Search result: Catalogue data in Spring Semester 2022
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  Only for Health Sciences and Technology MSc. | O | 2 credits | 4A | J. Goldhahn, S. Ben-Menahem, 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) Only for Health Sciences and Technology MSc. | 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 "Sportphysiologie" (or Anatomy, Physiology and Exercise Physiology - equivalents for students without HST-BSc), are required. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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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 develop significant models for which evaluations of the limitations and verifications can be carried out. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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: BIO389 Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/deadlines.html | W | 3 credits | 3V | G. Schratt, 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. Patient demonstrations (Übungen) follow every lecture that is dedicated to a particular disease. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 Number of participants limited to 30. Only for Health Sciences and Technology MSc | 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 | W | 3 credits | 2V | R. van de Langenberg | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 252-0312-00L | Mobile Health and Activity Monitoring Previously Ubiquitous Computing, now with a focused and technical scope. | 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, and rings. We will cover the phenomena they capture, i.e., user behavior and actions, basic human physiology, as well as the sensors, signals, and methods for processing and analysis. For the exercise, students will receive a wristband to stream and analyze activity and health signals. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The course comprises a series of introductions to the cross-disciplinary area of mobile health with technical follow-up lectures. * Introduction to the basic (digital) health ecosystem * Introduction to basic cardiovascular function and processes * Overview of sensors and signal modalities (PPG, ECG, camera-based/remote PPG, BCG, PTT) * Introduction to affective computing, psychological states, basic personalities, emotions * Overview of motion sensors, signals, sampling, filters * Overview of basic signal processing specific to the metrics related to mobile health * Introduction to user studies: controlled in-lab vs. outside the lab * Introduction to sleep physiology and neurological conditions * Overview of device platforms: components of wearables, design, communication 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 ------------------------------------------------------------ The course was previously called "Ubiquitous Computing", but has been redesigned to focus solely on the technical aspects of Ubicomp, particularly those related to mobile health, activity monitoring, data analysis, interpretation and insights. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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, eletrodermal 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://teaching.siplab.org/mobile_health_activity_monitoring/2022/ Note: All lectures will be streamed live and recorded for later replay. Hybrid participation will be possible even if ETH should return to full presence teaching. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Copies of slides will be made available Lectures will be streamed live as well as recorded and made available online. More information on the course site: https://teaching.siplab.org/mobile_health_activity_monitoring/2022/ Note: All lectures will be streamed live and recorded for later replay. Hybrid participation will be possible even if ETH should return to full presence teaching. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Will be provided in the lecture | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
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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. (http://www.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, 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 327-2126-00L | Microscopy Training TEM I - Introduction to TEM Number of participants limited to 6. Master students will have priority over PhD students. PhD students may still enroll, but will be asked for a fee (http://www.scopem.ethz.ch/education/MTP.html). TEM 1 registration form: (Link) | W | 2 credits | 3P | P. Zeng, E. J. Barthazy Meier, A. G. Bittermann, F. Gramm, A. Sologubenko, M. Willinger | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 327-2224-00L | MaP Distinguished Lecture Series on Additive Manufacturing This course is primarily designed for MSc and doctoral students. Guests are welcome. | W | 1 credit | 2S | R. Katzschmann, L. De Lorenzis, L. Schefer | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 327-2225-00L | MaP Distinguished Lecture Series on Soft Robotics Does not take place this semester. This course is primarily designed for MSc and doctoral students. Guests are welcome. | W | 1 credit | 2S | R. Katzschmann | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course is an interdisciplinary colloquium on Soft Robotics involving different internationally renowned speakers from academia and industry giving lectures about their cutting-edge research, which highlights the state-of-the-art and frontiers in the Soft Robotics field. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants become acquainted with the state-of-the-art and frontiers in Soft 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 speaker from academia and industry who present their cutting-edge research in the field of Soft Robotics. The self-study of relevant pre-read literature provided in advance to 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 Number of participants limited to 30. | W | 3 credits | 2G | G. Bauer, G. J. Jenny, 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 leads to fast changes in organizations and of working conditions. Work becomes more flexible regarding time, location and employment contracts. 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 any more. 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 four 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. Session 1: Course overview; dynamic, challenging context of our economy; intervention approaches; core principles and planning steps of a project for promoting health@work Session 2: Promoting Health @ Work: Improving working conditions Session 3: Promoting Health @ Work: Lifestyle interventions at work Session 4: Promoting Health @ Work: Work-Life-Balance and Leisure crafting interventions The second part aims to identify and sharpen the project ideas developed by students in groups of two. We offer a short version of a design thinking workshop to help students generate innovative ideas. The pitch presentations help to focus on the essence of the own idea and to trigger constructive feedback for improving it. Session 5: Design thinking workshop: Find your own project idea Session 6: Pitch: Presentations of the project idea in plenary incl. feedback The third part has a workshop format. We introduce all students how to practically plan a health@work project. Then the two-person project teams are assigned to four tutors. 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 7: Introduction to practical project planning in-a-nutshell Sessions 8-11: Tutored workshop In the fourth 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 12-13: Presentations & discussions of projects 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 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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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| 363-1130-00L | Digital Health | W | 3 credits | 2V | T. Kowatsch | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Today, we face the challenge of non-communicable diseases. Personal coaching approaches are neither scalable nor financially sustainable. The question arises therefore to which degree digital health interventions are appropriate to address this challenge. In this lecture, students will learn about the assessment of digital health interventions. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Can medical Alexas make us more healthy? (The New York Times, April 2021), Wearables as a tool for measuring therapeutic adherence in behavioral health (npj Digital Medicine, May 2021), Improving community healthcare screenings with smartphone‐based AI technologies (The Lancet Digital Health, May 2021), Predictive analytics and tailored interventions improve clinical outcomes (npj Digital Medicine, June 2021), H1 2021 secured $14.7B in digital health funding, already surpassing all of 2020ʹs funding (Rock Health, 2021) What are the implications and rationale behind the recent developments in the field of digital health? Digital Health is the use of information and communication technology for the prevention, management and treatment of diseases. It covers topics such as digital health interventions, digital biomarker research, digital coaches and healthcare chatbots, telemedicine, mobile and wearable computing, self-tracking, personalised medicine, connected health, smart homes or smart cars. In the 20th century, healthcare systems specialised in acute care. In the 21st century, we now face the challenge of dealing with the specific characteristics of chronic conditions. These are now responsible for around 70% of all deaths worldwide and 85% of all deaths in Europe and are associated with an estimated economic loss of $7 trillion between 2011 and 2025. Chronic diseases require an intervention paradigm that focuses on prevention and lifestyle change. Lifestyle (e.g., diet, physical activity, tobacco, or alcohol consumption) can reduce the risk of suffering from a chronic condition or, if already present, can reduce its burden. However, a lifestyle change is only implemented by a fraction of those affected, partly because of missing or inadequate interventions or health literacy, partly due to socio‐cultural influences. Individual personal coaching of these individuals is neither scalable nor financially sustainable. Against this background, the question arises of how digital health interventions (DHIs) can allow medical doctors and other caregivers to scale and tailor long‐term treatments to individuals in need at sustainable costs. At the intersection of information systems research, computer science, behavioural medicine, and health economics, this lecture has the objective to help students and upcoming healthcare executives interested in the multi‐disciplinary field of digital health to better understand the design and assessment of DHIs. After the course, students will be able to... 1. know design and assessment frameworks for DHIs 2. assess DHIs 3. discuss the advantages and disadvantages of DHIs 4. propose a DHI incl. business model that addresses an unmet need of existing DHIs | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | To reach the learning objectives, the following topics are covered: 1. Overview of design and assessment frameworks 2. Preparation of DHIs 3. Optimization of DHIs 4. Evaluation of DHIs The lecture is structured in two parts and follows the concept of a hybrid treatment consisting of live sessions and complementary online lessons. In the first part, participants will learn and discuss the learning topics. Complementary learning material (e.g., video and audio clips), multiple-choice questions and exercises are provided online. In the second part, participants work in teams and will use their knowledge from the first part of the lecture to critically assess DHIs, identify unmet needs and propose a DHI incl. a business model that addresses the unmet need. Each team will then present and discuss their findings with their fellow students who will provide peer-reviews. Additional online coaching sessions are offered to support the teams with the preparation of their presentations. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | 1. Cohen AB Dorsey ER Mathews SC et al. (2020) A digital health industry cohort across the health continuum Nature Digital Medicine 3(68), 10.1038/s41746‐020‐0276‐9 2. Collins LM (2018) Optimization of Behavioral, Biobehavioral, and Biomedical Interventions: The Multiphase Optimization Strategy (MOST) New York: Springer, 10.1007/978-3-319-72206-1 3. Coravos A. Khozin S. and K. D. Mandl (2019) Developing and Adopting Safe and Effective Digital Biomarkers to Improve Patient Outcomes Nature Digital Medicine 2 Paper 14, 10.1038/s41746‐019‐0090‐4 4. Fleisch E Franz C Herrmann A (2021) The Digital Pill: What Everyone Should Know about the Future of Our Healthcare System, Emerald Publishing: Bingley,UK, 10.1108/9781787566750 5. Katz DL Frates EP Bonnet JP Gupta SK Vartiainen E and Carmona RH (2018) Lifestyle as Medicine: The Case for a True Health Initiative American Journal of Health Promotion 32(6), 1452-1458, 10.1177/0890117117705949 6. Kvedar, JC, Fogel AL, Elenko E and Zohar D (2016) Digital medicine’s march on chronic disease Nature Biotechnology 34(3), 239-246, 10.1038/nbt.3495 7. Kowatsch T Otto L Harperink S Cotti A Schlieter H (2019) A Design and Evaluation Framework for Digital Health Interventions it ‐ Information Technology 61(5‐6), 253‐263, 10.1515/itit‐2019‐0019 8. Kowatsch T Fleisch E (2021) Digital Health Interventions, in: Gassmann O Ferrandina F (eds): Connected Business: Creating Value in the Networked Economy, Springer: Berlin, 10.1007/978-3-030-76897-3_4 9. Kowatsch T Schachner T Harperink S et al (2021) Conversational Agents as Mediating Social Actors in Chronic Disease Management Involving Health Care Professionals, Patients, and Family Members: Multisite Single-Arm Feasibility Study, Journal of Medical Internet Research (JMIR) 23(2):e25060 10.2196/25060 10. Kowatsch T Lohse KM Erb V et al (2021) Hybrid Ubiquitous Coaching With a Novel Combination of Mobile and Holographic Conversational Agents Targeting Adherence to Home Exercises: 4 Design and Evaluation Studies, Journal of Medical Internet Research (JMIR) 23(2):e23612, 10.2196/23612 11. Nahum‐Shani I Smith SN Spring BJ Collins LM Witkiewitz K Tewari A Murphy SA (2018) Just-in-Time Adaptive Interventions (JITAIs) in Mobile Health: Key Components and Design Principles for Ongoing Health Behavior Support Annals of Behavioral Medicine 52 (6), 446‐462, 10.1007/s12160-016-9830-8 12. Sim, I. (2019) Mobile Devices and Health The New England Journal of Medicine, 381(10), 956‐ 968, 10.1056/NEJMra1806949 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 376-0131-00L | Laboratory Course in Movement Biomechanics Only for Health Sciences and Technology MSc. | W | 3 credits | 3P | P. Schütz, M. Gwerder, M. Plüss | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 keep records in a laboratory journal and how 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 including preparation, data acquisition, evaluation and writing a scientific report. The laboratory course is completed in groups of 2. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Handouts will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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, P. Schütz, 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 376-0816-00L | Applied Human Research Project Management Number of participants limited to 30. | W | 4 credits | 3G | C. Lustenberger, M. Altermatt | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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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