PhD Course Management

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Introduction event for all newly enrolled PhD students at Health, Aarhus University.

The Graduate School of Health wishes to welcome all newly enrolled PhD students to the PhD programme, and to give PhD students the opportunity to meet and interact with fellow PhD students and AU representatives from fields relevant during the PhD programme.

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Introduction event for all newly enrolled PhD students at Health, Aarhus University.

The Graduate School of Health wishes to welcome all newly enrolled PhD students to the PhD programme, and to give PhD students the opportunity to meet and interact with fellow PhD students and AU representatives from fields relevant during the PhD programme.

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Upon completion of the blended learning course, participants will have acquired knowledge, skills and competences on pedagogical principles pertaining to being a university teacher who can reflect on his/her own and colleagues’ teaching practice. Participants will during the course develop and complete first draft of a personal teaching portfolio on teaching qualifications that can be used in appointments for future academic positions. Furthermore, they will acquire knowledge about strategies to evaluate teaching with the aim of applying a student-centred approach in teaching and creating alignment between the different elements and phases of teaching.

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As a part of their teaching responsibilities, PhD-students sometimes supervise undergraduate students. In doing so, the PhD-students play an important role as a near-peer-supervisor guiding the students in their learning. This course aims to prepare PhD-students to act as co-supervisors on bachelor and master students assignments and/or learning processes.

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  • Basic knowledge of cell free DNA biology and markers of ctDNA.
  • The necessary knowledge needed to avoid, or at least control for, biases introduced by pre-analytical processing.
  • Basic understanding of the pros and cons of present state-of-the-art methods and technologies used to analyse cell free DNA (cfDNA) and ctDNA. To enable the student to choose the method/technology best suited in a given situation.
  • Knowledge about the clinical situations where ctDNA may potentially be used to guide clinical decision making
  • Knowledge about pros and cons of different cfDNA/ctDNA trial designs.
  • To qualify the student to design and conduct their own cfDNA/ctDNA study

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To enable the participants to assess the relevance, strengths and weaknesses of different search methods. To enable the participants to build a search strategy and select relevant information sources and search terms. To make the participants familiar with the concept of reference management software in general and EndNote in particular.

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The aim is to introduce PhD students at Health, Aarhus University to the principles of responsible conduct of research and how to avoid scientific misconduct.

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The aim is to introduce PhD students at Health, Aarhus University to the principles of responsible conduct of research and how to avoid scientific misconduct.

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The aim is to introduce PhD students at Health, Aarhus University to the principles of responsible conduct of research and how to avoid scientific misconduct.

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At the end of the course, the PhD student should:

  • Be familiar with the Danish Code of Conduct for Research Integrity as well as Aarhus University guidelines and Health standards of Responsible Conduct of Research
  • Be able to understand and discuss principles of research integrity and responsible conduct of research
  • Be able to identify, analyse and discuss cases of scientific misconduct and questionable research practices in the grey zone between misconduct and poor science
  • Know where to seek advice concerning responsible conduct of research

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To train the technological, the rhetorical and the reflection skills to benefit both research presentation and large class- teaching.

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- Identify and apply methodologies in computer-based teaching
- Apply rhetoric Skills for preparing and delivering research presentations
- Use reflective skills in evaluating performance in presenting and teaching at university level
- Produce and present effective scientific posters
- Apply tools for giving and receiving feedback

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The aim of the course is to facilitate the participants use of secondary data sources in clinical research.

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The objective of this PhD course to familiarise participants to modern statistical methods for analyses of exposure data, in order to improve exposure effect analyses in occupational and environmental epidemiological studies. The goal is to train the participants, so they are able to evaluate literature on the topic and to perform basal analyses themselves after the course

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The course aims to provide students with the skills necessary to critically use the qualitative software programme NVivo 12 and to train the students in using NVivo 12 to organise and analyse different types of qualitative data.

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Students will gain an in-depth understanding of the scientific theoretical basis guiding the analytical process in phenomenological qualitative research. The students will be able to apply relevant analytical approaches and to make consistent and well-informed choices in relation to qualitative research.

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The aim is to give the students an overview of proteomics and the study of complex protein samples. The course will cover the theoretical basis and practical methodology of proteomics. The course attendants will learn how to design and perform proteomic studies and will get understanding of its impact on research within life science and medicine.

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The aim of the course is to give students the knowledge and the skills to carry out a meta-analysis. Meta- analyses are a prerequisite for a final compilation of results of several types of systematic reviews. Without this skill, it is impossible to finalize the review and interpret the results in order to provide a basis for clinical guidelines.

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Mandatory for main supervisors.

The quality of PhD students’ education is largely dependent on the PhD supervisor’s competencies as a supervisor. The aim of the basic course in PhD supervision is to expand the participants’ repertoire of supervision strategies and methods in order to provide a flexible approach to supervision, strengthen their reflections on practices, roles and relationships in the supervision process, and share experiences and new knowledge for advancing PhD supervisors’ competencies.

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Mandatory for main supervisors.

The quality of PhD students’ education is largely dependent on the PhD supervisor’s competencies as a supervisor. The aim of the basic course in PhD supervision is to expand the participants’ repertoire of supervision strategies and methods in order to provide a flexible approach to supervision, strengthen their reflections on practices, roles and relationships in the supervision process, and share experiences and new knowledge for advancing PhD supervisors’ competencies.

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To inspire young scientists to clinical-translational research by giving them insight in different aspects on the conception, design and implementation of clinical trials in general and hematological trials in particular.

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The course will introduce the student to both the basic and more advanced methods to describe and predict prognosis for a group of patients. Subsequently, the student should be able to use the methods in relation to own data.

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The aim of the course is to provide knowledge about methodologies used in nutritional epidemiology.

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The aim of the course is to give some insights into the molecular mechanisms of immunology.

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  • General overview of the underlying principles in magnetic resonance imaging and spectroscopy with relevance for applications in biomedical research.
  • Outline of magnetic resonance applied in research studies of organ functionality and diseases.
  • General overview of hyperpolarized carbon-13 magnetic resonance imaging and spectroscopy applied in cells, animals and humans.

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To make the participants familiar with the most important medical databases, and enable them to perform qualified searches for relevant scholarly literature.

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To make the participants familiar with the most important medical databases, and enable them to perform qualified searches for relevant scholarly literature.

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The aim of the course is to give the participants understanding of the basic principles laboratory animal science. The course is obligatory for persons, who wish to participate in research using laboratory animals, either by carrying out procedures on animals (EU category A) or euthanize animals (EU category D). The course is designatedas an EU function A/D course according to the EU Directive 2010/63 and EU Article 23.2 (previously category B by the Federation of European Laboratory Animal Science Associations). The course gives an introduction to practical and theoretical handling, housing and using laboratory animals and how to replace, refine and reduce the use of live animals for research (3R).

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This course is intended for academic researchers, who are about to conduct or are actively involved in a Clinical Trial with a Medicinal product. Focus will be on the practical aspects on how to comply with the principles of Good Clinical Practice (GCP) and requirements in the national regulations for these types of trials.

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The aim of the course is to give an introduction to the main research fields in health sciences and to give an introduction to the requirements for conducting a research year or a PhD.

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To introduce students to key issues, concepts, and research methods in psychiatric epidemiology. This course will provide an overview of current knowledge in psychiatry based on epidemiological research by highlighting the dynamic interplay of risk factors across the person (biology, psychology), context (family, social, neighborhood, workplace, society) and time (societal and diagnostic changes across time), and the epidemiological methods used in psychiatric epidemiology.

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The aim is to give the participants an overview of basic fluorescence microscopy techniques, sample preparation, image acquisition and imaging analysis. 

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The aim of the course is to introduce PhD students to the fundamentals of design and analysis of clinical epidemiology research. Each concept will be introduced in a lecture. Students will then carry out in-class exercises applying the fundamental principles introduced in the lecture to actual examples from the scientific literature. Students are not required to complete an exam at the end of the course.

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By the end of the course the participant will be able to:

  1. Understand the basic characteristics of family-focused approach and dialogue
  2. Understand, discuss and argue for the central methodological considerations
  3. Identify appropriate family-focused qualitative and quantitative data sources for research 
  4. Describe and argue for the choice of patient-reported outcome and caregiver-reported outcome
  5. Identify strengths and limitations of a family-focused approach
  6. Understand and apply family-focused values across culture and in vulnerable families
  7. Present the family-focused PhD study in a concise and structured format

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To provide a course on various aspects of human host-pathogen interaction ranging from basic cell biology and microbiology (bacteriology, virology, genetics, molecular cell biology, immunology) to pathogenesis of infectious diseases and medicine.

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The objective of the course is to give an introduction to key health economics concepts and methods for economic evaluation of health related interventions, to put the participants in a position to critically assess the quality of economic evaluations of health care interventions and to enable participants to undertake economic evaluations.

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To present participants a state-of-the-art overview of key concepts and applications within all areas of basic and clinical neuroscience.

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To achieve basic knowledge on data documentation, basic statistical tests and the assumptions for performing these tests. The course is meant for students with none or very little experience within statistics.

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To achieve basic knowledge on data documentation, basic statistical tests and the assumptions for performing these tests. The course is meant for students with none or very little experience within statistics.

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The aim of the course is to:

Contents: The state-of-the-art knowledge on CRISPR-Cas9 technology/Introduce the different types of CRISPR gene editing tools and their applications/Design the best CRISPR gRNA with high on-target efficiency and low off-target effect/Design CRISPR and donor vectors for gene knockin, tagging and single nucleotide mutagenesis.

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The aim of the course is to provide a solid theoretical and practical foundation in modern flow cytometry, enabling participants to assess and conduct flow cytometric experiments independently.

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The aim is to provide theoretical knowledge on extracellular vesicles (EV), their role and potential in future therapeutics, and hands-on experience with EV isolation and characterization.

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The aim of this course is to introduce a frameworks to guide decisions in how to evaluate public health interventions targeted health behavior. The course will include quantitative, qualitative, mixed methods evaluation designs and system approaches to evaluation. The MRC model for complex intervention in health will form the basis of the course. The course build to some extent on the former course in developing complex interventions addressing health behavior change on multiple levels. 

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  • The student is able to define epidemiologic measures of occurrence and explain the difference between prevalence and incidence.
  • The student is able to define the following epidemiologic measures of association; relative risk, risk ratio, odds ratio, and rate ratio, risk difference and excess risk, including attributable risk and population attributable risk.
  • The student is able to define and describe strengths, weaknesses, and main applications of the designs; ecological, cross-sectional, follow up, case-control and intervention studies.
  • The student is able to define selection bias, information bias and confounding and be aware that evaluating the direction and strength of a possible bias or confounding is essential.
  • The student knows how to think along the lines that, when faced with data from an analytic epidemiologic study showing an association (or no association), this might reflect; random error, bias (systematic error), including selection bias or information bias, or confounding, or, if all other possibilities seem unlikely, causality.

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Introduction to REDCap (eCapture) and, more elaborate, to the statistical package: Stata, and its use in a well-structured and fully documented data handling process. It is highly recommended to take the course before the course in basic biostatistics.

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Introduction to REDCap (eCapture) and, more elaborate, to the statistical package: Stata, and its use in a well-structured and fully documented data handling process. It is highly recommended to take the course before the course in basic biostatistics.

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Introduction to REDCap (eCapture) and, more elaborate, to the statistical package: Stata, and its use in a well-structured and fully documented data handling process. It is highly recommended to take the course before the course in basic biostatistics.

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This course aims to provide participants with an introduction to Quantitative Bias Analysis. A compilation of bias analysis methods for use with epidemiologic data will be introduced, including methods for corrections to address selection bias, uncontrolled confounding, and classification errors, as well as methods to quantify different sources of biases simultaneously. 

Short description

Participants will acquire a science-based, theoretical understanding for and basic skills in applying different methods for the purpose of producing empirical material.

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Welcome to the PhD Course Management

Please be aware of the following:

  • Fall semester courses will open up for registration on 4 June 2021 at 10:00.

  • Medical Innovation Day (MID)
    Solve a real-life case from the health industry or pitch your innovative research ideas to a panel of investors, and boost your network with people from the industry. Get ECTS when attending MID in Oct 2021. More info and sign-up: Link to Medical Innovation Day

  • Health Courses fall 2021
  • Nat/Tech Courses fall 2021
  • Cancellations are accepted up to two weeks before course start.
  • Enrolment in courses are binding after last cancellation deadline. In case of non-attendance, not pre-approved by course administrator, a fee corresponding to the actual course fee will be charged. Exceptions to this rule.
  • Exceedance of 35 ECTS in the PhD Course Management will implicate that courses no longer are free of charge for PhD students.
  • Please make sure your contact email address is the one you wish to receive mails from us on. Your login mail and contact mail may be the same if you please.

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