Vancouver hosts students from around the world
3rd Canadian IBRO School of Neuroscience
Following the tradition of the 1st and 2nd Canadian IBRO Schools of Neuroscience Toronto and Montreal (2007 and 2008), the 3rd Canadian School of Neuroscience in Vancouver (May 24-June 3, 2009) brought twelve students from Argentina, Brazil, Indonesia, China, India, Morocco, Kenya and Cuba, unlike other IBRO schools where tutors travel to the students' areas.
Rationale behind the school and its content: The school was divided equally between understanding the genetic, pathological and medical sequelae of a variety of neurodegenerative diseases, and strategies to promote regeneration and repair. At each stage, students were encouraged to discuss and consider the genetic versus the environmental component of the disorder, and how these might also impact therapeutic intervention. A strong emphasis was made on teaching comparative strategies to best model neuro-degeneration and apply combinatorial regenerative strategies. Students were encouraged at each stage to consider humanistic and ethical principles into their training. The school was hosted at a number of different University of British Columbia- (UBC) affiliated research centres (Michael Smith Labs, Life Sciences Institute, Brain Research Centre, Centre for Molecular Medicine and Therapeutics and ICORD), in order to allow students to be exposed to the concept of how design of research centres can fit particular avenues of scientific discovery.
Scientific content: Diseases resulting from degenerative changes in the nervous system spoil the quality of life of millions of people worldwide. Neurodegenerative diseases (e.g. Alzheimer’s, Parkinson, Huntington’s, Amyotrophic Lateral Sclerosis and Multiple Sclerosis) are considered one of the major challenges of modern medicine. In the last 50 years, an enormous effort has been dedicated to the elucidation of the pathogenic mechanisms of these diseases, with the conviction that this will lead to rational therapeutic approaches. In the last few years, a growing body of evidence points to protein misfolding and cleavage, aggregation, and accumulation as key pathogenic events common to most (if not all) neurodegenerative diseases. Advances in molecular biology and genetics lead to the discovery that disease-causing mutations predispose to protein misfolding and aggregation. Accumulation of aggregated proteins inside neurons or in the neuropil leads to synaptic dysfunction, neuritic alterations, neuronal death, and disease symptoms. Several “anti-aggregation-accumulation” therapies are progressing to clinical phases. In addition, future treatments of neurodegenerative diseases might include the enhancement of protection and plasticity, the molecular manipulation of aberrant genes, and promotion of endogenous neurogenesis. A model organism approach was stressed, as was the understanding of molecular events underlying axon guidance and targeting, stimulated by pathways identified using tools taught in a bioinformatics training component. In this IBRO school several neuroscientists with expertise in genetic, molecular and cellular biology, transgenic mouse modeling and informatics, largely from UBC faculty, focused on the teaching of the molecular mechanisms of neurodegenerative disorders using a multidisciplinary approach. The core faculty comprised a team of clinician-scientists and neuroscientists bridging between basic science and clinical medicine who emphasized the power of collaboration in advancing our understanding of neurodegenerative disease pathology and designing novel repair strategies. A variety of clinical (PET, MRI) and scientific (confocal, 2-photon) imaging approaches were taught and demonstrated. The power of genomics, informatics, and cutting-edge technologies were presented and discussed in the context of combining approaches to test the interplay between genetics and the environment in disease presentation and course. The neuroethical implications of the application of these technologies in understanding the brain were also introduced. The course included intense theoretical and practical sessions, and the interaction between scientists and students was promoted in all academic activities as well as in other daily activities that were organized for all participants, such as session for students’ presentations and round tables.
Additional comments on content: The preceding two International Schools held in Canada (Toronto, 2007 and Montreal, 2008) enrolled only students from Latin America and Africa. The programme was extended this year to include students from the Asia Pacific region. A strong emphasis was made on the role of immigrants in the development of science in Canada and the world. Faculty and mentors for the course came from more than 12 different original countries. In addition, a number of discussion-driven sessions were dedicated to consideration of career development issues and advancement, including discrimination and bias (racism, sexism, age-ism, current misperception of male and female roles in science), and strategies for developing mentorship networks in order to maintain and enhance career development internationally. As in previous years, the students attending the school were initially the guests of the Canadian Association for Neuroscience (CAN) Annual Meeting held in Vancouver, May 24-27. This provided a unique opportunity for interactions with Canada’s researchers. Their participation was active, including the presentation of their own posters at the meeting. All students attending the course stayed an additional 1-2 days at the end of the formal program, and were hosted by UBC-based labs to learn more in-depth hands-on techniques and approaches from local trainees in labs operated by the school professors. The organizers had planned to facilitate visits to laboratories in the USA. Unfortunately, delays in visa processing and other issues associated with new requirements for border crossing made it impossible to implement this project. Ways to accomplish this objective will continue to be explored
Resources: All students were provided at their arrival with binders containing maps and information on visiting and travelling within Vancouver, the course schedule, all available course content, and information on sponsors. Their stay was facilitated by the recruitment of local trainees which acted as hosts and mentors.
Faculty
UBC: Jane Roskams, PhD, Peter Rieckmann, MD PhD, Jon Stoessl, MD, Wolfram Tetzlaff, MD, PhD, Blair Leavitt, MD PhD, Lynn Raymond, MD, PhD, Martin McKepwn, MD, PhD, Tim Murphy, PhD, Yu Tian Wang, PhD, Anthony Phillips, PhD, Judy Illes, PhD, Brian MacVicar, PhD, Dan Goldowitz, PhD, Kurt Haas, PhD, Shernaz Bamji, PhD, Joanne Weinberg, PhD, Catherine Rankin, PhD, Tania Lam, PhD, Christopher Loewen, PhD, Tim O’Connor, PhD.
Trainee Faculty (MD, PhD students): Will Guest (ALS), Andre Gaudet (Peripheral nerve regeneration).
Outside UBC: Sharon Louis and Allan Eaves (Stem Cell technologies), Mike Hawrylrycz (Allen Institute for Brain Research)
Student selection: The total number of students enrolled in the School was twelve. They came from Argentina, Brazil, Indonesia, China, India, Morocco, Kenya and Cuba. These participants were selected from around 100 applicants on the basis of their accomplishments and potential to contribute to science building in their home countries. All applications were handled electronically, the final selection being carried out by members of the School Organizing Committee and the Chairs of the IBRO Regional Committees for Africa, Latin America and Asia Pacific. The inclusion of the Regional Committee Chairs in the process of selection continues to be a critical element for choosing the most promising students and facilitating home mentoring.
Highlights and special presentations/discussions: (1) Dr Sir John Sulston (Nobel laureate, 2002) presented a lunchtime talk and discussion on international collaboration and cooperation in advancing science and medicine in developing countries. (2) Dr Pat McGeer gave an engaging and informative evening presentation on the history of neurodegenerative disease, and hope for the future. (3) Students completed a visit to a biotechnology company (Stem Cell Technologies) to learn how individuals make career choices to enter industry, and to learn how biotech companies work; (4) Hands-on bioinformatics training on genomic analysis and imaging software; (5) Evening ethics discussions on the role of international scientists on the design and implementation of science and health policy, the reporting of scientific fraud, the regulation of clinical and pre-clinical “trials” and the role of a support network in helping to maintain the optimal mental health and well being of developing scientists.
Student participation: Students actively participated in all the school activities: Theoretical classes (interesting questions and discussions), Practical Activities, Students presentations and Round Tables, and were particularly enthusiastic about beach volleyball and soccer. All students and some tutors were lodged in Green College on the BC campus School activities were intense, extending from 9 am and frequently ending after midnight. Lectures were video recorded as part of the IBRO Edu learning resources and will be made available on the web for others to use.
Local sponsors: Life Sciences Institute, Brain Research Centre, UBC VP Research, Stem Cell Technologies, UBC Institute for Brain Health, Michael Smith Foundation for Health Research, iCORD.
National and international sponsors: IBRO, Montreal Neurological Institute, Canadian Association of Neurosciences (CAN), Canadian INMHA, IAC-USNC (North American IBRO Regional Committee).
Future plans: A proposal for hosting the 4th International IBRO School next year in Ottawa (May 15-18, 2010) was endorsed by the Executive Committee of CAN at the meeting in Vancouver. Backing of the event will now be sought from the North American Regional Committee (IAC-USNC), IBRO and other interested organizations.
Dr Jane Roskams
Course Director
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