Search result: Catalogue data in Spring Semester 2024
Health Sciences and Technology Master  | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Major in Human Movement Science and Sport | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Compulsory Courses | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | ||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-0302-00L | Practicing Translational Science  | O | 2 credits | 4A | J. Goldhahn, N. K. Brasier, C. Ewald | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Translational Science is a cross disciplinary scientific research that is motivated by the need for practical applications that help patients. The students should apply knowledge they gained in the prior course during a team approach focused on one topic provided by the supervisor. Each student has to take a role in the team and label clear responsibility and contribution. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After completing this course, students will be able to apply: a) Principles of translational science (including project planning, ethics application, basics of resource management and interdisciplinary communication) b) The use of a translational approach in project planning and management | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Prerequisite: lecture 376-0300-00 "Translational Science for Health and Medicine" passed. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0302-01L | GCP Basic Course (Modules 1 and 2) | O | 1 credit | 1G | G. Senti, C. Fila, R. Grossmann | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The basic course in "Good Clinical Practice" (GCP) contains of two full-time training days (Module 1 and Module 2) and addresses elementary aspects for the appropriate conduct of clinical trials and non-clinical research projects involving human beings. Successful participation will be confirmed by a certificate that is recognized by the Swiss authorities. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will get familiar with: - Key Ethics documents - (Inter)national Guidelines and Laws (e.g. ICH-GCP, DIN EN ISO 14155, TPA, HRA) - Sequence of research projects and project-involved parties - Planning of research projects (statistics, resources, study design, set-up of the study protocol) - Approval of research projects by Authorities (SwissEthics, Swissmedic, FOPH) - Roles and responsibilities of project-involved parties Students will learn how to: - Classify research projects according the risk-based approach of the HRA - Write a study protocol - Inform participating patients/study subjects - Obtain consent by participating patients/study subjects - Classify, document and report Adverse Events - Handle projects with biological material from humans and/or health- related personal data | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Module 1: Research and Research Ethics, Guidelines, (inter)national Legislation, Development of therapeutic products, Methodology (Study Design), Study documents (Study protocol, Investigator's Brochure, Patient Information Leaflet, Informed Consent Form) Module 2: Roles and Responsibilities, Approval procedures, Notification and Reporting, Study documentation, Research with biological material and health-related data, data protection, data retention | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Electives | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Electives Courses I | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0224-00L | Clinical Exercise Physiology | W | 3 credits | 2V | C. Spengler, C. Schmied, further lecturers | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This lecture series provides a comprehensive overview of the most important aspects of clinical exercise testing for diagnosis and assessment of functional status in different patient populations, e.g. patients with pulmonary, cardiac or neuro-muscular disease, with obesity, young or old age. Also, special aspects in the context of training perscriptions in these populations will be discussed. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | By the end of this module, students: - Have the theoretical basis for disease-specific exercise testing and interpretation in clinical settings - Know important aspects for disease-specific exercise-training prescriptions and assessment of training progress - Are able to critically review and interpret scientific literature in the context of physical fitness, performance and training in different patient populations | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts are provided via moodle. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Handouts are provided via moodle. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The courses "Anatomie & Physiologie I+II", as well as "Exercise Physiology I" (or Anatomy, Physiology and Exercise Physiology - equivalents for students without HST-BSc), are required. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-1168-00L | Sports Biomechanics | W | 3 credits | 2V | S. Lorenzetti | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Various types of sport are studied from a mechanical point of view. Of particular interest are the key parameters of a sport as well as the performance relevant indicators. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The aim of this lecture is to enable the students to study a sport from a biomechanical viewpoint and to carry out a small project including planing, measurement set-up, analysis and discussion. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Sport biomechanics is concerned with the physical and mechanical basic principles of sports. The lecture requires an in-depth mechanical understanding on the side of the student. In this respect, the pre-attendance of the lectures Biomechanics II and Movement and Sports Biomechanics or an equivalent course is expected. The human body is treated as a mechanical system during sport. The interaction of the active and passive movements and outside influences is analysed. Using sports such as ski-jumping, cycling, or weight training, applicable models are created, analyzed and suitable measuring methods are introduced. In particular, the constraints as well as the limitations of the models are of great relevance. The students work on their own project, develop their own models for different sport types, critically discuss the advantages and disadvantages and evaluate applicable measurement methods. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handout will be distributed. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-1306-00L | Clinical Neuroscience (University of Zurich) No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH as an incoming student. UZH Module Code: BME389 Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/deadlines.html | W | 3 credits | 3V | University lecturers | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The lecture series "Clinical Neuroscience" presents a comprehensive, condensed overview of the most important neurological diseases, their clinical presentation, diagnosis, therapy options and possible causes. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | By the end of this module students should be able to: - demonstrate their understanding and deep knowledge concerning the main neurological diseases - identify and explain the different clinical presentation of these diseases, the methodology of diagnosis and the current therapies available - summarize and critically review scientific literature efficiently and effectively | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-1660-00L | Scientific Writing, Reporting and Communication | W | 3 credits | 2V | W. R. Taylor, S. H. Hosseini Nasab | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course aims to teach students many of the unwritten rules on how to communicate effectively, from writing reports or manuscripts (or indeed their Master thesis!) through to improving skills in oral presentations, and presenting themselves at interview. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | This course will teach students to communicate effectively in official environments, including: - writing manuscripts, theses, CVs, reports etc - presenting posters - oral presentations - critical reviews of literature | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-1719-00L | Statistics for Experimental Research Does not take place this semester. | W | 3 credits | 2V | to be announced | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students will learn the necessary statistical concepts and skills to independently (1) design experiments (2) analyse experimental data and (3) report analyses and results in a scientifically appropriate manner. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After successful completion of the course, students should be able to: 1. Determine appropriate experimental designs and choose, justify and perform the appropriate statistical analyses using R. 2. Report analyses and results in a scientifically appropriate manner, as laid out by the Publication Manual of the American Psychological Association (APA, sixth edition). | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | We will cover basic statistical concepts (e.g., central tendency, variability, data distribution), the t-test (dependent and independent), ANOVA (univariate, factorial and repeated measures), correlation, multiple regression, nonparametric techniques, validity and reliability tests, effect size, data transformation, power and sample size estimation. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture notes will be delivered in the form of commented presentations in Microsoft Powerpoint (i.e. pptx) format. R practical session assignments will be delivered in pdf-format. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Both in the lectures and in the tutorials and practical sessions, we will refer students to the following publication: Field A, Miles J, Field Z (2013) Discovering Statistics Using R. Sage Publications Ltd, London, UK | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Elective Courses II | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| 151-0638-00L | MaP Distinguished Lecture Series on Engineering with Living Materials This course is primarily designed for MSc and doctoral students. Guests are welcome. Former title: MaP Distinguished Lecture Series on Soft Robotics | W | 1 credit | 2S | R. Katzschmann, M. Filippi, X.‑H. Qin, Z. Zhang | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course is an interdisciplinary colloquium on the engineering of biohybrid systems and robotics. Internationally renowned speakers from academia and industry give lectures about their cutting-edge research, which highlights the state-of-the-art and frontiers in the field of engineering with living materials and biohybrids. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants become acquainted with the state-of-the-art and frontiers in biohybrid systems and robotics, which is a topic of global and future relevance from the field of materials and process engineering. The self-study of relevant literature and active participation in discussions following presentations by internationally renowned speakers stimulate critical thinking and allow participants to deliberately discuss challenges and opportunities with leading academics and industrial experts and to exchange ideas within an interdisciplinary community. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course is a colloquium involving a selected mix of internationally renowned speakers from academia and industry who present their cutting-edge research in the field of engineered systems using living materials. In particular, the course will cover fundamentals of bioengineering at a multicellular level (biofabrication), as well as examples of manufacturing and application of living cells to engineered systems for medical applications and beyond. Speakers will show how to combine living cells with non-living, synthetic materials to realize bio-hybrid systems to be applied to many fields of human life, ranging from biomedicine to robotics, biosensing, ecology, and architecture. It will be shown how bio-hybrid technologies and cutting-edge engineering techniques can support cell proliferation and even enhance their cell functions. The course will cover materials and approaches for the biofabrication of living tissue, seen as a biomedical model for pathophysiological discovery research, or as transplantable grafts for tissue regeneration. Speakers will illustrate how living species can contribute to ecological approaches in town planning (such as CO2 sequestration), sensing and processor technologies enabled by connective and signaling abilities of cells, and motile systems actuated by contractile cells (bio-hybrid robots). The main learning objective is to learn about: materials and techniques to build intelligent biological systems for future, sustainable societies; mechanisms of cell and tissue programmability; and applications in bio-robotics, communication, sensing technologies, and medical engineering. The self-study of relevant pre-read literature provided in advance of each lecture serves as a basis for active participation in the critical discussions following each presentation. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Selected scientific pre-read literature (around two articles per lecture) relevant for and discussed during the lectures is posted in advance on the course web page. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This course is taught by a selection of internationally renowned speakers from academia and industry working in the field of bio-hybrid systems and robotics. This lecture series is focusing on the recent trends in engineering with living materials. Participants should have a background in tissue engineering, material science, and/or robotics. To obtain credits, students need to: (i) attend 80% of all lectures; (ii) submit a one-page abstract of 3 different lectures. The performance will be assessed with a "Pass/Fail" format. Students who are not taking the class for credit have to deregister from the class before the end of the semester. Otherwise, they will receive either an incomplete or fail mark. On-site attendance to the lectures is preferred to foster in-person contact. However, for lectures given by online speakers, a Zoom link to attend remotely will be provided on Moodle. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 252-0312-00L | Mobile Health and Activity Monitoring | W | 6 credits | 2V + 3A | C. Holz | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Health and activity monitoring has become a key purpose of mobile & wearable devices (e.g., phones, watches, rings). We will cover the phenomena they capture, user behavior, activity, and human physiology, alongside the sensors, signals, and methods they leverage. In the exercise, students will process raw recordings from a wearable wristband to extract activity insights and health signals. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course will combine high-level concepts with low-level technical methods needed to sense, detect, and understand them. High-level: – sensing modalities for interactive systems – "activities" and "events" (exercises and other mechanical activities such as movements and resulting vibrations) – health monitoring (basic cardiovascular physiology) – affective computing (emotions, mood, personality) Lower-level: – sampling and filtering, time and frequency domains – cross-modal sensor systems, signal synchronization and correlation – event detection, classification, prediction using basic signal processing as well as learning-based methods – sensor types: optical, mechanical/acoustic, electromagnetic | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Health and activity monitoring has become a key purpose of mobile and wearable devices, including phones, (smart) watches, (smart) rings, (smart) belts, and other trackers (e.g., shoe clips, pendants). In this course, we will cover the fundamental aspects that these devices observe, i.e., user behavior, actions, and physiological dynamics of the human body, as well as the sensors, signals, and methods to capture, process, and analyze them. We will then cover methods for pattern extraction and classification on such data. The course will therefore touch on aspects of human activities, cardiovascular and pulmonary physiology, affective computing (recognizing, interpreting, and processing emotions), corresponding lower-level sensing systems (e.g., inertial sensing, optical sensing, photoplethysmography, electrodermal activity, electrocardiograms) and higher-level computer vision-based sensing (facial expressions, motions, gestures), as well as processing methods for these types of data. The course will be accompanied by a group exercise project, in which students will apply the concepts and methods taught in class. Students will receive a wearable wristband device that streams IMU data to a mobile phone (code will be provided for receiving, storing, visualizing on the phone). Throughout the course and exercises, we will collect data of various human activities from the band, annotate them, analyze, classify, and interpret them. For this, existing and novel processing methods will be developed (plenty of related work exists), based on the collected data as well as existing datasets. We will also combine the band with signals obtained from the mobile phone to holistically capture and analyze health and activity data. Full details: https://siplab.org/courses/mobile_health_activity_monitoring/2024 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Copies of the slides will be made available. Related work and further reading will be provided. More information on the course site: https://siplab.org/courses/mobile_health_activity_monitoring/2024 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Will be provided in the lecture | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 327-2125-00L | Microscopy Training SEM I - Introduction to SEM Limited number of participants. Master students will have priority over PhD students. PhD students may still enroll, but will be asked for a fee. https://scopem.ethz.ch/education/MTP.html Registration form: Link | W | 2 credits | 3P | P. Zeng, A. G. Bittermann, S. Gerstl, L. Grafulha Morales, K. Kunze, F. Lucas, J. Reuteler | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The introductory course on Scanning Electron Microscopy (SEM) emphasizes hands-on learning. Using 2 SEM instruments, students have the opportunity to study their own samples, or standard test samples, as well as solving exercises provided by ScopeM scientists. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Set-up, align and operate a SEM successfully and safely. - Accomplish imaging tasks successfully and optimize microscope performances. - Master the operation of a low-vacuum and field-emission SEM and EDX instrument. - Perform sample preparation with corresponding techniques and equipment for imaging and analysis - Acquire techniques in obtaining secondary electron and backscatter electron micrographs - Perform EDX qualitative and semi-quantitative analysis | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | During the course, students learn through lectures, demonstrations, and hands-on sessions how to setup and operate SEM instruments, including low-vacuum and low-voltage applications. This course gives basic skills for students new to SEM. At the end of the course, students with no prior experience are able to align a SEM, to obtain secondary electron (SE) and backscatter electron (BSE) micrographs and to perform energy dispersive X-ray spectroscopy (EDX) qualitative and semi-quantitative analysis. The procedures to better utilize SEM to solve practical problems and to optimize SEM analysis for a wide range of materials will be emphasized. - Discussion of students' sample/interest - Introduction and discussion on Electron Microscopy and instrumentation - Lectures on electron sources, electron lenses and probe formation - Lectures on beam/specimen interaction, image formation, image contrast and imaging modes. - Lectures on sample preparation techniques for EM - Brief description and demonstration of the SEM microscope - Practice on beam/specimen interaction, image formation, image contrast (and image processing) - Student participation on sample preparation techniques - Scanning Electron Microscopy lab exercises: setup and operate the instrument under various imaging modalities - Lecture and demonstrations on X-ray micro-analysis (theory and detection), qualitative and semi-quantitative EDX and point analysis, linescans and spectral mapping - Practice on real-world samples and report results | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | - Detailed course manual - Williams, Carter: Transmission Electron Microscopy, Plenum Press, 1996 - Hawkes, Valdre: Biophysical Electron Microscopy, Academic Press, 1990 - Egerton: Physical Principles of Electron Microscopy: an introduction to TEM, SEM and AEM, Springer Verlag, 2007 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | No mandatory prerequisites. Please consider the prior attendance to EM Basic lectures (551- 1618-00V; 227-0390-00L; 327-0703-00L) as suggested prerequisite. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 327-2126-00L | Microscopy Training TEM I - Introduction to TEM The number of participants is limited. In case of overbooking, the course will be repeated once. All registrations will be recorded on the waiting list. Master students will have priority over PhD students. PhD students may still enroll, but will be asked for a fee: https://scopem.ethz.ch/education/MTP.html TEM 1 registration form: Link | W | 2 credits | 3P | P. Zeng, E. J. Barthazy Meier, C. Bebeacua, A. G. Bittermann, F. Gramm, S. Handschin, M. Peterek, B. Qureshi, A. Sologubenko | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The introductory course on Transmission Electron Microscopy (TEM) provides theoretical and hands-on learning for new operators, utilizing lectures, demonstrations, and hands-on sessions. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Overview of TEM theory, instrumentation, operation and applications. - Alignment and operation of a TEM, as well as acquisition and interpretation of images, diffraction patterns, accomplishing basic tasks successfully. - Knowledge of electron imaging modes (including Scanning Transmission Electron Microscopy), magnification calibration, and image acquisition using CCD cameras. - To set up the TEM to acquire diffraction patterns, perform camera length calibration, as well as measure and interpret diffraction patterns. - Overview of techniques for specimen preparation. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Using two Transmission Electron Microscopes the students learn how to align a TEM, select parameters for acquisition of images in bright field (BF) and dark field (DF), perform scanning transmission electron microscopy (STEM) imaging, phase contrast imaging, and acquire electron diffraction patterns. The participants will also learn basic and advanced use of digital cameras and digital imaging methods. - Introduction and discussion on Electron Microscopy and instrumentation. - Lectures on electron sources, electron lenses and probe formation. - Lectures on beam/specimen interaction, image formation, image contrast and imaging modes. - Lectures on sample preparation techniques for EM. - Brief description and demonstration of the TEM microscope. - Practice on beam/specimen interaction, image formation, Image contrast (and image processing). - Demonstration of Transmission Electron Microscopes and imaging modes (Phase contrast, BF, DF, STEM). - Student participation on sample preparation techniques. - Transmission Electron Microscopy lab exercises: setup and operate the instrument under various imaging modalities. - TEM alignment, calibration, correction to improve image contrast and quality. - Electron diffraction. - Practice on real-world samples and report results. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | - Detailed course manual - Williams, Carter: Transmission Electron Microscopy, Plenum Press, 1996 - Hawkes, Valdre: Biophysical Electron Microscopy, Academic Press, 1990 - Egerton: Physical Principles of Electron Microscopy: an introduction to TEM, SEM and AEM, Springer Verlag, 2007 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | No mandatory prerequisites. Please consider the prior attendance to EM Basic lectures (551- 1618-00V; 227-0390-00L; 327-0703-00L) as suggested prerequisite. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 327-2224-00L | MaP Distinguished Lecture Series on Additive Manufacturing Does not take place this semester. This course is primarily designed for MSc and doctoral students. Guests are welcome. | W | 1 credit | 2S | to be announced | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course is an interdisciplinary colloquium on Additive Manufacturing (AM) with focus on simulation and biohybrid robotics. Internationally renowned experts from academia and industry present cutting-edge research, highlighting the state-of-the-art and frontiers in the field. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants become acquainted with the state-of-the-art and frontiers in Additive Manufacturing, a topic of global and future relevance for materials and process engineering. A focus is placed on simulation and biohybrid robotics applications. The self-study of relevant literature and active participation in discussions following presentations by internationally renowned speakers stimulate critical thinking and allow participants to deliberately discuss challenges and opportunities with leading academics and industrial experts and exchange ideas within an interdisciplinary community. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course is a colloquium involving a selected mix of internationally renowned speakers from academia and industry who present their cutting-edge research in the field of Additive Manufacturing. The self-study of relevant pre-read literature provided in advance of each lecture serves as a basis for active participation in the critical discussions following each presentation. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Selected scientific pre-read literature (max. three articles per lecture) relevant for and discussed during the lectures is posted in advance on the course web page. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Participants should have a solid background in materials science and/or engineering. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 363-1066-00L | Designing Effective Projects for Promoting Health@Work | W | 3 credits | 2G | G. Bauer, P. Kerksieck | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The fast-changing high-performance economy is highly dependent on healthy employees – and at the same time is putting their health at risk. Expectations of employees regarding health@work are rising. In a workshop format, students learn how to develop effective, exemplary projects to promote good working conditions, work-life balance or healthy lifestyles in companies. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After active participation in the course, students will • Know the key individual, team-level, and organizational factors influencing health@work • Be familiar with health-related challenges and opportunities of a changing world of work • Know intervention strategies for improving working conditions, work-life balance and health behaviors in companies • Be able to design an exemplary intervention project– based on key principles and a systematic planning cycle | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The globalization and the digital transformation of our economy lead to fast changes in organizations and of working conditions. Work becomes more flexible regarding time, location and employment contracts. Simultaneously, employees become more demanding regarding their autonomy, the quality of working life and their work-life balance. In this dynamic context, offering standardized health promotion programs in companies is not sufficient anymore. Employers and employees need to jointly develop tailored approaches how to continuously assess and improve health@work. Thus, we want to enable you to support companies in this process. The course consists of three parts. The first part with four sessions provides an introduction into approaches to promote health@work. The lectures will present and discuss these approaches using practical examples and discuss them with the students. The third lecture allows you identify the topic you like to work on during the course – and find other students for your related group work. Session 1: Overview of course and of approaches to promote health@work Session 2: Promoting Health @ Work: Improving working conditions Session 3: Brainstorming: Find your group and your topic Session 4: Promoting Health @ Work: (digital) lifestyle interventions Session 5: Promoting Health @ Work: Work-Life-Balance and Leisure crafting interventions The second part has a workshop format and aims to thoroughly develop the project ideas chosen by students in groups of two. The pitch presentations help to focus on the essence of the own idea and to trigger constructive feedback for improving it. These tutors support the teams in their systematic, detailed planning of the own project idea. Particularly, students will consider the four principles of successful health promotion projects: systematic planning, participation of stakeholders, combined individual- and environmental-level actions, integration into company routines. Session 6: First pitch of group projects (Topic – Why / for whom / what you plan to do) Session 7: Promoting health@work: SMART objectives; Project Management Session 8: Promoting health@work: Balanced, focused strategy; plausible mechanism & outcomes (pitch) Session 9: Compulsory 1:1 session with Teaching Assistants Session 10: Promoting health@work: Organizational level change strategies & integration into organisation Session 11: Promoting health@work: Evaluation types and methods In the third part, the two-person project teams present their project plan in the plenary, discuss it with all students, and obtain feedback by the course leader. Sessions 12: Presentations & discussions of projects (first half of groups) Sessions 13: Presentations & discussions of projects (second half of groups) Given the hands-on workshop character of this lecture, students are required to actively participate in all sessions. Besides raising knowledge on promoting health@work, the students generally will improve their project development skills. Also, as the course has students from D-MTEC, D-HEST and D-USYS, it facilitates their transdisciplinary exchange. Transdisciplinary skills are increasingly needed for addressing complex needs in our society. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Report 7. Workplace Health Management: Principles and Trends. Focus on Mental Health. Health Promotion Switzerland 2018 Link | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | A course for students dedicated to applied learning through projects. As the whole course is designed as a hands-on workshop for the students, active participation in all lectures is required. Class size limited to 30 students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-0131-00L | Laboratory Course in Movement Biomechanics | W | 3 credits | 3P | M. Gwerder, C. Lang, R. Surbeck | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Carrying out selected experiments in movement biomechanics. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Basic experiments in movement biomechanics will be used to gain initial experience in the practical application of a wide range of measurment methods and evaluation techniques. Furthermore, students will learn to present, interpret and discuss the results as well as to write a scientific report. The laboratory course in movement biomechanics is recommended for a master thesis in Biomechanics. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Execution of a jump analysis using force plates as well as a clinical gait analysis with 3D motion capture including preparation, data acquisition, post-processing, interpretation of the results and writing a scientific report. The laboratory course is completed in groups of 2. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be provided. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-0202-00L | Neural Control of Movement and Motor Learning | W | 4 credits | 3G | N. Wenderoth, M. Altermatt, S. Gerritzen, C. Lustenberger | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course extends the students' knowledge regarding the neural control of movement and motor learning. Particular emphasis will be put on those methods and experimental findings that have shaped current knowledge of this area including fMRI, EEG, TMS, electrical brain stimulation and classical behavioural experiments. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Knowledge of the neurophysiological basis underlying the neural control of movement and motor learning. One central element is that students have first hands-on experience in the lab where small experiments are independently executed, analysed and interpreted. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0204-00L | Exercise Sciences | W | 4 credits | 3G | E. de Bruin, P. Eggenberger | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Evidence-based findings on the training of endurance, strength, and speed, planning and periodization of training, as well as motor learning will be presented and discussed in relation to specific age groups (childhood to older age), and performance levels. The theoretical knowledge will be applied in an annual training plan for an individually chosen sport/performance level. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Understand and critically evaluate evidence-based training recommendations for specific groups (children/youth, adults, older adults, recreational/high performance sport) and apply and evaluate this knowledge within a goal-oriented training plan. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Lecture: - Evidence-based research in exercise sciences - Endurance, strength, and speed training - Training in childhood and youth - Training in older age - Analysis of a specific sport, planning and periodization models - Motor learning in sports practice Training sessions: - Development of a goal-oriented annual training plan for an individually chosen sport/performance level, based on evidence from the exercise sciences. Practice in the gym: - Practical examples for the training of strength and speed - Motor learning experiments | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture slides and papers on the Moodle platform. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | G.G. Haff & N.T. Triplett (eds): Essentials of Strength Training and Conditioning. Human Kinetics, 4th edition, 2016. W.E. Amonette, K.L. English, W.J. Kraemer: Evidence-Based Practice in Exercise Science. The Six-Step Approach. Human Kinetics, 2016. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0206-00L | Biomechanics II | W | 4 credits | 3G | W. R. Taylor, F. Vogl | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction in dynamics, kinetics and kinematic of rigid and elastic multi-body systems with examples in technology, biology, medicine and especially the human movement | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The students are able - to analyse and describe dynamic systems - to explain the mechanical laws and use them in technology, biology and medicine | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The students can explain the fundamental concepts of the following topics and apply them to exercises from biomechanics and medicine. - Kinematics of movement - Kinetics of movement - Energy, momentum, mechanics of collisions - Angular momentum - Coordinatesystems and -transforms - Kinematics of multibody-systems - Lagrange formalisms - Kinetics of multibody-systems and energyflow - Inverse dynamics - Musclemechanics - Muscle optimisations | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0222-00L | Exercise Physiology II: Molecular and Cellular Biology of Skeletal Muscle | W | 3 credits | 2V | K. De Bock, O. Bar-Nur, G. D'Hulst | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Skeletal muscle is an organ with a striking capacity to adapt to a variety of stimuli. It adapts to different modes of exercise training (endurance versus resistance exercise), regenerates upon damage, and loses its function under pathological conditions. This course gives insights into the molecular and cellular processes that control muscle adaptation to training and muscle repair from injury. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will be able to understand the cellular composition of the muscle and how this affects muscle function. They will analyse and understand how a muscle adapts to a specific stimulus (exercise, injury, pathology), and how these processes are coordinated on a cellular and molecular level. They will learn the genetic basis of muscle disorders and obtain an overview on current efforts to develop new curative treatments for muscle diseases. Finally, will acquire skills to analyse and interpret current scientific efforts in the field, and translate the implications of research findings for training adaptations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Adaptations to endurance training - Adaptations to resistance training - Muscle regeneration (focus on muscle stem cells) - Muscle regeneration (focus on the role of stromal cells: vasculature, inflammation, FAPs,…) - Regulation of muscle insulin sensitivity - Muscle memory - Muscle insulin sensitivity and exercise - Muscle fiber typology and training optimization - Dietary approaches to optimize exercise training adaptations - How do elites train? (Or Concurrent training) - Stem cell biology and cell-based therapies for muscle diseases - Myogenic regulatory factors and their roles in muscle regeneration - Genetic basis of muscle diseases - Gene therapy and genome engineering approaches to treat muscle diseases | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | - Excercise Physiology I (376-0207-00) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0816-00L | Applied Human Research Project Management Does not take place this semester. | W | 4 credits | 3G | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course equips the students with several key principles such as good clinical practice, ethical study requirements, reproducible data management and effective oral, graphical, and written communication to design and manage good quality, ethically sound human research studies and represents a 101-toolkit of transferable research management skills/digital tools. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The overall goal of this course is to integrate transferable principles of human research project management into preparation, conduction, and dissemination of own/future research projects and beyond. The following objectives are part of this course: • Create/select well-founded research hypothesis and study designs for a specific research topic • Apply universal good clinical practice guidelines in future research projects • Integrate well-documented data management and open science principles into future research projects • Integrate principles of effective communication in speaking, writing and graphical illustrations of future research idea/output | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The course will cover the following topics: • Introduction to different study designs and ethical requirements thereof in Switzerland • Introduction to literature search and searching platforms • How to collect and sort publications/ keep up to date on research topic • Inputs on critically evaluating papers • How to pre-define study requirements to "future-proof" the research (hypothesis, sample size definition, pre-registration) • Correct conduction of fundamental human research procedures (e.g., screening, consent process, CRF) and identification/prevention of deviations and emergencies (e.g., SAE/AE, protocol violation, research misconduct) • Principles of reproducible and integral study documentation and data management (e.g., definition of source files, SOP/WI, Master Trial File, metafiles) • FAIR principles and open science • Design principles and free digital tools for graphical illustrations • Effective summarizing of research output/topic in an abstract and pitch presentation | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0905-00L | Functional Anatomy | W | 3 credits | 2V | D. P. Wolfer, I. Amrein | ||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Introduction to the anatomy of the musculoskeletal with the goal to better understand movements and the mechanisms of injuries. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - understanding the three-dimensional organization of the human musculoskeletal system - correct use of anatomical nomenclature in the description of structure and function - understanding the connections between morphology and normal function of the musculoskeletal system - knowledge of selected mechanisms of injury in terms of the underlying anatomy | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | - Allgemeine Anatomie des Bewegungsapparates (Bindegewebe, Knochen, Gelenke, Muskeln) - Becken und freie untere Extremität (Skelett, Gelenke, Muskeln) - Wirbelsäule, Brustkorb, Bauchwand (Skelett, Gelenke, Muskeln) - Schulter und freie obere Extremität (Skelett, Gelenke, Muskeln) | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | - Schünke M, Topographie und Funktion des Bewegungssystems - Gehrke T, Sportanatomie, Rowohlt Taschenbuch Verlag - Weineck J, Sportanatomie, Spitta-Verlag | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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