Duration
15h Th, 15h Pr, 60h Proj.
Number of credits
| Master MSc. in Biomedical Engineering, professional focus | 3 crédits |
Lecturer
Language(s) of instruction
English language
Organisation and examination
Teaching in the second semester
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
This course strengthens Scientific Problem Solving by developing rigorous reasoning about complex genetic epidemiology models and evidence. Through collaborative scientific projects, it enhances Interdisciplinary Teamwork and promotes Ethical & Sustainable Design by encouraging critical reflection on the societal, public-health, and methodological implications of genetic research.
This learning unit is organized as a hands-on, project-based introduction to contemporary genetic epidemiology through the study of interaction effects. The course is structured around a four-session module focused on the conceptual, methodological, and interpretive analysis of gene-environment interactions and gene-gene interactions (epistasis), using guided reading, collaborative discussion, and synthesis assignments built around selected research papers.
Rather than providing a broad survey of all subfields of genetic epidemiology, the course develops a focused understanding of how interaction effects are defined, modeled, interpreted, and translated into population-health and precision-medicine perspectives. The course emphasizes the distinction between statistical interaction and biological mechanism, the role of assumptions in interaction studies, and the challenges of interpreting evidence across genetic, environmental, protein, and population levels.
Learning outcomes of the learning unit
This course is part of an integrated learning pathway in Computational and Systems Genomics. The pathway follows a deliberate progression: students first understand the data (GBIO0002), then understand the scientific questions and evidence (GBIO0015), next develop and evaluate computational methods (GBIO0030), and finally apply these competencies in an authentic research project (GBIO0031). This particular course develops the ability to critically evaluate scientific evidence and formulate biologically meaningful questions that inform computational analyses of complex genomic phenomena.
At the end of the course, students will be able to:
- Define and distinguish major forms of interaction relevant to genetic epidemiology, in particular gene-environment interaction and gene-gene interaction/epistasis.
- Reconstruct, in words and schematically, the statistical and conceptual models used to study interaction effects in published research.
- Identify and critically assess the key assumptions underlying interaction analyses, including assumptions about exposure measurement, population structure, and interpretation of interaction terms.
- Distinguish descriptive, predictive, causal, and translational claims made in the interaction literature, and judge whether the evidence provided is sufficient to support them.
- Discuss how interaction findings may inform public health, environmental justice, systems health, and precision medicine, while recognizing the methodological fragility of many such claims.
- Produce a structured synthesis, in written or oral form, integrating conceptual distinctions, methodological critique, and societal or biomedical implications.
Prerequisite knowledge and skills
Students are expected to have a good knowledge of statistics. A background in biomedicine, genetics, bioinformatics, or informatics is helpful but not strictly required. Students must be able to read and discuss primary literature in English and engage in analytical writing.
Planned learning activities and teaching methods
The course is project-driven and literature-based. Assignments are designed so that, taken together, they form a coherent project in genetic epidemiology focused on interaction analysis. The course combines Collaborative Learning as the primary pedagogical mode, with Research-Based Learning as a secondary mode through independent work on scientific papers and structured analytic templates.
Approximately four structured sessions are organized. Each session includes preparation before class, guided collaborative discussion during class, and a short individual follow-up task after class. Across the four sessions, students progressively move from conceptual framing of interactions, to model deconstruction, to critical interpretation, and finally to synthesis and presentation.
The sessions are organized as follows:
- Framing interactions in genetic epidemiology: distinction between gene-environment interaction and epistasis; construction of a concept map linking genetics, environment, proteins, and populations; discussion of what constitutes a true interaction and the limits of additive models.
- Methods and models: reverse engineering of the analytical strategies used in the selected papers; identification of variables, interaction terms, assumptions, data requirements, and possible sources of bias such as exposure mismeasurement or population stratification.
- Interpretation and implications: critical appraisal of empirical, interpretive, causal, and translational claims; discussion of public-health relevance, precision medicine, and societal issues such as the unequal distribution of environmental exposures.
- Synthesis and presentation: preparation and presentation of an integrated synthesis in the form of a short paper or oral presentation, followed by discussion of what is required for credible inference in interaction studies.
Intermediate support sessions may be organized on request to help students with reading, interpretation, structuring their written work, and preparing the final synthesis product.
Mode of delivery (face to face, distance learning, hybrid learning)
Blended learning
Further information:
In-person or online, depending on organizational constraints. The course is organized in the second semester.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
There is no mandatory textbook. The course is based on selected research papers and supporting materials that are provided progressively as the course advances. All course materials, instructions, and templates are made available through the course website.
Exam(s) in session
Any session
- In-person
oral exam
Further information:
In the first examination session, assessment is based on the project work completed throughout the course and an individual final written report, which serves as the written examination. An oral defense may be organized when appropriate to further assess the student's individual understanding and ability to discuss and justify the work presented.
The assessment evaluates the student's understanding of interaction concepts and models in genetic epidemiology, ability to critically evaluate evidence from published studies, identify assumptions, limitations and potential sources of bias, distinguish different types of scientific claims, and integrate methodological, biological and societal perspectives.
Evaluation criteria include:
- Clarity and structure of the written report.
- Accuracy in the understanding and use of interaction concepts and models.
- Ability to reconstruct and explain the reasoning underlying analytical approaches used in published studies.
- Ability to identify assumptions, limitations and potential sources of bias.
- Quality of critical interpretation, including the distinction between descriptive, predictive, causal and translational claims.
- Ability to distinguish statistical interaction from claims about biological mechanisms.
- Originality and quality of synthesis, including appropriate links to the theoretical discussions, selected literature, and broader biomedical or societal implications developed during the course.
- General understanding and ability to critically discuss the scientific evidence and alternative interpretations, as demonstrated in the written report and, where applicable, during the oral defense.
In the second examination session, students are not required to repeat the collaborative project work or redo the assignments completed during the semester. The examination consists of an individual oral examination based on the original project/report, the selected scientific literature, and the conceptual and methodological content of the course. Students are expected to demonstrate that they can independently explain interaction concepts and models, identify assumptions, limitations and potential sources of bias, critically evaluate scientific claims, and reason about alternative interpretations and the strength of the available evidence. Questions may therefore extend beyond the specific studies or topics addressed in the student's original project.
The individual oral examination determines the course grade for the second examination session. The original project work and written report serve as examination material and are not reassessed as separate components.
Work placement(s)
Organisational remarks and main changes to the course
Course language: English
The course is organized in the second semester. The detailed calendar and announcements are available on the course website.
Depending on the number of students who enrol on this course, content and practical organization of group work may be adapted, to maximize the experience in a multi-disciplinary environment.
The course is intended to maximize active student participation and guided scientific reasoning. Depending on the number of enrolled students, the exact practical organization of the work may be adapted in order to preserve interaction, discussion quality, and multidisciplinary exchange.
The detailed calendar, selected readings, and practical instructions are communicated via the course website (unless specified otherwise).
Contacts
Kristel Van Steen - e-mail kristel.vansteen@uliege.be
Assistant: to be communicated
Preferred contact mode: e-mail (include GBIO0015 in the subject title) or personal contact, after a lecture or by appointment.