Students acquire in-depth knowledge in the fields of aging and cell death. They understand how both are critical to explain the aging process. They mobilize prior knowledge in the field and make connections with other learning areas, to make critical analysis of specialized bibliography resources. They will develop oral communication to convey knowledge and request information, will be able to have scientific discussion with peers, carry out drafting of research projects and use scientific English. Students investigate different types of cell death including necrosis, necroptosis, apoptosis, autophagy. They understand the crosstalk between cellular aging and damage to the molecules (ROS, protein aggregation, telomere shortening) or metabolism (caloric restriction) and their physiological consequence at the upper scale when talking about organisms’ longevity or neurodegenerative diseases.

Students have an overview of the different phases needed to conduct clinical development of vaccines. Pharmaceutical industry, investigators, stakeholders and support functions share their points of view. Experts involved in these phases of development give practical details. The emergence of different infectious diseases makes it possible to show the differences between developments in a health crisis versus in times of « peace ». Students learn to design clinical phases of development and understand the importance of the data collected and their quality. They discover (i) the challenges of recruiting, (ii) why clinical development of a vaccine is different from clinical development of another drug, (iii) what happens at the time of market access and after with the surveillance of the vaccine in development.

Vaccines have been and remain a major tool in public health strategies. The growing complexity of current vaccine agendas, the ongoing introduction of new vaccines for different populations, have made decision-making more complex for vaccine producers and public health authorities. Immunization goals become difficult to track for the general public. Students learn the history of vaccination and vaccines; the place of vaccination in public health decisions; social factors influencing vaccine strategies in different countries; the anthropology of vaccine acceptance and rejection; public and media perception of vaccination and vaccines. Students become able to collect information, communicate on vaccination and vaccines, and elaborate recommendations to authorities for education, and information of the public. Practices serves to build communication during the reality project chosen by the student.

Digital technologies and new business models in health: new and frequently disruptive technologies and novel user behaviors lead to the emergence of new economic structures, new organizational forms and new business models in most industries. The Healthcare Industry is also directly impacted. Together these transformations challenge and change the creation, capture, and redistribution of value. The main goals of the course are to trace these changes and discuss strategic responses through focusing on several key issues, including the emergence and design of business ecosystems and the creation of new business models fuelled by open innovation and data, notably bi-base and platform models.

Epidemiology is the study of the distribution and determinants of disease frequency in human populations. Human diseases and especially infectious diseases do not occur at random and have causal and preventive factors that can be identified through systematic investigation in different populations, in different places or at different times. Vaccines are key preventive factors in the process of transmission and infection. Students learn basics of epidemiology, and discuss the applications of epidemiological concepts in the field of diseases which can be prevented by vaccination. The learning outcomes include understanding epidemiology and its main developments in health sciences, and knowing how to choose, justify and execute the appropriate epidemiological study set up.

L’étudiant est capable d’analyser une question biomédicale, et peut formuler une stratégie de recherche utilisant l’expérimentation animale en respectant l’état de l’art (par exemple 3R), selon les directives européennes, les lois françaises, et l’éthique. L’étudiant réfléchit sur les implications sociales et éthiques des études animales. L’étudiant développe une attitude d’apprentissage tout au long de la vie pour suivre les évolutions dans ce domaine. Le cours est en français et basé sur la législation française qui régit le droit des animaux et l’expérimentation animale nécessaire aux études précliniques. C’est une formation diplômante qui délivre un diplôme exclusivement valable en France.

Using students’ knowledge of immunology, immunopathology and infectiology, students understand the concepts from fundamental research to leading to clinical and pharmaceutical applications in cancerology. Students will learn about the multi-hits, multi-steps and immunoediting in cancerogenesis; interactions between malignant tumours and the immune system; mechanisms of pathogen-induced oncogenesis; cancers of the immune system and consequences; preventive and therapeutic antitumor vaccinology and protection of immune-suppressed patients against secondary oncogenesis. These students also learn how to analyse, understand and manipulate interactions between tumour cells and the immune system to overcome cancer progression.

Students achieve their understanding of how to monitor and to practice monitoring of vaccine efficiency in animal models and in humans. Practical work teach the students how to monitor reactogenicity, innate immunity, humoral and cellular immune responses in mice. Practical immunology includes routes of administration in mice, management of samples for vaccine trial in humans, multi-parameter flow cytometry, ELISPOT, ELISA, microscopy, in vivo imaging, transcriptomics, proteomics and glyconomics. Measures of vaccine efficiency and correlate of protection allow students to write a practical report in the form of a research article.

Investing in innovation in relation to public health: this course focuses on project management methodology and provides participants with both concepts, tools and methods, and behavioral skills in order to complete innovative projects successfully. Key challenges for project managers include the ability to manage without influence; to gain the support of stakeholders; and to access resources not directly under their control. Students understand and experience the importance of personal and interpersonal skills to monitor innovation.

The S3 language course aims to improve students’ proficiency level, taking into account their previous knowledge of the language in English, French, Spanish, German or Italian. Students will be placed in the adequate course, according to the level they reached after the first two semesters in Barcelona and Antwerp. The principal learning outcome of this teaching unit is to improve language skills.

Students gain theoretical and practical insights in neuro-immunological structures and diseases with an emphasis on pathogenesis and research development for diagnosis and biotherapy treatments.

Students can describe central nervous system cells and structure interacting with the immune system and involved in several neuro-immunological diseases, has insights in the epidemiology of these diseases, can interpret measures to diagnose or correct these diseases, explain how biological mechanisms cause these diseases and acquire a comprehensive overview of the field. Students can discuss recent scientific advances contributing to the progress of biotherapy treatments, analyse, understand and manipulate interactions between central nervous system and the immune system. They improve in speed-reading, English proficiency, and interactive scientific questioning.

Students think about the new challenge to deal with bottom-up client-oriented instead of top-down approach. Untill recently, patients were not considered as customers, and healthcare was tackled as something different of an industry. However due to societal and technological transformations, the customer-centric model is progressively integrated in the healthcare sector and expressed as a patient-centric model. Therefore, all the actors in this sector, whatever the role they play, should change their mindset and consider value created for this patient and her/his satisfaction regarding the services that have been delivered and solution provided. This course will give students specific clues to adapt “client-orientation” methodology and tools to this critical “patient- orientation” posture that is increasingly required in any activity of the healthcare industry.

Students learn and experience the benefits of managing a project to achieve specific goals in the international context of a scientific and multidisciplinary challenge in vaccinology. Students will be actors in the life of a project, from its initiation to its closure, through all the planning and execution processes related to the project and risk analysis. Students carry out projects such as development of vaccinology-related Massive Open Online Course, organising annual Research Instructive Workshop or the VaxInLive Symposium, or any other projects chosen by the teaching team each year. Groups of (student) managers are organised either horizontally or vertically in a mini-enterprise to lead their project. Students become able to analyse, plan, execute and control a scientific international and multidisciplinary project.

Students discover the economic overview of the biopharma industry. The course offers an overview of the pharmaceutical industry, the central element in an ecosystem that also involves biotech companies, contact-research organizations, academic research institutions, clinical trial sites, non-profit foundations, patent offices and regulators. They understand the roles and interactions of stakeholders in the pharmaceutical ecosystem.

The Transforming early makers track challenges you to disrupt existing business models to imagine new value systems in the 2030 horizon through an entirely innovative learning path, directly preparing you for your new profession: steering and supporting the emergence, deployment, development and diffusion of transformation projects using digital technology as a lever for disruption. Professional from the area advise according to the project. In this module, students design a disruptive value proposition relying on digital technology in a collaborative way. External professionals will share their vision of a sector and the uncertainty and ambiguity they have to cope with. Students find innovative responses and design the value proposal, and finally present a prototype and pitch their proposal. They learn how to sell and how to sell themselves.

Students learn different types of formulated vaccines, types of vaccines and inactivation methods. They study particulated and nanoparticulated vaccines, recombinant vaccines, live viral- / bacterial-based vaccines and DNA- / RNA-formulated vaccines. They learn to identify and optimize the best vaccine antigens. Students understand how large scale vaccinomics and artificial intelligence foster the future development of personalized vaccinology. Practical approach for vaccine formulation, validation and qualification are framed by training at our partner VFI site.

Students have access to an advanced understanding of vaccines through different specific applications in the field of prophylactic and therapeutic vaccines against different pathogens (preclinical and clinical development). Our BIAH partner offers a specific training in veterinary vaccines. They discover the human challenge models as new way to define vaccine efficacy. They also study fundamental research that supports the development of future vaccines in onco-immunology and neuro-immunology, but also to cure allergy and autoimmune diseases.