| Literature DB >> 32019594 |
Ayesha Khatun1, Ross W Paterson1, Michael Schöll2,3,4.
Abstract
Biomarkers are increasingly employed for effective research into neurodegenerative diseases. They have become essential for reaching an accurate clinical diagnosis, monitoring disease, and refining entry criteria for participation in clinical treatment trials, and will be key in measuring target engagement and treatment outcome in disease-modifying therapies. Emerging techniques and research combining different biomarker modalities continue to strengthen our understanding of the underlying pathology and the sequence of pathogenic events. Given recent advances, we are now at a pivotal stage in biomarker research. PhD students working in the field of neurodegenerative disease require a working knowledge of a range of biomarkers available and their limitations, to correctly interpret scientific literature and to design and conduct successful research studies themselves. Here, we outline the University College London/University of Gothenburg "Biomarkers in neurodegenerative diseases course", the first initiative of its kind aimed to bring together both experts and PhD students from all areas within the field of neurodegeneration, to provide comprehensive knowledge of biomarker research for the next generation of scientists.Entities:
Keywords: Amyloid; Biomarkers; Blood biomarkers; Cerebrospinal fluid; Magnetic resonance imaging; Neurodegenerative diseases; Positron emission tomography; Tau
Year: 2020 PMID: 32019594 PMCID: PMC7001332 DOI: 10.1186/s13195-020-0583-z
Source DB: PubMed Journal: Alzheimers Res Ther Impact factor: 6.982
Fig. 1UGOT/UCL Biomarkers in Neurodegeneration 2019 course timetable
Course feedback
| Questions | Overall agreement (%) |
|---|---|
| I am generally satisfied with the course and what I learned | 97 |
| The aim of the course was clear | 94 |
| The aim of the course was fulfilled | 94 |
| The administration of the course was well carried through | 97 |
| The teachers in general had good pedagogic abilities and showed interest in student learning | 99 |
| The lectures were excellent | 97 |
| The course literature was relevant in relation to aims and purposes of course | 88 |
| The examination was relevant in relation to the aims and purposes of the course | 68 |
| The balance between theoretical lecture, group practices and discussions was good | 95 |
| The content of the course is relevant to my research | 83 |
| I would recommend this course to doctoral students in my field of research | 91 |
| The allocation of higher education credits was reasonable in relation to the workload | 82 |