Molecular Cell Biology and Genetics

COMPETENCY-BASED GOALS

The first semester Molecular Cell Biology and Genetics course (MCBG) will help you to learn the fundamental molecular, cellular, and genetic processes common to all mammalian cells, with illustrations of the relevance to clinical medicine. The course will also involve you in three of Loyola’s educational projects: the Vertical Genetics Curriculum, the competency-based curriculum, and the outcomes approach to assessment. (Go to http://www.lumen.luc.edu/lumen/goals.pdf to see the complete Loyola University Chicago SSOM Competency Goals and Outcomes.)

In MCBG, you will be evaluated in four of the six competency goals. When you successfully achieve the specific MCBG objectives for competency in Medical Knowledge and Lifelong Learning, Problem-solving and Personal Growth, you will have the necessary skills and attitudes to build a personal framework for understanding the scientific basis of medicine. You will also be prepared to master key principles and concepts taught in subsequent medical school courses. When you achieve the specific MCBG objectives for competency in Interpersonal and Communication Skills and

Professionalism , you will be prepared to work effectively with your peers in other medical school courses as well as in collaborative health care provider groups in a clinical setting.

OUTCOME OBJECTIVES

I. MEDICAL KNOWLEDGE

Proteins and Enzymes

Students will demonstrate knowledge of protein structure and function and how these may be altered by mutation, with hemoglobin and collagen serving as examples.
Students will demonstrate knowledge of the Henderson-Hasselbalch equation and its use in predicting the state of ionization and charge of amino acids and small peptides, and the activities of proteins and enzymes.
Students will demonstrate a general understanding of the principles and techniques used to separate and analyze proteins and the application of these techniques to the identification of abnormal protein expression patterns in cancer and other human disorders.
Students will demonstrate an understanding of enzyme function and catalysis, and the mechanisms by which enzyme activity can be altered by inhibitors and drugs.
Students will be able to analyze and interpret data, and solve problems related to protein expression and function.

Molecular Biology/Molecular Genetics

Students will demonstrate understanding of the mechanisms and principles related to the body of knowledge described by the terms Molecular Biology and Molecular Genetics, including chromatin structure, DNA replication and repair, DNA recombination, RNA synthesis and processing, and protein synthesis.
Students will able to describe ways by which changes in chromosome number and DNA structure might occur, to describe their possible effects on the levels and activities of proteins.
Students will demonstrate a general understanding of the principles and techniques used to separate, identify, manipulate and analyze DNA, to measure the expression of RNA, and the application of these techniques to the detection, study and treatment of human disease.
Students will be able to describe important mechanisms by which gene expression is regulated and the relationships between gene expression regulation and human diseases including neurodegenerative disorders of aging and cancer.
Students will demonstrate knowledge of epigenetic mechanisms by which gene expression can be regulated and their relation to human disease.
Students will be able to analyze and interpret data, and solve problems based on the application of molecular genetic techniques to the detection and study of human disease.

Human Genetics

Students will demonstrate an understanding of the nature and origins of genetic variation in humans, the relationship between genes and disease, the variations in the frequencies of mutant alleles between different human populations
Students will be able to apply the Hardy-Weinberg law to calculate genotype and phenotype frequencies from allele frequencies in a population and to apply the Hardy-Weinberg law in medical genetics and genetic counseling
Students will be able to produce a family pedigree from a family history, and to distinguish patterns of inheritance for single gene disorders linked to autosomes, sex chromosomes and mitochondrial genes.
Students will demonstrate a general understanding of methods used to determine the relative contribution of genes and environment for common disorders with complex inheritance, and the use of empirically derived risk tables in genetic counseling.
Students will demonstrate an understanding of the principles and techniques used in clinical cytogenetics to detect abnormalities in chromosome number and structure, and describe the clinical indications for their use.
Students will be able to describe, at a level appropriate to first year medical students, the etiology, pathogenesis, phenotype and natural history, management, and inheritance risk of some common disorders that illustrate important genetic principles.

Cell Structure and Biology

Students will be able to describe the composition, organization and properties of biological membranes, the mechanisms and roles of transport proteins and ion channels that conduct active and facilitated transport, and their roles in creating an electrical potential across the plasma membrane.
Students will describe the mechanism by which an action potential is initiated and propagated along a neuron, and the events that occur at the synapses between neurons and at neuromuscular junctions.
Students will recognize and identify the various cytoskeletal elements and membraneous organelles found in eukaryotic cells, and describe their function, maintenance and propagation.
Students will describe the mechanism and components of vesicle-mediated protein transport by which proteins and other cargo move between the various membrane bound organelles along the secretory and endocytic pathways in cells. Students will also describe the role of receptor-mediated endocytosis in the uptake of LDL and other extracellular proteins, and in the termination of signaling from hormone receptors.
Students will describe the role of the cytoskeletal proteins actin and tubulin, and their associated motor proteins in vesicular transport, mitosis and meiosis, and explain how these proteins contribute to maintenance of the shape and internal architecture of the cell.
Students will describe various mechanisms by which the binding of hormones and neurotransmitters to specific cell surface and intracellular receptors activate signaling pathways that regulate the function of the cell, and how drugs can mimic or block the effect of hormones and neurotransmitters.
Students will acquire a general understanding of various types of microscopes, staining techniques and methods of specimen preparation used to study normal and abnormal tissues.
Students will describe the structure, composition and synthesis of the extracellular matrix and its constituents, and recognize and identify the various types of junctions by which cells contact the extracellular matrix and each other in tissues, using epithelium as the example.
Students will learn the identities, functions and appearances of cells and other tissue components that comprise connective tissue, bone, cartilage and skin.

Cancer Cell Biology

Students will be able to describe the cell cycle and its stages, including control points and key regulators of the progression of cells through the cycle.
The students will identify important growth factor receptors and describe the signaling pathways by which these receptors in turn regulate the levels and activities important regulators of cell growth.
The students will understand the mechanisms by which key activators, inhibitors and intracellular signaling pathways regulate progression through the cell cycle, their roles as promoters or suppressors of tumor development, and their potential as targets for drug development.
The students will describe the apoptotic pathways and mechanism by which cells undergo controlled death, the key internal and external regulators of apoptosis, and the relationship between dysregulated apoptosis and cancer.
Students will be able to explain how oncogenic viruses, growth-promoting chemicals and DNA damaging agents can induce cancer.
Students will be able to describe the types of genetic changes that are needed to occur at each stage in the progression of a normal cell to a malignant cancer cell.
Students will be able to describe in general terms the mechanisms by which tumor cells metastasize and grow, and the role of angiogenesis and its regulators in promoting tumor growth.

Methods of evaluation: Multiple choice exams, small group problem solving sessions, student presentations on genetic disorders, and laboratory exercises when appropriate.

II. INTERPERSONAL AND COMMUNICATION SKILLS

By the end of this course, students must have demonstrated knowledge of the basic principles of effective interpersonal communication, and the skills and attitudes that allow effective interaction with their peers, faculty, and support staff. Students will:

Use verbal language effectively.
Use effective listening skills and elicit and provide information using effective nonverbal, explanatory, and questioning skills.
Use written language effectively.
Facilitate the learning of other students, including giving effective feedback.
Communicate essential information effectively within their small group and with other students in the class.

Methods of evaluation: Small group problem solving sessions, evaluation of oral presentations

III. LIFELONG LEARNING, PROBLEM-SOLVING AND PERSONAL GROWTH

By the end of this course students must demonstrate the knowledge, skills and attitudes needed to be able to use appropriate tools of evidence to identify and analyze books, reviews, online resources, and basic science reports for their applicability towards quality in healthcare and quality improvement. Students will:

Apply acquired knowledge effectively.
Locate, appraise, critically review and assimilate evidence from scientific studies and medical literature.
Use information technology learning resources to manage basic science information, access online information and support their own education.
Demonstrate an investigatory and analytic thinking approach in SGPSS and course projects.
Demonstrate a commitment to individual, professional and personal growth.

Methods of evaluation: Small group problem solving sessions, student presentations on genetic disorders, review of the technology resources and search strategies used by students to gather information, review of annotated bibliographies describing how students used information to prepare their presentations.

IV. PROFESSIONALISM, MORAL REASONING AND ETHICAL JUDGEMENT

By the end of this course, students must demonstrate a combination of knowledge, skills, attitudes, and behaviors necessary to function as a respected member of a learning team in both small group and large class settings. Students will:

Behave professionally in the context of the small group problem-solving session, including attendance, punctuality, preparedness, and ability to interact effectively with other small group members in the educational setting.
Recognize and effectively deal with unethical behavior of other members of the class, if encountered.

Methods of evaluation: Small group problem solving sessions, general observation of student behavior.

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