Generation of Human Disease Models and Their Application
A.Y. 2025/2026
Learning objectives
The objective is to provide knowledge on the strategies that are used to choose an experimental
model that can be used in the study of human diseases. The importance of a multidisciplinary path
will be underlined, and some examples of human diseases and the experimental models used
according to the various phases of the study will be analysed, i.e. characterization of the molecular
and cellular mechanism of the disease, followed by preclinical analysis. The course will focus on
aspects related to cell growth, such as ribosomopathies and on cell biology.
model that can be used in the study of human diseases. The importance of a multidisciplinary path
will be underlined, and some examples of human diseases and the experimental models used
according to the various phases of the study will be analysed, i.e. characterization of the molecular
and cellular mechanism of the disease, followed by preclinical analysis. The course will focus on
aspects related to cell growth, such as ribosomopathies and on cell biology.
Expected learning outcomes
The expected learning outcomes include the ability to reason about the choice of an experimental
model, which allows students to critically evaluate the different options available and select the most
appropriate one for the specific context. Furthermore, it is essential that students understand the
limitations and cost-benefit ratio of each model, allowing them to make informed decisions that
balance effectiveness and available resources. Finally, the ability to design the choice of a model is
essential to develop innovative and practical solutions, ensuring that students are able to plan and
implement complex projects successfully.
model, which allows students to critically evaluate the different options available and select the most
appropriate one for the specific context. Furthermore, it is essential that students understand the
limitations and cost-benefit ratio of each model, allowing them to make informed decisions that
balance effectiveness and available resources. Finally, the ability to design the choice of a model is
essential to develop innovative and practical solutions, ensuring that students are able to plan and
implement complex projects successfully.
Lesson period: First semester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
First semester
Course syllabus
Introduction to Disease Models: Why Models Fail and Succeed. Model Selection: Matching Model to Mechanism. Comparative Anatomy and Physiology: Cross-Species Challenges. In vivo versus in vitro: complexity and predictivity. Induced pluripotent stem cells and organoids. Organs on a chip. Disease modeling. Analytical technologies. A look into complexity. Granularity of analysis. Modeling of specific diseases, guided pathway. From the apparently simple to the complex. Monogenic diseases: Shwachman-Diamond syndrome and ribosomopathies. Epidermolysis bullosa. The great modifier. Genetic background. Cancer. Pleural mesothelioma and environmental diseases. Multiple myeloma and bone marrow. Liver cancer, from viral to metabolic forms. Cardiovascular system and metabolism. Myocardial infarction. Atherosclerosis. Stroke. Obesity. Inflammatory disease. Psychiatric diseases. Mood disorders. Schizophrenia.
Prerequisites for admission
Knowledge in cytology and histology is important.
Teaching methods
Teaching method based on interactive frontal lessons supported by projected material. Students will be stimulated to actively participate in the lesson / discussion to improve their critical skills, analyzing the literature and communicating the concepts appropriately. Attendance: strongly recommended.
Teaching Resources
Copies of projected materials will be available in Ariel along with a selection of proposed articles. Online informations on textbooks will be made available.
Assessment methods and Criteria
The exam (6 ECTS credits) consists of a written module with open-ended questions and 15 terms to be briefly defined. During the course, students will be guided toward the appropriate resolution of the test. The evaluation criteria are based on verification of acquired competencies, reasoning ability, and clarity of presentation.
Duration of the written exam: 90 minutes.
Duration of the written exam: 90 minutes.
BIO/06 - COMPARATIVE ANATOMY AND CYTOLOGY - University credits: 6
Lessons: 48 hours
Professor:
Biffo Stefano
Professor(s)