PhD Course Management

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A welcome event for all newly enrolled PhD students to the PhD programme to give  them the opportunity to meet and interact with fellow PhD students and AU representatives from fields relevant during the PhD programme.

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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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The course provides the students with basic skills using the most common, simple statistical models and analyzes in medical research.

NB! If you are enrolled per 1 May 2015 or after, "Basic Biostatistics" will no longer be mandatory. Thus, it is up to you to agree with your main supervisor whether or not you should participate in "Basic Biostatistics".

Please note that participating in PhD courses on advanced statistical topics including Statistical Analysis of Time to Event Data, Linear regression models for continuous and binary data, Analysis of variance and repeated measurements and Applied Statistical Analysis with Missing Data requires completion of ‘Basic Biostatistic’ part 1 and 2 (former known as ‘Basic Biostatistic’ (8 days)) or similar.

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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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The aim of the course is to introduce the student to the basic use of the software R. The course is designed to build up the basic skills in R necessary for attending to the PhD course Basic Statistical Analysis.

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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 aim of the course is to introduce the student to machine learning techniques and enable the student to analyze complex data sets as typically encountered in modern research. The students will achieve an understanding of the theoretical background of supervised- and unsupervised machine learning techniques and will gain practical experience in applying these techniques in real-world data analysis.

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It is expected that the participant after the course is able to reflect upon, to plan and conduct communication courses on master level for medical students based on knowledge in educational theories and models such as constructive alignment, Blooms taxonomy and use of Edu-It.

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In this course, the major stress theories will be presented and participants will be introduced to stress, defined as a continuously ongoing physiological adaptation to changes and challenges (stressors) with the ultimate goal of returning to homeostasis. Whereas temporary stress can be positively stimulating, long-term stress can induce perturbations that make tissues prone to pathological processes and diseases. We will dive into up-to-date knowledge about the genetic predispositions, environmental preconditions and behavioural manifestations of stress and resilience. It will be explained how abuse, neglect, and other trauma can induce life-long maladaptive reactions to stress. The implications to clinical practice of current insights from stress/resilience science will be discussed, and evidence-based methods of stress reduction/resilience training and the supposed underlying mechanisms will be introduced.

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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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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 introduce the PhD student to basic notions of statistical analysis and give an idea of a typical statistical modelling process.

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The course is 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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This is a blended learning course in university teaching and learning which lays the foundation for reflective teachers at PhD-level and towards assistant professor from all health science disciplines. The course content features the following topics:

• Constructive alignment
• Active learning
• Student-centred teaching
• Learning outcomes
• Educational IT
• Feedback
• Evaluation
• Teaching portfolio.

The course is designed as a blended learning approach with a combination of out-of-class online learning and in-class face-to-face teaching. It is estimated to last over six weeks (4x4 hours in-class seminars, approx. and approx. 8 hours structured asynchronous online learning activities). The activities will consist of a mix of reading materials, watching videos, producing texts and models, participating in individual as well as group activities in-class and out-of-class, developing lesson plan and teaching portfolio as well as giving peer-feedback. To complete the course and receive ECTS credit and diploma it is mandatory to be active online, and complete all activities (including peer-feedback and portfolio) and respect the activity deadlines. 

Your learning outcome depends on active participation through peer feedback and discussions with each other. The course is student-centred, why participants will carry out tasks and exercises at in-class and out-of-class activities.

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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 course aims to provide participants with an introduction to the use of directed acyclic graphs (DAGs) as a tool to control for confounding and other sources of bias. Moreover, the course will include a simple method to reason about the directions of potential biases. After the course, participants will be able to use DAGs as a practical tool in their own research.

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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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Researchers need presentation skills. However, research presentations can be both personally rewarding and demanding. The oral presentation is a genre used throughout the researchers’ career from PhD to senior researcher. Combined with modern information and communication technology (ICT), a researcher should be able to choose from a broad pallet of options. However, the researcher should prioritize and use this technological and rhetorical pallet in accordance with the purpose of the presentation. Along with rhetorical skills to master stage performance and technology skills, the researcher must acquire knowledge at an expert level. The skill of communicating with experts must be supplemented with knowledge about ICT and science rhetoric in order to disseminate the intricacies of science. The technological and rhetorical skills and reflection skills trained in this course will benefit mainly research presentation, but also large-group class- teaching e.g. lecturing.

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

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

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Before the first day of the course, participants prepare a few online learning activities pertaining to their actual experiences with supervision of undergraduate students and they read 1-2 articles.

The main themes of the first day of the course are:

• The roles, requirements and responsibilities of the PhD-student as a co-supervisor
• The power of feedback – how to provide feedback that promotes learning?
• Alignment of expectations and interests

Between the two course days, participants complete an assignment related to their own practice.

The main themes of the second day of the course are:

• Discussions and peer-feedback on the participants’ assignments
• Product and process in the supervision – who controls the undergraduates’ project?
• The art of asking questions that promote learning in supervision

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The aim of this course is to train the students’ general and disciplinary writing ability to enhance successful disciplinary writing in conformity with contextual/situational, discoursal and genre- and text-type conventions and requirements of written academic English in health sciences.

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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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In recent years, EVs have been recognized to play an important role in health and disease by trafficking biomolecules between cells. In this way, EVs have been found to be important in disease progression since both diseased cells and pathogens release EVs to facilitate their survival. This also suggests that EVs can be used as diagnostic markers for such conditions. The therapeutic potential of EVs and their use as vaccines are also currently being explored all underpinning the prospects of EV research.

In this course, we will cover basic aspects of EVs, which will include their nomenclature, biogenesis, their release and uptake as well as EV cargos. Different isolations methods will be presented such as ultracentrifugation, size exclusion chromatography and precipitation techniques and their pros and cons discussed. Different methods to identify, characterize and enumerate EVs will be presented and discussed as well as how to explore their content. As it is not a trivial task to work with EVs we will discuss critical things to consider during collection and isolation of EVs from various sample types and how to explore their function in vitro and in vivo.

During the practical, you will learn to isolate EVs using size exclusion chromatography (qEV) and a precipitation technique. The size distribution and numbers of EVs in the samples isolated by the two methods will be examined using nanoparticle tracking analysis. Western blots will be used to identify classical EV makers.

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The aim of this course is to train the students’ general and disciplinary writing ability to enhance successful disciplinary writing and editing in conformity with contextual/situational, discoursal and genre- and text-type conventions and requirements of written academic English in natural sciences and technical sciences.

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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 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 of this course is to take a practitioners approach to project management focusing on both technical and sociocultural skills.

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The aim is to introduce to the conduct of a qualitative content analysis, and enable the participants to design and plan a qualitative content analysis. The participants will be able to apply qualitative content analysis, to make consistent and well-informed analytical choices, and to reflect on relevant methodological issues related to their study design and plan of conduct.

The course is relevant both for students who are planning to conduct a qualitative study or literature review, and for students who will use the qualitative content analysis to analyze their conducted material (e.g., interviews, field notes, transcripts, documents, articles).

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Insulin resistance plays a pivotal factor in the pathogenesis behind dysmetabolic conditions like diabetes and cardiovascular disease. The aim of this course is to introduce state of the art understanding of various aspects of human insulin resistance, and to introduce methods and techniques used to assess insulin resistance and related metabolic parameters in clinical research.

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NB! If you are enrolled per 1 May 2015 or after, "Basic Biostatistics" will no longer be mandatory. Thus, it is up to you to agree with your main supervisor whether or not you should participate in "Basic Biostatistics".

Please note that participating in PhD courses on advanced statistical topics including Statistical Analysis of Time to Event Data, Linear regression models for continuous and binary data, Analysis of variance and repeated measurements and Applied Statistical Analysis with Missing Data requires completion of ‘Basic Biostatistic’ part 1 and 2 (former known as ‘Basic Biostatistic’ (8 days)) or similar.

The course provides an introduction to more advanced statistical models and analyzes in medical research.

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The aim of this course is to impart knowledge about and give course participants an introduction to academic text production in English, applying textual and discourse strategies and methodologies in accordance with the current conventions of written academic English in health sciences

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Det samlede 20-dages varende forskningsmodul i speciallægeuddannelsen har til formål at opøve kompetence til at opsøge, vurdere og udvikle ny viden samt anvende denne viden til kritisk vurdering samt evaluering af etableret praksis. 

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In the past 20 years, a vast expansion has been achieved in the possibilities of treating diseases where the immune system is involved in pathogenic mechanisms. Historically immunotherapy was largely focused on vaccination to fight microbial infections. More recently it has become possible to attenuate the immune response in chronic inflammation disorders, in particular through the use of "biological therapy". Here the pharmacologically active ingredient is often function-blocking monoclonal antibodies, which targets molecular mechanisms of the inflammatory response in a highly specific manner. Similar approaches also now play a role in cancer treatment.

By presenting research made in Aarhus University the lecture course will present both methodological aspects of research in the inflammatory response as well as up-to-date scientific findings. In this way participants may both acquire insight on recent scientific developments as well as being offered the opportunity of networking with local researchers and students with shared research interests.

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By the end of the course, the PhD student will:

• 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 expand participants’ strategies and methods in supervision.

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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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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 aim of this course is to impart knowledge about and give course participants an introduction to academic text production in English, applying textual and discourse strategies and methodologies in accordance with the current conventions of written academic English in health sciences

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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