6 ECTS credits
180 h study time
Offer 1 with catalog number 4022263ENR for all students in the 1st semester at a (E) Master - advanced level.
The ageing of human beings has many facets. It is not only an important biological issue but is also an important social and emotional issue that affects almost all aspects of our lives. The course ‘Biological and Biomedical Fundaments of Ageing’ aims at understanding the biological and biomedical basis of age-related changes and how ageing can be modulated in order to maintain and extend the health span. It comprises two parts:
1. Biological fundaments of Ageing
This section deals with the biological aspects of ageing. The various biological mechanisms that are considered to cause or influence physical ageing are addressed, paying attention to their consequences for the ageing of the human body. Also, the value of interventions proposed in the prevention or slowing of biological ageing are discussed. Understanding the biological basis of the ageing process is necessary to be able to spot changes due to ageing.
2. Biomedical fundaments of Ageing
This section covers the major changes and disorders reflected by normal and pathological ageing. The different body systems are thereby addressed in this course unit. In describing the ageing disorders, emphasis is placed on non-medical aspects such as prevention through diet and exercise, among others.
Teaching methods: interactive lectures with discussion of important biological concepts. Students are encouraged to learn and develop critical thinking skills
The study material is provided in the form of pdf.
Complementary study material, available via the VUB library:
- Selected international literature
- Some interesting books
Biology of aging, by R.B. McDonald (2014)
Aging: A Natural History, by R.E. Ricklefs and C.E. Finch (1995)
Ageing: The Paradox of Life, by R. Holliday (2007)
How and Why We Age, by L. Hayflick (1994)
Time of Our lives, by T. Kirkwood (1999)
Why We Age, by S. Austad (1997)
The Quest for Immortality, by S. Jay Olshansky and B. Carnes (2001).
- Useful websites
For world life expectancy data: http://geography.about.com/library/weekly/aa042000b.htm
Ageing news and discussion resource (archives only) from the journal Science :
Ageing and longevity gene lists http://www.genomics.senescence.info/genes/
For anti-ageing science and nonsense. http://www.worldhealth.net
Nature collections on Ageing http://www.nature.com/nature/supplements/collections/ageing/
The student knows:
-the biological processes that result in the ageing of organisms
-the various types of molecular damages and their consequences for the ageing organism
-how cells and organisms defend themselves against various damaging agents
-the various types of anti-ageing interventions
-common health problems occurring during normal / pathological ageing and their origin
-the implications of the most common health problems of the elderly and relevant preventive measures
-the effects of aging on the different body systems and the preventive relevance of non-medical measures such as diet and exercise.
The student has insight in:
- the biological basis of existing gerontological theories and areas of application
-the different perspectives within the biogerontological sciences
-the methodological principles inherent in the gerontological areas of research
The students can apply these insights to a health-related problem of ageing
The student can:
-carry out scientific research within the field of gerontology to advance knowledge and improve interventions for older persons
-relate biological theory and science to understanding senescence, longevity and variation in ageing
-distinguish factors related to ageing outcomes through critical thinking and empirical research
- engage in research
The student shows:
-a (self-) critical and scientific attitude focused on the Gerontological Sciences
-an attitude of lifelong learning, to continue to develop on a fully independent basis and contribute in the domain of gerontological sciences
- the capacity to distinguish factors related to aging outcomes, both intrinsic and contextual, through critical thinking and empirical research
The final grade is composed based on the following categories:
Written Exam determines 100% of the final mark.
Within the Written Exam category, the following assignments need to be completed:
In exceptional circumstances a student can submit a motivated request to the head of the programm in order to be allowed to take an online exam.
This offer is part of the following study plans:
Research Master of Gerontological Sciences: Standaard traject