions of blood, saliva and urine samples, collected regularly from about 500,000 adult volunteers – along with medical records, scans, wearable device data and lifestyle information.
Approved researchers around the world can pay £3,000 to £9,000 to access records ranging from medical history and lifestyle information to whole genome sequencing data. The resulting research has yielded major medical discoveries and led to Biobank being considered a “jewel in the crown” of British science.
Biobank said it strictly guarded access to its data, only allowing access by bona fide researchers for health-related projects in the public interest. It said this included researchers of all stripes, whether employed by academic, charitable or commercial organisations – including insurance companies – and that “information about data sharing was clearly set out to participants at the point of recruitment and the initial assessment”.
But evidence gathered by the Observer suggests Biobank did not explicitly tell participants it would share data with insurance companies – and made several public commitments not to do so.
When the project was announced, in 2002, Biobank promised that data would not be given to insurance companies after concerns were raised that it could be used in a discriminatory way, such as by the exclusion of people with a particular genetic makeup from insurance.
In an FAQ section on the Biobank website, participants were told: “Insurance companies will not be allowed access to any individual results nor will they be allowed access to anonymised data.” The statement remained online until February 2006, during which time the Biobank project was subject to public scrutiny and discussed in parliament.
The promise was also reiterated in several public statements by backers of Biobank, who said safeguards would be built in to ensure that “no insurance company or police force or employer will have access”.
This weekend, Biobank said the pledge – made repeatedly over four years – no longer applied. It said the commitment had been made before recruitment formally began in 2007 and that when Biobank volunteers enrolled they were given revised information.
This included leaflets and consent forms that contained a provision that anonymised Biobank data could be shared with private firms for “health-related” research, but did not explicitly mention insurance firms or correct the previous assurances.
Biobank also said commitments that “insurance companies ... will not be given any individual’s information, samples or test results” – repeated in leaflets over a 17-year period – meant to refer to identifiable information, such as that which is linked to a person’s name, rather than to other data about Biobank participants.
The exact nature of the data shared with the insurance industry is not clear because Biobank does not routinely publish this and has declined so far to say. Summaries of the projects published online suggest it included de-identified, participant-level data on diseases, lifestyle and biomarkers.
One company granted access, ReMark International, is a “global insurance consultancy” that underwrites a million policies a year and lists clients including Legal & General and MetLife. In its application to Biobank, approved in December 2022, the company said it needed data to develop an algorithm to predict diseases and death, using hospital records and smartwatch data to examine the relationship between lifestyle, mental health and biomarkers.
Another firm given Biobank data, Lydia.ai, is a Canadian “insurtech” firm that wants to supply people “personalised and predictive health scores”. The company says insurers work with it to “leverage new sources of data to make risk predictions”. It was granted access to Biobank data in January for a project linking health records to lifestyle data to “predict chronic diseases”.
Club Vita, a “longevity data analytics company for pension funds & their advisors, insurers, reinsurers and asset managers” – whose clients include 400 pension funds and 25 insurers – was also granted access. Its project sought to assess data on morbidity outcomes using a range of risk factors such as gender, diseases, treatment, location and lifestyle.
Prof Yves Moreau, a genetics and AI expert who has worked on projects using data from UK Biobank, said the data-sharing appeared to be a “serious and disturbing breach of trust”. He said the idea that Biobank’s public commitments could be “silently superseded” by leaflets was “weak”, and questioned whether participants understood that data could be shared with insurance firms. “The data looks very mundane – a bunch of measurements. But there are really major impacts,” he said.
Prof Sandra Wachter, an expert in technology and regulation at the Oxford Internet Institute, said the cases risked eroding the trust of volunteers who “donated their data for a good cause”. She said the development of insurance products to “predict if someone will get sick” raised serious ethical concerns.
Sam Smith, coordinator of medConfidential, which campaigns for the privacy of health data, said people gave data to Biobank to “help cure diseases”, not so it could be used by the insurance industry. He said: “Biobank must tell every participant what data was shared with insurance companies and why.”
Biobank said it rejected any suggestion that data had ever been shared for uses that volunteers had not consented to, and said it was wrong to suggest that prior promises – which pre-dated formal enrolment at Biobank – should still apply.
It added that researchers worked for “all manner of companies”, and that provided they passed its “stringent access protocols”, they could conduct research using Biobank data. Research by insurance companies into how lifestyle behaviours can Excellerate health or help identify health risks was “consistent with being health-related and in the public interest”, it said. It added that it had consulted independent ethicists “at length” about commercial data sharing, and that “complex” applications were referred to an expert committee.
Prof Naomi Allen, chief scientist at UK Biobank, said: “Our careful processes have been followed in all these cases. De-identified health data has been shared because these are bona fide researchers working on health-related research, including looking at what impacts human health and longevity – and that is what our participants signed up to help with.”
There is no suggestion that Biobank data has ever been used by insurers to make direct decisions about individual policies. No physical biological samples were shared.
As well as insurance sector firms, Biobank data has also been given to other companies that are not directly health-related, including pension funds and investment firms, project records show.
In another case that has raised questions for Biobank, a California company whose website is covered in spelling mistakes was granted access to data. Flying Troika LLC’s website says it is a “pure research lab” offering “deep larning” solutions in sectors including insurance, pharma, manufacturing and retail. It says it has teams in 13 cities, including “Maimi” and Edinburgh. The company is understood to have sought genetic data, MRI scans and other information in April 2021, to develop a “novel AI model” that can predict ageing processes.
Prof David Leslie, director of ethics and responsible innovation at the Alan Turing Institute, said: “Making explicit … just how each of these projects counted as data being used for medical projects in the public interest would seem essential for maintaining public trust.”
The Information Commissioner’s Office, the UK’s data privacy watchdog, is considering the matter. It said: “People have the right to expect that organisations will handle their information securely and that it will only be used for the purpose they are told or agree to. Organisations must provide clear, accurate and comprehensive information … especially where sensitive personal information is involved.”
- New Licensing Partnership with BioCryst Pharmaceuticals Expands Clearside’s Proprietary Suprachoroidal Injection Platform to Plasma Kallikrein Inhibitor -
- BioCryst Collaboration Provides $5 Million Upfront, the Potential for Additional $77.5 Million in Clinical, Regulatory, and Sales Based Milestone Payments, Plus Royalties -
- Recruitment Completed in CLS-AX Phase 2b ODYSSEY Wet AMD Trial with Topline Data Expected in Q3 2024 -
- Management to Host Webcast and Conference Call Today at 4:30 P.M. ET -
ALPHARETTA, Ga., Nov. 13, 2023 (GLOBE NEWSWIRE) -- Clearside Biomedical, Inc. (Nasdaq: CLSD), a biopharmaceutical company revolutionizing the delivery of therapies to the back of the eye through the suprachoroidal space (SCS®), today reported financial results for the third quarter ended September 30, 2023, and provided a corporate update.
“We are successfully delivering on our two-pronged strategy of advancing our internal pipeline and expanding the use of our SCS delivery platform through external collaborations,” said George Lasezkay, Pharm.D., J.D., Clearside’s President and Chief Executive Officer. “With the completion of recruitment in our ODYSSEY Phase 2b wet AMD trial, we expect to report topline data in the third quarter of 2024. In addition, we signed a promising new licensing partnership with BioCryst Pharmaceuticals, which enhances our external development pipeline, and expands the utility and versatility of our proprietary SCS injection platform with a new molecule specifically targeting diabetic macular edema (DME).”
Dr. Lasezkay continued, “We are partnering with BioCryst to develop their proprietary plasma kallikrein inhibitor, avoralstat, in combination with our patented SCS Microinjector® for patients with DME, the most common cause of vision loss in individuals with diabetes. Avoralstat has high potency and low solubility, characteristics that are ideal for suprachoroidal administration and important to achieving potential efficacy with reduced dosing frequency. Delivering avoralstat into the SCS and behind the visual field could allow avoralstat to inhibit plasma kallikrein directly at the site of edema formation. We believe there is a significant market opportunity in DME utilizing suprachoroidal administration.”
“We are excited about the progress all of our partners have reported over the last few weeks utilizing our SCS Microinjector. Bausch + Lomb announced that XIPERE® has been granted a new CPT code to help facilitate better access and adoption of the product, and Arctic Vision completed enrollment in their Phase 3 trial in uveitic macular edema. At AAO, REGENXBIO and AURA presented clinically meaningful data in diabetic retinopathy and choroidal melanoma, respectively. These results, combined with the internal progress on our CLS-AX program in wet AMD, reinforce our leadership in suprachoroidal delivery to treat multiple serious retinal diseases,” concluded Dr. Lasezkay.
Key Highlights
- Recruitment of participants was completed for ODYSSEY, Clearside’s randomized, multi-center Phase 2b clinical trial of CLS-AX (axitinib injectable suspension) using suprachoroidal delivery in neovascular age-related macular degeneration (wet AMD) with topline data expected in Q3 2024.
- New exclusive, worldwide license with BioCryst Pharmaceuticals to use Clearside’s SCS Microinjector for the delivery of BioCryst’s proprietary plasma kallikrein inhibitor, avoralstat, for the treatment and prevention of DME. Under the terms of the agreement, Clearside will receive an upfront license fee of $5 million and is eligible to receive up to an aggregate of $77.5 million in clinical, regulatory and post-approval sales-based milestone payments. BioCryst will pay Clearside tiered mid-single digit royalties on annual global net product sales.
- XIPERE® commercial partners provided important updates:
- Arctic Vision completed enrollment in China in its Phase 3 randomized, double-blind, placebo-controlled clinical trial in uveitic macular edema (UME). XIPERE is referred to as ARCATUS® (ARVN001) in China.
- Bausch + Lomb announced that the American Medical Association has granted a new permanent Category 1 Current Procedural Terminology (CPT) code for XIPERE to help facilitate better access and adoption of the product.
- Bausch + Lomb presented survey data on positive physician experience using XIPERE in the treatment of UME indicating that physicians found the XIPERE suprachoroidal injection easy to learn, with patient outcomes consistent with clinical trial data.
- Development partners presented promising clinical data using Clearside’s proprietary SCS Microinjector technology at the exact American Academy of Ophthalmology (AAO) annual meeting:
- REGENXBIO reported ABBV-RGX-314 gene therapy continues to be well tolerated and that dose level 2 prevented disease progression and reduced vision-threatening events in non-proliferative diabetic retinopathy at one year.
- Aura Biosciences reported positive clinical safety and efficacy updates of bel-sar for early-stage choroidal melanoma from its ongoing Phase 2 clinical trial with suprachoroidal administration. The results, with 90% of patients at twelve months of follow-up who received three cycles of therapy in Cohorts 5 and 6 and who match the criteria for the planned global Phase 3 trial, showed a tumor control rate of 80% and the visual acuity preservation rate was 90%.
- Data from Clearside’s OASIS Phase 1/2a clinical trial of CLS-AX in wet AMD were presented at several prominent medical meetings: AAO, American Society of Retina Specialists, and at The Retina Society. These presentations highlighted the excellent safety profile, stable vision and reduced frequency of injections observed for up to 6-months in the OASIS trial and Extension Study.
- Clearside’s SCS Microinjector technology was featured in the peer-reviewed Pharmaceuticals journal, in an article titled Suprachoroidal Injection: A Novel Approach for Targeted Drug Delivery (Wu, Kevin Y., et al., September 2023). Based on a comprehensive review of the exact literature on suprachoroidal injections, the authors concluded that suprachoroidal injections present a significant advancement over conventional administration routes, such as eye drops and intravitreal injections, and offer increased drug bioavailability, extended duration of action, and a marked reduction in off-target adverse effects. The full article is available on Clearside’s website.
Third Quarter 2023 Financial Results
- License Revenue: License and other revenue for the third quarter of 2023 was $0.9 million, compared to $0.3 million for the third quarter of 2022.
- Research and Development (R&D) Expenses: R&D expenses for the third quarter of 2023 were $5.1 million, compared to $4.6 million for the third quarter of 2022. The increase was primarily due to ODYSSEY clinical trial costs.
- General and Administrative (G&A) Expenses: G&A expenses for the third quarter of 2023 were $2.6 million, compared to $2.4 million for the third quarter of 2022.
- Other Income: Other income for the third quarter of 2023 was $0.4 million, compared to $0.2 million for the third quarter of 2022. The increase was due to higher interest rates earned on cash and cash equivalents.
- Other Expense: Non-cash interest expense for the third quarter of 2023 was $2.6 million, compared to $1.3 million in the third quarter of 2022. Non-cash interest expense was comprised of imputed interest on the liability related to the sales of future royalties and the amortization of the associated issuance costs.
- Net Loss: Net loss for the third quarter of 2023 was $9.3 million, or $0.15 per share of common stock, compared to net loss of $7.8 million, or $0.13 per share of common stock, for the third quarter of 2022.
- Cash Position: As of September 30, 2023, Clearside’s cash and cash equivalents totaled $28.8 million. Subsequent to the quarter end, Clearside entered into a new licensing agreement which includes a $5 million upfront license fee from BioCryst. The Company believes it will have sufficient resources to fund its planned operations into the fourth quarter of 2024.
Conference Call & Webcast Details
Clearside’s management will host a webcast and conference call today at 4:30 p.m. Eastern Time to discuss the financial results and provide a corporate update. The live and archived webcast may be accessed on the Clearside website under the Investors section: Events and Presentations. The live call can be accessed by dialing 888-506-0062 (U.S.) or 973-528-0011 (international) and entering conference code: 971200. The Company suggests participants join 15 minutes in advance of the event.
About Clearside Biomedical, Inc.
Clearside Biomedical, Inc. is a biopharmaceutical company revolutionizing the delivery of therapies to the back of the eye through the suprachoroidal space (SCS®). Clearside’s SCS injection platform utilizes its patented SCS Microinjector®, the first and only FDA-approved way to access the suprachoroidal space. Clearside’s SCS Microinjector enables an in-office, repeatable, non-surgical procedure for the targeted and compartmentalized delivery of a wide variety of therapies to the macula, retina, or choroid to potentially preserve and Excellerate vision in patients with sight-threatening eye diseases. Clearside developed and gained approval for its first product, XIPERE® (triamcinolone acetonide injectable suspension) for suprachoroidal use, which is available in the U.S. through a commercial partner. Clearside is developing its own pipeline of small molecule product candidates for administration via its SCS Microinjector. Clearside’s lead suprachoroidal development program, CLS-AX (axitinib injectable suspension), is in Phase 2b clinical testing for the treatment of neovascular age-related macular degeneration (wet AMD). Clearside also strategically partners its SCS injection platform with companies utilizing other ophthalmic therapeutic innovations. For more information, please visit clearsidebio.com and follow us on LinkedIn and TwitterX.
Cautionary Note Regarding Forward-Looking Statements
Any statements contained in this press release that do not describe historical facts may constitute forward-looking statements as that term is defined in the Private Securities Litigation Reform Act of 1995. These statements may be identified by words such as “believe”, “expect”, “may”, “plan”, “potential”, “will”, and similar expressions, and are based on Clearside’s current beliefs and expectations. These forward-looking statements include statements regarding the clinical development of CLS-AX, the expected timing of topline results from the ODYSSEY clinical trial, the potential benefits of CLS-AX, Clearside’s suprachoroidal delivery technology and Clearside’s SCS Microinjector® and Clearside’s ability to fund its operations into the fourth quarter of 2024. These statements involve risks and uncertainties that could cause genuine results to differ materially from those reflected in such statements. Risks and uncertainties that may cause genuine results to differ materially include uncertainties inherent in the conduct of clinical trials, Clearside’s reliance on third parties over which it may not always have full control and other risks and uncertainties that are described in Clearside’s Annual Report on Form 10-K for the year ended December 31, 2022, filed with the U.S. Securities and Exchange Commission (SEC) on March 14, 2023, Clearside’s Quarterly Report on Form 10-Q for the quarter ended September 30, 2023 filed with the SEC on November 13, 2023 and Clearside’s other Periodic Reports filed with the SEC. Any forward-looking statements speak only as of the date of this press release and are based on information available to Clearside as of the date of this release, and Clearside assumes no obligation to, and does not intend to, update any forward-looking statements, whether as a result of new information, future events or otherwise.
Investor and Media Contacts:
Jenny Kobin
Remy Bernarda
ir@clearsidebio.com
(678) 430-8206
-Financial Tables Follow-
CLEARSIDE BIOMEDICAL, INC.
Selected Financial Data
(in thousands, except share and per share data)
(unaudited)
| Statements of Operations Data | Three Months Ended September 30, |
Nine Months Ended September 30, |
|||||||||||||||
| 2023 | 2022 | 2023 | 2022 | ||||||||||||||
| License and other revenue | $ | 859 | $ | 266 | $ | 1,881 | $ | 997 | |||||||||
| Operating expenses: | |||||||||||||||||
| Cost of goods sold | 142 | — | 355 | — | |||||||||||||
| Research and development | 5,134 | 4,637 | 14,533 | 14,603 | |||||||||||||
| General and administrative | 2,637 | 2,353 | 8,922 | 8,601 | |||||||||||||
| Total operating expenses | 7,913 | 6,990 | 23,810 | 23,204 | |||||||||||||
| Loss from operations | (7,054 | ) | (6,724 | ) | (21,929 | ) | (22,207 | ) | |||||||||
| Other income | 409 | 194 | 1,359 | 220 | |||||||||||||
| Non-cash interest expense on liability related to the sales of future royalties |
(2,622 | ) | (1,297 | ) | (7,083 | ) | (1,297 | ) | |||||||||
| Net loss | $ | (9,267 | ) | $ | (7,827 | ) | $ | (27,653 | ) | $ | (23,284 | ) | |||||
| Net loss per share of common stock — basic and diluted |
$ | (0.15 | ) | $ | (0.13 | ) | $ | (0.45 | ) | $ | (0.39 | ) | |||||
| Weighted average shares outstanding — basic and diluted |
61,983,987 | 60,188,541 | 61,605,648 | 60,134,821 | |||||||||||||
| Balance Sheet Data | September 30, | December 31, | |||||
| 2023 | 2022 | ||||||
| Cash and cash equivalents | $ | 28,802 | $ | 48,258 | |||
| Accounts receivable | 882 | 91 | |||||
| Total assets | 34,420 | 51,303 | |||||
| Liabilities related to the sales of future royalties, net | 40,710 | 33,977 | |||||
| Total liabilities | 47,269 | 40,696 | |||||
| Total stockholders’ (deficit) equity | (12,849 | ) | 10,607 | ||||
Source: Clearside Biomedical, Inc.
Zug, Switzerland (ots)
SHL Medical (“SHL”), a world-leading solutions provider of advanced drug delivery systems such as autoinjectors and innovative specialty delivery systems, has entered into a non-exclusive co-marketing partnership agreement with Lifecore Biomedical (Nasdaq: LFCR) (“Lifecore”), a fully integrated Contract Development and Manufacturing Organization (“CDMO”) that offers highly differentiated capabilities in the development, fill and finish of complex sterile injectable pharmaceutical products in syringes and vials.
Through this partnership, Lifecore becomes a member of SHL’s recently announced Alliance Management program, an initiative created to further strengthen SHL’s vertically integrated business model by facilitating customer engagement with other key players within the drug delivery ecosystem.
SHL and Lifecore will, pursuant to the terms of its agreement, exchange knowledge and experience in their respective fields, enabling both companies to provide their customers unparalleled guidance in CDMO services and best-in-class options for drug delivery device development.
As the leader and pioneer of autoinjectors, SHL offers drug delivery device solutions and vertically integrated capabilities for the development, manufacturing, and final assembly of its autoinjector products. The partnership with Lifecore will allow SHL to recommend a trusted CDMO renowned for its proven proficiency and robust quality systems in aseptic pharmaceutical manufacturing and primary container filling, creating a comprehensive support system across all stages of the autoinjector development and commercial lifecycle.
“As a true partner to pharma and biotech, we believe in providing full end-to-end solutions that enhance patients’ quality of life and enable patients’ independence,” said Kimberlee Steele, Managing Director of SHL Pharma, SHL Medical’s final assembly, labeling, and packaging business unit in Florida. “We are excited to partner with Lifecore to provide high-quality CDMO services matching SHL’s own high-touch approach to servicing our customers.”
Darren Hieber, Senior Vice President of Corporate Development and Partnerships for Lifecore commented, “We are continuously adapting to keep pace with the evolution of healthcare treatments and technologies and our deep expertise in the fill/finish of syringes and vials is a perfect match for SHL’s products. Our relationship with SHL will expand the breadth of our offerings to our CDMO customers, enabling them to deliver the benefits and convenience of innovative drug delivery systems to their patients worldwide. We are excited to be aligned with an industry leader, who has created a business focused on patient-centric solutions through their unique, convenient, high-quality product portfolio.”
About SHL Medical As a world-leading solutions provider of advanced drug delivery systems, SHL Medical is the partner of choice for many leading pharma and biotech companies. Driven by its company purpose – Enabling Patients’ Independence – SHL Medical offers patient-centric solutions for the design, development, and manufacturing of autoinjectors, pen injectors, as well as innovative specialty delivery systems for large-volume and high-viscosity formulations. It also offers final assembly, labeling, and packaging solutions for its drug delivery systems.
In response to the rising trend in home therapy, SHL Medical has increased its developmental work in the digital healthcare sector to help Excellerate the drug delivery ecosystem.
Located across Switzerland, Taiwan, Sweden, and the US, SHL Medical’s global team of experts collaborate seamlessly as one team in utilizing its comprehensive in-house manufacturing capabilities. The company’s solutions offer customization and optimization for each project while proactively weaving sustainability-driven measures into its designs and processes to contribute to a cleaner earth. For additional information, visit www.shl-medical.com.
About Lifecore Biomedical Lifecore Biomedical, Inc. is a fully integrated contract development and manufacturing organization (CDMO) that offers highly differentiated capabilities in the development, fill and finish of complex sterile injectable pharmaceutical products in syringes and vials. As a leading manufacturer of premium, injectable grade Hyaluronic Acid, Lifecore brings more than 40 years of expertise as a partner for global and emerging biopharmaceutical and biotechnology companies across multiple therapeutic categories to bring their innovations to market. For more information about the Company, visit Lifecore’s website at www.lifecore.com.
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Important Cautions Regarding Forward-Looking Statements
This press release contains forward-looking statements regarding future events and future results, including the anticipated business relationship between SHL and Lifecore, that are subject to the safe harbor created under the Private Securities Litigation Reform Act of 1995 and other safe harbors under the Securities Act of 1933 and the Securities Exchange Act of 1934. Words such as “anticipate”, “estimate”, “expect”, “project”, “plan”, “intend”, “believe”, “may”, “might”, “will”, “should”, “can have”, “likely” and similar expressions are used to identify forward-looking statements. All forward-looking statements involve certain risks and uncertainties that could cause genuine results to differ materially, including such factors among others, the nature and requirements of the relationship between SHL and Lifecore, the ability to achieve acceptance of Lifecore’s new products in the marketplace, and government regulations affecting the companies’ respective business. For additional information about factors that could cause genuine results to differ materially from those described in the forward-looking statements, please refer to Lifecore’s filings with the Securities and Exchange Commission, including the risk factors contained in our most exact Quarterly Report on Form 10-Q and Annual Report on Form 10-K/A. Forward-looking statements represent management’s current expectations and are inherently uncertain. Except as required by law, neither company undertakes any obligation to update forward-looking statements made to reflect subsequent events or circumstances.
Contact:
Media contact
Carl Gillblad
Communications and Marketing Operations
info@shl-medical.com
+41 41 368 00 00
Alliance Management contact
Alina Smotrova
Corporate Development
alliance@shl-medical.com
+41 41 368 00 00
Lifecore Investor Relations
Jeff Sonnek
jeff.sonnek@icrinc.com
(646) 277-1263
Original content of: SHL Medical, transmitted by news aktuell
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