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Education / Aging and Alzheimer’s Disease Training Program / Curricular Requirements

Curricular Requirements

Biology of Aging (BIO422) is a 4-credit course offered every fall semester by Drs. Vera Gorbunova and Andrei Seluanov that emphasizes the molecular mechanisms of aging. Topics include popular theories of aging, model organisms used in aging research, evolution of aging, relation between aging and cancer, human progeroid syndromes, and interventions to slow aging. The course is comprised of two lectures each week (see Table C) and weekly small group workshops where students present and discuss two research publications from the recent literature. The learning objectives for BIO422 are:

  1. Understand fundamental knowledge of aging biology in model organisms and mammals.
  2. Understand the impact of aging-related changes in human disease.
  3. Recognize pathways and interventions that may alter age-associated changes and disease.
  4. Critically evaluate the current literature and learn about approaches to age-related biomedical research.

Neuroinflammation (NSC513) is a 4-credit course offered every other Spring semester by Drs. O'Banion and Hammond that covers glial cell biology, general principles of neuroinflammation and highlights the role of neuroinflammation in neurologic conditions. The course consists of 2 hours of lecture each week, in many cases given by UR-AADTP training faculty. These didactic sections are interspersed with topical journal clubs in which students present recent curated papers. NSC513 learning objectives are: 

  1. Recognize the cellular players in neuroinflammation. 
  2. Understand the roles of innate and adaptive immune responses and communication between peripheral and central systems.
  3. Understand the role of neuroinflammation in neurodegeneration and other human neurologic disorders.
  4. Critically evaluate the recent literature.
  5. Acquire greater proficiency in scientific presentation and writing.

Aging, Alzheimer’s Disease and other Dementias (NSC424) is a one-credit per semester course offered weekly throughout the academic year required of all UR-AADTP trainees. This seminar course is co-organized by trainees and Dr. O’Banion, together with other training faculty. The course objectives are:

  1. Build a cohort of UR-AADTP trainees who share common experiences.
  2. Network with other trainees and training faculty to build mentor and research relationships.
  3. Learn about ongoing faculty research projects and unique resources for aging and dementia research.
  4. Critically evaluate the recent literature.
  5. Present scientific findings; practice giving and receiving constructive feedback.
  6. Share experiences in the clinical setting to recognize the challenges faced by individuals with dementia and their caregivers; and to appreciate the importance of a multidisciplinary team approach to dementia care.

Memory Disorders Outpatient Clinic Experience. To provide a comprehensive view of dementia clinical phenomenology, course, and care through clinical exposure, UR-AADTP trainees are individually scheduled to join a memory care specialist in the University of Rochester Memory Care Program two to three half days per week for a total of 20 hours to observe outpatient clinical assessment and care. The experience is “highly encouraged” but not required and most trainees opt to participate. The learning objectives for the outpatient experience are: 

  1. Understand the role of the memory care specialist in outpatient settings, including relationships to patients, caregivers, and families, functioning as a member of a team, and consulting with other community providers. 
  2. Understand the issues that arise around clinical care in the outpatient setting. Understand the issues of confidentiality within the outpatient setting.
  3. Gain exposure to clinical presentations and dementia diagnoses frequently seen in the outpatient setting and the modalities used to treat them.
  4. Understand how clinical presentations relate to the underlying pathological processes of memory disorders.
  5. Describe the pharmacological treatments and recommended changes in lifestyle, diet, cognitive, and social engagement for memory disorders.
  6. Demonstrate knowledge of the mental status exam and cognitive screening.
  7. Demonstrate respect, empathy, and concern for all patients and their caregivers, regardless of the patient’s problems, personal characteristics, or cultural background.