M1 Life Sciences and Health, International Track, major "Tissue, Cell and Gene Biotherapies (BTCG)", sino-french program

Pr Sylvain FISSON Dr Odile BRONCHAIN.

From the first days of the start of the academic year, the "Masteriales" will take place over 48 consecutive hours during which students will be divided into teams (e.g. quadrinomes). At the end of these two days, an oral presentation of the project and some concrete achievements will have to be made in front of a multidisciplinary teaching team and possibly an assembly of scientists, representatives of the private sector, specialists in communication and financiers. Students will be required to complete a research tender dossier (eg simplified research grant format) which will be sent one week later to the head of the unit.

Modality of the control of the knowledge (MCC): - 1st session part in the form of an oral exam (EO) and written exam (EE) - 2nd session semester in the form of a written exam (EE) and/or oral exam (EO)

Calculation of the final grades (F): - 1st session: F 1/2 EO + 1/2 EE - 2nd session: F EO and/or EE.

The concept of "Masteriales" aims to have students in small groups design an innovative thematic and/or technological research project in a limited time (48h) and to present it in an argumentative manner in front of a jury of academic and private scientists. At the end of their presentations, students must respond to a call for research (eg, simplified ANR type). Taking place from the first days of the start of the academic year, this annual edition of "Masteriales" allows a better group cohesion, a possible disinhibition and a confidence-building of the students. They also discover some of the difficulties inherent in designing research projects.

At the end of this course, students will be able to:
a) to define an innovative scientific project
b) manage teamwork and divide tasks
c) to synthesize information for oral and written restitution
d) to present clearly and forcefully a team project
e) complete a research funding application.

Upstream of this course, the students will have acquired in License (L1, L2, L3), the fundamental bases of cell biology, physiology, biochemistry and/or bioinformatics.

Scientific articles (e.g. international journals referenced in Pubmed) to draw inspiration from current scientific, medical and technological advances.

Septembre.

The course is organized over an 8-week period during the first semester. It is based on active learning which includes reverse approaches and problem-based activities. The time spent in class is dedicated to interactive sessions with teachers, conferences from experts in given fields, debates, methodological trainings and tutorials. Students will also be invited to provide working reports on individual or group projects elaborated autonomously before classes. Learning sequences are elaborated over the study of research articles recently published in international peer-reviewed journals. It is a question-based process the goal of which is to highlight unknown theoretical or practical contents, and to acquire what is needed to fully appreciate the information presented in the articles. The expected learning outcomes of the course are profiled in advanced and their completion monitored throughout time.

The course addresses key concepts and challenges in the following basic fields of Life Sciences and Health (LSH): Genetics/Genomics, Cellular Biology, Biochemistry and Cell Signaling. It aims to instill a solid and broad-based background while developing the student’s ability to manage data, integrate/share scientific information, express their ideas and formulate questions/hypothesis whether verbally or in writing with clarity and logic.
Completion of the course is a prerequisite to enter a wide-range of M2 programs offered by the LSH’s Master-Université Paris-Saclay.
Expected outcomes
Students will be able to:
-demonstrate a good understanding of fundamental facts, concepts and challenges in prominent areas of LSH
-master scientific methods and experimental procedures commonly used in LSH
-perform thorough and objective data analyses and formulate hypotheses reflecting the results
-handle informatics tools commonly used to process biological data
-handle diverse information sources and integrate/share scientific information through appropriate means
-show competence in personal and team working skills
-develop transversal skills (autonomy, adaptability, problem solving).

A bachelor’s degree corresponding to a “Licence” in France (L-M-D European system, 180 ECTS, 3-year program) or equivalent academic qualification in Science (with a Biology content) from an internationally-recognized University is required. English language proficiency equivalent to the COE/ALTE English course B2 level is required (IELTS: ?6.0, TOEFL Paper Based: ?567, TOEFL Internet: ?87, TOEIC: ?785) M1-International track M0 initial training (highly recommended).

A specific bibliography will be provided during the course.

ORSAY

Janek Hyzewicz, cours Andrea Burgo, TD.

Teaching distribution CM : 16h, TD : 9h, all : 25h

Evaluation Session 1: F 1/3 CC + 2/3 EE& Session 2: F EE CCcontinuous monitoring (contrôle continu); EEwritten exam (examen écrit).

Lectures (16h)
I. Introduction to animal transgenesis
II. Design of a transgene
III. Techniques for transgene introduction into a target animal
IV. Molecular tools for genome editing
V. Applications of transgenesis in research and agriculture
VI. How to conserve a transgenic line (example with mouse)

Tutorials (9h)
Analysis of scientific papers concerning the main course topics.

Students are expected to have a strong background in molecular biology and physiology, including animal reproduction, cell and organ functions, molecular signaling, RNA, DNA and protein structure and functions… notions of microbiology, vegetal biology and organic chemistry will be required too.

Applications of animal transgenesis in research: - Li, Zhou. Construction of luciferase reporter gene vector for human MUC5AC gene promoter and analysis of its transcriptional activity. Zhong Nan Da Xue Xue Bao Yi Xue Ban. 2010 Aug;35(8):792-9. - Kautzman et al. Xkr8 Modulates Bipolar Cell Number in the Mouse Retina. Front Neurosci. 2018 Dec 3;12:876.

Example of a technique of gene transfer in embryo: - Takahashi et al. GONAD: Genome-editing via Oviductal Nucleic Acids Delivery system: a novel microinjection independent genome engineering method in mice. Sci Rep. 2015 Jun 22;5:11406.

Example

Février - Mars - Avril - Mai.

EVRY

Marie-Anne Debily Elisabeth Petit-Teixeira Researchers of Genopole® campus and Gustave Roussy Cancer center.

The course consists in lectures, analysis of genomic studies based on several publications during tutorials and illustrations by research seminars given by Genopole® campus and Gustave Roussy Cancer center experts that will highlight the contribution of these global approaches to the understanding of cellular processes and human complex diseases. Oral presentations of scientific research will be held by the students in a seminar format during the course.

This course provides a thorough knowledge of genome-wide studies from experimental design to integrative data analysis: Explore genomic variations in both health and disease to understand gene function and regulation of expression, decipher pathogenesis mechanisms, identify therapeutic opportunities and treatments in the context of precision medicine.

-Enumerate and differentiate large-scale sequencing technology driven-approaches at different levels, i.e. genomics, transcriptomics, epigenetic landscapes.
-Determine which technology to use among a broad spectrum of functional genomics methods to address specific biological questions
-Precise the main classification methods œfor patient stratification and identification of co-regulated genes
-Interpret results of large-scale experimental datasets in a scientifically stringent manner
-Critically examine research publications dealing with functional genomics
-Understand how to identify altered signaling pathways, biological process and biomarkers from genes list by functional annotation tools,
-Specify the advantages of single-cell approaches regarding the dynamic of transcriptome, tissue complexity or polyclonal sample content.

Molecular Biology of the Cell: Alberts, Johnson, Lewis, Raff, Roberts, Walter Scientific articles and review on recent concepts and advances in Applied genomics.

Février - Mars - Avril.

EVRY

Pr Sylvain FISSON Pr Bruno COLOMBO.

Modality of the control of the knowledge (MCC): - Continuous Control (CC) during workshop sessions • Students will be divided into teams (e.g. trinomials). They will have to choose a scientific article and a review proposed by the teachers and present orally, with the help of PowerPoint support, the content of the article by explaining the relevance of the question asked and the experimental strategy implemented. • Spot checks may be conducted during the various working sessions. - 1st session semester in the form of a written examination (EE) - 2nd session semester in the form of a written exam (EE) and/or oral exam (EO)

Calculation of the final grades (F): - 1st session: F 1/3 CC + 2/3 EE - 2nd session: F EE and/or EO.

At the end of this course, students will be able to:
a) describe the components of the immune system (molecules, cells, tissues and organs) as well as the underlying mechanisms associated with its dysfunction
b) to argue about the role played by the immune system in different types of vaccination strategies, as well as during tissue transplants
c) to clarify the role of immunosurveillance of the immune system limiting the emergence of cancers
d) to analyze, interpret and describe the results presented in scientific articles

Lesson plan:
A) Lectures (CM):
1. Allergies (2h)
2. Mucosal immunity (2h)
3. Anti-infectious immunity (2h)
4. Vaccination strategies (2h)
5. Autoimmune diseases (2h)
6. Anti-tumor immunity (2h)
7. Immunodeficiencies (2h)
8. Transplantations (2h)
B) Tutorials (TD):
- Analysis of scientific articles on topics developed in the lessons.

Upstream of this course, students should have acquired the basic bases of Immunology, in particular by having followed the unit "Physiology of the Immune System" (UEVE) or another unit of fundamental immunology (M1 and/or Licence-Bachelor). In particular, students should be able to identify the main cells and molecules involved in immune responses. They should also be able to describe the main physiological mechanisms of innate and adaptive immunity.

Books on immunology and immunobiology (e.g. ASSIM books, Janis Kuby, Ivan Roitt, David Male, Charles Janeway). Recent and old scientific articles, to explain the fundamentals and the scientific advances.

Février - Mars.

EVRY

Pr. Bruno Colombo Pr. Christine Baldeschi Dr. Hind Guenou.

Teaching distribution 1-Part related to Cancer 3 hours of Lectures and 3 hours of Tutorials 2- Stem Cell Technology and Regenerative Medicine: 5 hours of lectures, 2 hours of tutorials and 12 hours of practical work 25 hours

Evaluation Session 1: F 1/3 CC + 2/3 EE & Session 2: F EE or EO CCcontinuous monitoring ; EEwritten exam; EOoral exam.

Teaching content :
1- CANCER
I. Introduction to gene and cell therapies
II. Gene therapy:
A. Objectives and applications
B. Tools for gene transfer: introduction to viral and non-viral vectors
C. The approaches of the anti-cancer gene therapy
III. Cell therapy:
A. Objectives and applications: immunotherapies
B. The approaches in anticancer immunotherapies
2- STEM CELL TECHNOLOGY AND REGENERATIVE MEDICINE
I. From stem cells to tissue and organ bioengineering
A.Sources of stem cell
B.Scaffolds
C.Artificial tissue and Organoids
II. Applications of stem cells to regenerative medicine.
A.Definition and characteristics of pluripotent stem cells (PSC)
B.Differentiation of PSC into epidermal cells
C.Implementation of epidermis cell therapy approach from PSC
Practical Work: Osteogenic and adipogenic differentiation of mesenchymal stem cell in vitro.
Expected outcomes :
After the course the students will be able to:
- Describe the immunotherapy or gene therapy or cell therapy in cancer
- Describe the applications of stem cells and scaffolds in tissue engineering
- Develop good laboratory practices for cells culture
- Read scientific articles and critically discuss results and conclusions.
- Demonstrate concision and precision in scientific writing.

Requires initial training in Immunology and cell biology.

Books of immunology and cell biology (e.g. Janis Kuby, Ivan Roitt, David Male, Charles Janeway) to deepen the fundamentals. Scientific articles (e.g. international newspapers referenced in Pubmed, including Medecine/Science) to follow the news of scientific advances, medical and technology.

Février - Mars - Avril.

EVRY

Responsables Université Paris-Saclay : Marie-Hélène Cuif, marie-helene.cuif@universite-paris-saclay.fr Sébastien Bloyer, sebastien.bloyer@universite-paris-saclay.fr Odile Bronchain, odile.bronchain@universite-paris-saclay.fr Cécile Lagaudrière, cecile.lagaudriere-gesbert@universite-paris-saclay.fr Sylvain Fisson, sylvain.fisson@univ-evry.fr.

During the first semester, the students have to find a host laboratory. To this end they must write a CV, consult the internship offers and contact research teams of their choice for an interview. The internship is tied up to the 'Scientific project' teaching unit, during which the scientific context and the experimental approaches suitable to address the biological questions will be defined. The internship spans 8-weeks in an academic laboratory or in a R&D department within a company, in France or abroad. At the end of the internship, the students complete a research report and an oral presentation, to highlight the biological questions raised, the experimental designs and to present and discuss their results.

The internship allows students to get familiar with various experimental approaches as well as the daily activities of a research team.
During the internship, the students participate in an ongoing research project under the guidance of laboratory staff scientists or engineers. They attend lab meetings and conferences. They are introduced to the hygiene and safety rules. They acquire and analyze experimental data. They have to synthetize their results in the form of a written report and an oral defense.
At the end of this teaching unit, the student will be able to:
- apply to research teams
- integrate a research team and participate in its activities
- follow Health and Safety rules
- to carry out a scientific experiment and integrate the controls required for its interpretation.
- write a laboratory notebook
- analyze critically the results obtained
- synthesize and present a scientific research process and the results obtained in oral and written form.

None.

Avril - Mai - Juin.

SCEAUX - ORSAY - GUYANCOURT - EVRY - GIF-SUR-YVETTE - CHATENAY - VERSAILLES - PARIS - KREMLIN-BICETRE - ST-QUENTIN-EN-YVELINES - PALAISEAU - MONTIGNY-LE-BRETONNEUX - COURCOURONNES - BURES-SUR-YVETTE - JOUY-EN-JOSAS

Responsables Université Paris-Saclay : Marie-Hélène Cuif, marie-helene.cuif@universite-paris-saclay.fr Sébastien Bloyer, sebastien.bloyer@universite-paris-saclay.fr Odile Bronchain, odile.bronchain@universite-paris-saclay.fr Cécile Lagaudrière, cecile.lagaudriere-gesbert@universite-paris-saclay.fr Sylvain Fisson, sylvain.fisson@univ-evry.fr Frédéric Crémazy, frederic.cremazy@uvsq.fr.

The Scientific Project is organized over a period of 8 weeks at a rate of one day per week spent in the host laboratory. This period is devoted to discussions between the student and his supervisor, the reflection and a bibliographic work to define the internship project. The student will present a bibliographic synthesis of the topic and the problematic of his internship project in a written report.

The Scientific Project is a groundwork for the laboratory internship. It consists of a thoughtful work based on bibliographic researches and on discussions with the internship's supervisor.
It aims at clarifying the general scientific context and the state of knowledge. It allows highlighting the scientific questions that will be addressed during the internship, the experimental models chosen and the workflow of experiences that will be conducted. The whole is synthesized in a written report.
At the end of this training, the student will be able to:
- define a biological problem
- acquire, analyze and synthesize data from the literature
- formulate scientific hypotheses
- build a coherent scientific approach
- write a research project.

None.

None.

Février - Mars - Avril.