MEEN41410 Tissue Engineering

Academic Year 2024/2025

This course is designed to be an introduction to the fascinating field of tissue engineering. Tissue engineering is a biomedical engineering discipline that uses one or more aspect of the tissue engineering triad: cells, biomaterials, and suitable biochemical and physicochemical factors to restore, maintain, improve, or replace different types of biological tissues. As tissue engineering is a multi-disciplinary field the course will give you a chance to combine what you’ve learnt in your biology subjects with those in your chemistry and engineering subjects. This course aims to teach the basics behind current tissue engineering strategies and will explore where the field is at present and potential technologies for the future of regenerative medicine.

This course provides a comprehensive overview of advanced techniques in tissue engineering and regenerative medicine, focusing on the methodologies essential for analyzing and harnessing the regenerative potential of tissue engineering products. Students will learn the intricacies of culturing cell lines and stem cells, emphasizing aseptic technique and proper maintenance protocols. Additionally, the course will cover scaffold design and fabrication, growth factors, and signaling pathways relevant to tissue regeneration. Special attention will be given to the evaluation of regenerative potential across various tissues, including skin, bone, heart, and cancer models.

Finally, this course is designed to facilitate discussion and in-class participation. One of the main goals is for students to examine experimental papers and develop their scientific inquiry. Each week, a key paper related to the topic will be uploaded, which students are expected to read before discussing it in class as a group. At the end of each class, students will submit a Journal Club review, highlighting the positives, potential pitfalls, or overlooked questions from the discussed paper. The classroom culture is structured to engage students in thinking like tissue engineers. By the course's end, students will be expected to identify an unstudied area in tissue engineering, write a grant application for funding, present their idea to peers and a panel of "grant reviewers". They will learn to identify research questions, ask critical questions, and think skeptically about tissue engineering.

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Curricular information is subject to change

Learning Outcomes:

1. Understand the fundamental principles of tissue engineering, including the utilization of cells, biomaterials, and biochemical and physicochemical factors to restore, maintain, improve, or replace biological tissues.
2. Integrate knowledge from biology, chemistry, and engineering subjects to comprehend the multidisciplinary nature of tissue engineering.
3. Analyze current tissue engineering strategies and technologies, evaluating their efficacy and potential for the future of regenerative medicine.
4. Demonstrate proficiency in advanced techniques essential for tissue engineering and regenerative medicine, such as culturing cell lines and stem cells with emphasis on aseptic technique, biochemical analysis, and statistics.
5. Evaluate scaffold design and fabrication methods, as well as the role of growth factors and signaling pathways in tissue regeneration processes.
6. Critically assess the regenerative potential of tissue engineering products across various tissues, including skin, bone, heart, and cancer models.
7. Engage in active discussion and participation in class, analyzing and discussing experimental papers related to tissue engineering topics.
8. Develop scientific inquiry skills by critically evaluating experimental papers, identifying strengths, weaknesses, and potential areas for further investigation.
9. Cultivate a mindset of scientific inquiry and skepticism, thinking critically about tissue engineering concepts and research questions.
10. Apply learned knowledge and skills to identify unstudied areas in tissue engineering, develop grant proposals for funding, and present ideas to peers and a panel of "grant reviewers".

Overall, students will develop a comprehensive understanding of tissue engineering principles and techniques, as well as the ability to critically evaluate and contribute to advancements in the field.

Student Effort Hours: 
Student Effort Type Hours
Lectures

24
Specified Learning Activities

96
Total

120
Approaches to Teaching and Learning:
Interactive Learning:
Journal Club: Each week, the entire class will read the same research paper. In class, we will systematically dissect the paper by calling on random students to discuss specific sections, such as the introduction or figures. This method ensures active participation from all students and fosters a deeper understanding of the research presented. At the end of the discussion, we will engage in a group dialogue to share our collective thoughts and insights on the paper.
Group Work:
Research Grant Idea: Students will collaborate in small groups to develop a research grant idea within the field of tissue engineering. By working together, students will leverage their diverse perspectives and skills to craft innovative proposals. This group work encourages teamwork, communication, and creativity, essential qualities for successful tissue engineers.
Problem Solving:
Statistics Lab: A dedicated class session will focus on statistical analysis, a critical skill for tissue engineers.As an assignment, students will each be given a different set of anonymized data and a standard curve for that data. Students will have to interpolate the data, choose which statistical tests to apply to their research data, and graph it. Using statistical software provided by the college, students will run the analyses and then explain their methodology, present their data, and provide a rationale for choosing that statistical test in a lab report. This hands-on approach enhances students' problem-solving abilities and reinforces their understanding of statistical concepts.

In addition to these teaching and learning approaches, I will employ the "popsicle method" during journal club discussions to ensure inclusivity and active participation from all students. By randomly calling on students using popsicle sticks, I will learn each student's name and encourage them to contribute to the discussion. Over time, as students become more comfortable sharing their ideas, the popsicle method will be phased out, fostering a supportive classroom environment where every student feels valued and empowered to express their opinions.

Throughout the course, I will emphasize to students that their perspectives are valuable, and there are no wrong answers or questions. By fostering an environment of open dialogue and scientific inquiry, students will develop confidence in their abilities and cultivate their own sense of curiosity and critical thinking skills. 
Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 
Assessment Strategy  
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Group Work Assignment: Grant Application on Potential Tissue Engineering Therapeutics: In groups of three, students will identify a clinical need, a tissue engineering solution, and write a 5-page research grant application Week 11 Graded Yes

40

 Yes
Assignment(Including Essay): Journal Club: Students will be asked to read a chosen research paper each week (Weeks 2-6), fill out, and print the Journal Club Critiquing Word document before class Week 6, Week 7, Week 8, Week 10, Week 11 Pass/Fail Grade Scale No

20

 No
Report(s): Statistics Assignment: Students will be given a set of raw data and a standard curve, will be asked to interpolate the data, choose the correct statistical analysis, perform the analysis, and graph it Week 6 Graded No

20

 No
Group Work Assignment: Grant Idea Presentation: Within their groups, they will give a 10-minute presentation, with 10 minutes of questions, on their grant idea to determine if it will be funded Week 12 Graded No

20

 No

Carry forward of passed components
No
 
Remediation Type Remediation Timing
In-Module Resit Prior to relevant Programme Exam Board
Please see Student Jargon Buster for more information about remediation types and timing. 
Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Feedback will be provided to the students via Brightspace and email after assignments.