MABIO4700 Molecular Imaging Course description

The course deals with the visualisation of cellular functions and molecular mechanisms. Students will be introduced to relevant modalities - PET, MRI, CT, SPECT, ultrasound, and some fluorescence microscopy, with particular attention to the possibilities for molecular imaging using different techniques. The course can be taken without any particular prior knowledge of molecular biology.

Selected clinical applications are discussed in the course. Focus is on developing methods, including applications in external radiotherapy, radiomics, and theranostics. Strengths and weaknesses of various modalities, and how molecular imaging can be used in the development of personalised medication will be discussed.

The student must have been admitted to the study programme. The course is also offered as an individual course.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge

The student

• has in-depth knowledge of the general principles of visualisation of physiological and pathological processes that form the basis for molecular imaging
• has advanced knowledge of molecular imaging for selected genetic and metabolic processes related to cancer, neurological disorders, autoimmune and cardiovascular diseases
• is capable of analysing questions related to the pharmacokinetics of molecular imaging probes
• has advanced knowledge of the formation of electro-magnetic and optic fields, signals’ behaviour in different tissues and the detection systems employed

Skills

The student is capable of

• applying techniques that are used in molecular imaging
• critically assessing the pros and cons of the use of molecular imaging in the assessment and treatment of diseases and disorders
• critically assessing suitable molecular imaging techniques for assessment and treatment of diseases and disorders
• critically assessing results from quality assurance and research projects

Competence

The student is capable of

• familiarising him/herself with new methods and apparatuses used in molecular imaging
• participating in research projects related to molecular imaging

The course will include lectures, discussions, individual reports and seminars.

Students submit 4 written assignments, each with maximum 3 pages including references, according to the deadlines in the course schedule.

Exam content: Learning outcomes.

Form of examination: Individual written examination with invigilation, 4 hours.

Examiners: One internal and one external examiner.

Grading scale : A grading scale of A (highest) to F (lowest) where A to E is a pass grade and F is a fail grade.

Examination support materials

None.

Syllabus

Bandura, A. (2009). Cultivate self-efficacy for personal and organizational effectiveness. In E. A. Locke (Ed.),Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management (2. ed., pp. 179-200). Chichester: John Wiley & Sons. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=624768 ]

Biglan, A. (1987). A behavior-analytic critique of Bandura's Self-Efficacy theory. The Behavior Analyst, 10 (1), 1-15. [Go to full text: http://www.ncbi.nlm.nih.gov.ezproxy.hioa.no/pmc/articles/PMC2741945/]

Dougher, M. (1995). A bigger picture: Cause and cognition in relation to differing scientific frameworks.Journal of Behavior Therapy and Experimental Psychiatry, 26 (3), 215-219. doi:10.1016/0005-7916(95)00021-Q [Go to full text: http://www.sciencedirect.com/science/article/pii/000579169500021Q]

Forsyth, J. P., Chase, P. N., & Hackbert, L. (1997). A behavior analytic interpretation of attributions in the context of behavior therapy. Journal of Behavior Therapy and Experimental Psychiatry, 28 (1), 17-29. doi:10.1016/S0005-7916(96)00040-7 [Go to full text: http://www.sciencedirect.com.ezproxy.hioa.no/science/article/pii/S0005791696000407]

Gilovich, T. (2011). Different types of rational-intuitive conflict. In W. Brun, G. Keren, G. Kirkebøen, & H. Montgomery (Eds.), Perspectives on thinking, judging, and decision making (pp. 190-200). Oslo: Universitetsforlaget.

Gjesme, T. (1996). Future time orientation and motivation. In T. Gjesme & R. Nygård (Eds.), Advances in motivation (pp. 210-224). Boston: Scandinavian University Press. [Also available as eBook: http://www.nb.no/nbsok/nb/a74433fa96494e580a38f5a53e11011c.nbdigital?lang=no#0 ]

Goldstein, N. J., Martin, S. J., & Cialdini, R. B. (2008). Yes! 50 scientifically proven ways to be persuasive . New York: Simon & Schuster. [I Fronter]

Hargie, O. (2006a). Skill in practice: An operational model of communicative performance. In O. Hargie (Ed.),The handbook of communication skills (3rd ed., pp. 37-70). London: Routledge. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ]

Hargie, O. (2006b). Skill in theory: Communication as skilled performance. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 7-36). London: Routledge. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ]

Hogg, M. A., & Vaughan, G. M. (2011). Social psychology (6th ed.). Harlow: Pearson. [Kap. 3] [I Fronter]

Judge, T. A., & Klinger, R. (2009). Promote job satisfaction through mental challenge. In E. A. Locke (Ed.),Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management (pp. 107-122). Chichester: John Wiley & Sons. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=624768 ]

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77 (6), 1121-1134. doi:10.1037/0022-3514.77.6.1121 [Go to full text: http://psycnet.apa.org.ezproxy.hioa.no/journals/psp/77/6/1121 ]

Malott, R. W. (2001). Occupational safety and response maintenance. Journal of Organizational Behavior Management, 21 (1), 85-102. doi:10.1300/J075v21n01_08 [Go to full text: http://www.tandfonline.com.ezproxy.hioa.no/doi/abs/10.1300/J075v21n01_08 ]

Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26 (6), 784-793. doi: 10.1177/0956797615571017 [Go to full text:http://pss.sagepub.com.ezproxy.hioa.no/content/early/2015/04/09/0956797615571017.full.pdf+html ]

Rakos, R. F. (2006). Asserting and confronting. In O. Hargie (Ed.), The handbook of communication skills (3rd ed., pp. 345-382). London: Routledge. [Also available as eBook: http://www.hioa.eblib.com.ezproxy.hioa.no/patron/FullRecord.aspx?p=356068 ]

Spreitzer, G., & Sutcliffe, K. (2007). Thriving in organizations. In D. L. Nelson & C. L. Cooper (Eds.), Positive organizational behavior (pp. 74-85). Thousand Oaks: Sage Publications. [Also available as eBook: http://hioa.eblib.com/patron/FullRecord.aspx?p=334492 ]

Forslag til tilleggslitteratur

Aschwanden, C. (2015, February). Your brain is primed to reach false conclusions. FiveThirtyEight. Retrieved July 6, 2016 from http://fivethirtyeight.com/features/your-brain-is-primed-to-reach-false-conclusions/

Cialdini, R. B. (2001). Influence: Science and practice (4th ed.). Retrieved from http://wwww.lemma-coaching.hu/docs/ajanlott_irodalom/Robert%20B.%20Cialdini%20INFLUENCE%20%28science%20and%20practice%29.pdf

The Cultural Cognition Project. (no date). Retrieved July 6, 2016 from http://www.culturalcognition.net/

Page, S. E. (no date). The power of diversity: A different way to think of differences that can benefit problem solving and predictive tasks in education. Retrieved July 6, 2016 fromhttp://www.aasa.org/SchoolAdministratorArticle.aspx?id=4758

Shapin, S. (2015). The virtue of scientific thinking. Retrieved July 6, 2016 fromhttp://bostonreview.net/steven-shapin-scientism-virtue

(Literature list last updated: 2016-07-06 in the APA 6th style /lmb Library Kjeller)

None

Grade scale A-F

One external and one internal examiner will assess all exams