FEBS WEBS at the 21st Annual Meeting of Febs, Trinity College, Dublin, 11 August, 1992

22 maniasis are being conducted in Nicaragua with PCR tests carried out at the Centro Nacional de Higiene y Epidemiologfa in Managua. Following the second course, the implementation of PCR diagnosis and classification of cholera, Shigella, and enterotoxigenic E coli is also underway in Managua. In addition, presentation of this work at a recent conference drew interest in the elaboration of future courses in other countries, including Bolivia, Ecuador, and Honduras. In Peril, an extended comparative study of human biopsies is being conducted by accepted diagnostic assays and PCR, seeking to confirm the more exact nature of PCR as a diagnostic tool for leishmaniasis. To avoid electrophoresis on gels and staining with toxic ethidium bromide, a reverse-capture hybridization assay with immobilized specific oligonucleotides on nylon filterss has been implemented. The colorimetric signal amplification affords robust detection with PCR fragments that are hardly visible on gels. Other applications being pursued in the Lima lab include evaluations of the PCR procedure as a predictor of parasitological cure following treatment and as a way to survey parasite load in animal reservoirs and insect vectors. The response of the clinicians at the Instituto de Medicina Tropical has been most encouraging as they recognize that PCR, in comparison to the established tests, is a superior tool for diagnosis and, consequently, timely treatment. Other institutions have become important in typing South American leishmania via PCR following initial training at the Perti course. For example, the Centro Internacional de Investigaciones M6dicas in Cali, Colombia, is using amplification techniques to detect not only L braziliensis but also L chagasi, the agent of visceral leishmaniasis (N Saravia, personal communication). In years past, this lab has contributed thorough studies of genetic variation at the isozyme level in South American leishmania parasites. A student from the Pert~ course subsequently developed a diagnostic method based on RNA PCR (RNA reverse transcription followed by cDNA amplification) for Argentine Haemorrhagic Fever, which is caused by the Junfn virus, an otherwise fairly intractable RNA virus. TM

Conclusions and the Power of Keeping in Touch DNA amplification for diagnostics is a technology that can be appropriate to countries with limited resources. Short intensive courses under these settings are a suitable forum for not only the introduction of techniques but also for the teaching of fundamental principles in molecular genetics. Perhaps the most important ingredient for progress following the course is frequent communication between the individuals who came together during that period. Therefore, funding for international courses should also include a communications budget (preferably for electronic mail and fax) to nurture the transmission of questions, ideas, and technical details, as well as collaborations that arise not only from common interests but also from the inevitable friendships that are formed during the

BIOCHEMICAL EDUCATION 21(1) 1993

weeks when the pleasure of doing molecular biology for public health is intensely shared.

Acknowlegements Dr David Moraga contributed to the conception and evolution of the Nicaragua courses and participated as an instructor in the second workshop. Rene Silva participated in teaching the first course, and Christine Rousseau assisted in the second. Dr Kenneth Beckman and T Guy Roberts were involved in working out techniques for the second Nicaragua workshop. Finally, Dr AIcides Gonzales, Director of the CNHE, provided generous institutional support to make the Nicaragua courses possible. Dr Ellen M Prager contributed prompt editorial work and helpful comments.

References I White, T J, Madej, R and Persing, D H (1992) Advances in Clinical Chemistry 29, 161-196 20rrego, C (1989) 'Excellence Under Adversity: The Life Sciences and Biotechnology in Latin America and the Role of Scientific Societies in Their Development', The lnterciencia Association and the American Society for Microbiology, Washington, DC 3L6pez, M, Montoya, Y, Arana, M, Cruzalegui, F, Braga, J, LlanosCuentas, A, Romero, G and Ar6valo, J (1988) A m J Trop Med Hyg 38, 308-314 4L6pez, M, Orrego, C, Cangalaya, M A, Inga, R M and Ar6valo, J L (1990) ASM Annual Meeting, Anaheim, CA 5Saiki, R, Walsh, P S, Levenson, C H and Erlich, H A (1989) Proc Nat Acad Sci USA 86, 6230-6234 6Sambrook, J, Fritsch, E F and Maniatis, T (1989) 'Molecular Cloning: A Laboratory Manual', Cold Spring Harbor Laboratory Press, Cold Spring Harbor, New York 7Orrego, C and King, M-C (1990) in ~PCR-Protocols. A Guide to Methods and Applications', (Editors Innis, M A, Gelfand, D H, Sninksy, J J and White, T J) Academic Press, San Diego, CA, pp 416426 XWalsh, P S, Metzger, D A and Higuchi, R (1991) BioTechniques 10, 506-513 9Barry, T and Gannon, F 0991) PCR Methods and Applications l, 75 u~Shirai, H, Nishibuchi, M, Ramamurthy, T, Bhattacharya, S K, Pal, S C and Takeda, Y (1991) J Clin Microbiol 29, 2517-2521 I~Frankel, G, Giron, J A, Valmassoi, J and Schoolnik, G K (1989) Molecular Microbiology 3, 1729-1734 12Del Portillo, P, Murillo, L A and Patarroyo, M E (1991) J Clin Microbiol 29, 2163-2168 ~3McLaughlin, G L, Decrind, C, DayaI-Drager, R, Hassan-King, M, Subramanian, S and Greenwood, B M (1991) J Clin Microbiol 29, 1517-1519 ~4Orrego, C (1990) in 'PCR-Protocols. A Guide to Methods and Applications, (Editors Innis, M A, Gelfand, D H, Sninsky, J J and White, T J) Academic Press, San Diego, CA, pp 447-454 ~SPrince, A M and Andrus, L (1992) BioTeehniques 12, 358-360 t~Furrer, B, Candrian, U, Wieland, P and Liithy, J (1990) Nature 346, 324 17Anonymous (Winter 1990/1991) Analects for Molecular and Cell Biology 19, 4-5 ~Lozano, M E, Ghiringhelli, P D, Romanowski, V and Grau, O Virus Research, in press

FEBS WEBS at the 21st Annual Meeting of FEBS, Trinity College, Dublin, 11 August, 1992 Report by Max Lewis Introduction In keeping with the general spirit of FEBS, nine speakers from European countries, east and west, contributed toward the success of this colloquium, which was

23 dedicated to work experience for biochemistry students (WEBS). Over 60 delegates attended at least part of the day's activities. Each was overtly anxious to contribute to the animated discussions but, as always in such 'educational' sessions, time did not permit such luxuries!

Educational Links Within Europe The first speaker, Dr Patricia Paulussen-Osseweijer (Institute for Biotechnology Studies, Delft, Netherlands), has considerable experience in student exchange programmes, both for COME'IT (COMMunity action programme in Education and Training for Technology) and ERASMUS (European Action Scheme Mobility University Students) projects. Since 1988 she has been coordinator of University Enterprise Training Partnerships (UETPs) in Europe. Dr Osseweijer was pleased to report that the number of students participating in the scheme has increased from 8 in 1989-1990 and 1990-1991 to, currently, 18. The objective is to build up and maintain a network of universities and industries whereby student and staff exchanges are coordinated. It is intended to organise short courses and to develop long-term educational programmes. Advanced courses in preparation for 1993 include environmental biotechnology, plant biotechnology, bioprocess design and, for 1994, tissue culture and vaccines. Dr Osseweijer stressed that, for the scheme to progress, there is a need to develop a sectorialbased databank for interlinking of UETP schemes and to coordinate curriculum development. Its success will depend on sound supervision and, of course, on the motivation of the candidates. Delegates were excited by the apparently extensive availability of money provided by the EC for such schemes but some remained perplexed by the complications involved in extracting it. One thought that it may be difficult to find someone in a department who could devote enough time to such matters on a voluntary basis. Schools of Biology may be more successful. Dr Robin Strang (Biochemistry, University of Glasgow, Scotland) presented data relating to the ERASMUS scheme and the subject-based Inter-University Cooperation Programme (ICP). The extensive data presented included results of questionnaires completed by students on the scheme. We were informed by Dr Strang that 6% of students are currently taking part of their undergraduate courses in another European country, and that the number of approved ICPs is currently 1794, a five-fold increase since 1987. Dr Strang coordinates a student exchange scheme with several European universities. He demonstrated how 32 students presently benefit from coordinated links between certain universities in the celtic regions of these islands and six universities in Belgium, France and Germany, Dr Strang is very pleased with the link's progress and hopes to soon include an Italian university in the scheme. That English is the linguafranca of science is reflected by the greater flow of continental students to the UK and Ireland on ERASMUS schemes. Dr Strang encouraged BIOCHEMICAL EDUCATION 21(1) 1993

more participation among UK and Irish students and expressed the hope that the ERASMUS scheme be extended to include staff mobility. From Dr Strang's data it would appear that, in the ERASMUS scheme, the 4year course in Scottish universities has considerable advantage over university courses presented in England and Wales. Several members of the audience suspected that, in time, the English and Welsh universities will offer two-year and four-year degrees. One English delegate, at least, was "not at all surprised about the answers to student surveys. They merely emphasise the differences between our universities. The Germans do not want their degrees to be at all vocational, while ours are increasingly so". During the discussion several delegates concluded that collaboration between, rather than commonality of, European universities should be encouraged. Dr Strang's inadvertent exclusion of Portugal from his European map was, to the amusement of the audience, atoned by the comprehensive map presented by the morning's third speaker. Dr Pedro Moradas Ferreira (Instituto de Ciencias Biomedicas, Oporto, Portugal), drawing on his experience from links with the University of Leeds, encouraged the development of educational links between different European universities. Although Europe has a heterogeneous university system the audience audibly concurred with Dr Moradas Ferreira's belief that "every biochemistry student in Europe should know what is in Stryer". In emphasising links through education Dr Ferreira advocated that student exchange involve attendance of regular courses and training periods, and that staff be exchanged for undergraduate and advanced courses. He proposed a network of courses that could be attended by postgraduate students participating in educational links. Professor Peter Campbell (London) was very enthusiastic about Dr Moradas Ferreira's proposals. As one who has long associations with the Link programme of the British Council he thought that these sisterly relationships between departments were excellent. The topic of discussion progressed to the system of external examiners vetting undergraduate and postgraduate degrees. Difficulties of language and of educational philosophies possibly excluded the system's universal application in Europe but, it was thought, external examiners ought to become commonplace at the postgraduate level. Such a procedure would help to raise standards across Europe and enhance understanding. The final talk of the morning's session was presented by Dr Blanka Ries (Faculty of Food Science and Biotechnology, Zagreb, Croatia). Dr Ries trains technology and biotechnology students for work in industry, and received very warm applause for her visit from Croatia at a difficult period of their history. Seminars and practical classes constitute over 50% of courses offered in food engineering, biochemical engineering and nutrition in Dr Ries' faculty. Courses ate given within the confines of the university, but industrialists are invited to present lectures and seminars. During the ensuing discussion Dr Ries

24 explained that industrialists contribute to the design of the curricula and are very keen to help. It appeared that graduates of Zagreb University are readily snapped up by industrial employers. Industrial Placements Professor George Lunt (Biochemistry, University of Bath, UK) was the opening speaker in the afternoon session. The 21st Annual Meeting of FEBS was being held in Trinity College, Dublin exactly 400 years after its founding by Elizabeth I. Professor Lunt is head of department in a university which is 25 years old, and its biochemistry course 22 years old. The success of Bath's unique sandwich courses is renowned. 'What are the options in sandwich training?', asked Professor Lunt. 'Should there be one sandwich of 12 months, or two of six months? Should it be before, during or after a 3-year degree course? Should it be assessed or not? Should it be compulsory or not?' Professor Lunt described the 10-term, four-year degree course operating in Bath, in which students have two placements, from April to September, in their second and third years. Although 12-month placements are popular in some establishments, one advantage of the 'Bath system' is the opportunity for students to try out two areas of biochemistry, for example, in a hospital laboratory and in brewing. Also, courses with such a 'thin sandwich' pattern enable students to be absent from the university for just a single term in each of their second and third years. Professor Lunt discussed some of the benefits of sandwich courses. Students encounter new experiences, they work with a team and with state-of-the-art equipment. They learn, first hand, of commercial pressures and problem solving. Sandwich students learn that results matter and that someone will take a decision on them. This was exemplified by a student who, on shift work in a brewery, made a miscalculation during CO2 analysis. His error proved to be expensive, but he was not sacked! The drawbacks of sandwich courses include disruption and loss of the student's academic environment. 'Thin sandwich' systems are incompatible with modular courses, and graduation is delayed. It was noted that the current 50 undergraduate biochemists in Bath would require 100 sandwich placements. Delegates were fully aware that a recent survey on the employability of university graduates had shown that those of Bath are top of the list. Several were convinced that Bath biochemists are exceptionally good; all appeared to favour a six-month sandwich course. It was suggested that the shortage of sandwich places, to which Professor Lunt had referred, might be compensated by more use of research institutes. One English delegate, possibly in exclusive reference to English universities, believed that at least half the students would not be suitable for, or interested in, the research projects of sandwich courses. It was certainly true that no industrialist or scientist in a research institute would want to supervise an unenthusiastic, unresponsive student. B I O C H E M I C A L EDUCATION 21(1) 1993

The afternoon's second speaker, Dr Richard O'Kennedy (Biological Sciences, Dublin City University, Ireland), continued on the theme of short-term industrial placements. These form a key element of his students' education during the latter half of their third year of study, by which time the students have the expertise to make a contribution to an industrial company. The students receive informative sessions and talks on previous placements. They then prepared curricula vitae and indicate a preference for a particular company, whether home or overseas. Subsequently each student is called for interview and, usually, given a six-month contract. Throughout his or her placement the student is paid and is in regular contact with both academic and industrial tutors. The student's placement is assessed as a component of the course and must be passed before he or she is allowed to enter the final year of study. Such courses are more attractive to potential students, believed Dr O'Kennedy. From them the student gains experience of job applications, the preparation of curricula vitae, and an opportunity to evaluate both employer and industry. The student earns money which helps to fund the final year of study (a particularly important factor in Ireland where very few university students receive grants) and, on graduating, appears to be more readily employed. As a result of the placement scheme, the university has experienced an increased interaction with industry and derived considerable benefit from the feedback on, for example, product development. During discussion Dr Kennedy admitted that problems inevitably arise! Companies go into liquidation. Some students are inadequately paid. Some fail their examinations. Currently 60% of placement students in Dublin City University are gaining their relevant experience in Ireland; the remaining 40% are working in the UK, France, USA, Canada, Germany, Japan and the Netherlands. Dr Amanda Proudfoot (Glaxo Institute for Molecular Biology, Geneva, Switzerland) is responsible for student placements in a Glaxo establishment which is exclusively dedicated to research, the major area of which is the study of molecular mechanisms that could be novel targets for drugs. There are currently 12 undergraduate students seconded to the Institute, one for every four scientists employed! The Institute's PhD students are supervised collaboratively and work elsewhere. From their placements, Dr Proudfoot said, the undergraduate students appreciate the cultural change, the maturing experience and the opportunities to create contacts. In addition to providing laboratory experience, placements improve the students' presentation skills and encourage them to publish their work. 'Most students', said Dr Proudfoot, 'get a full publication, or at least a poster, out of their placement work'. As an example of progressive study in the Institute in Geneva, Dr Proudfoot summarised recent work on fungal targets carried out and published, by four different undergraduate students. Dr Proudfoot presented evidence to show that place-

25 ment also helps students to choose, and obtain, jobs. Such opportunities are probably correlated with the fact that placement contributes to a substantial improvement in academic grades. 'Industry wants students', said Dr Proudfoot. It is anxious to attract future scientists, and industrial scientists apparently enjoy the opportunities for teaching and supervision. Industry, then is able to help the community and maintain a youthful atmosphere. Perhaps most important of all was the opportunity for contact with academic laboratories and expansion of the industrial research base. Delegates were very appreciative of Dr Proudfoot's contribution to the colloquium. One delegate thought that care should be taken in equating the 'best' student with those who want to do a PhD, particularly since many undergraduate students of biochemistry do not anticipate a career in science. Biochemistry, it was thought, is not generally regarded as a profession like Medicine, Dentistry or Accountancy. Many only study it because they did well in science at school. 'Biotechnology has captured the political imagination', said Dr Maurice Lex (CUBE, Concertation Unit for Biotechnology in Europe, Brussels, Belgium) introducing the various EC schemes for the support of education and training in biotechnology. 'There is opposition by consumer groups, et cetera, to the very concept of genetic e n g i n e e r i n g . . . Debates in the European Parliament on the subject would shock scientists - - nobody is challenging them'. The first scheme discussed by Dr Lex was EIBE, the European Initiative in Biotechnology Education. EIBE serves to analyse, promote and improve biotechnology education in Europe and provides a forum for exchange of information and experience between educators across the Community. Other schemes discussed by Dr Lex included ERASMUS, COME'IT and TEMPUS (Trans-European Mobility Programme for University Studies). He then summarised the evolution of community training in biotechnology and presented data on the origin of trainees and sites of host laboratories. It appeared, perhaps not surprisingly, that the flow of young scientists in Europe is predominantly northward! During his talk Dr Lex had remarked on a recent report which indicates that there would be a massive brain drain to the USA from Europe in the future. Several delegates were concerned that, if the EC merely increased its efforts in biotechnology, it would only accentuate the brain drain. Of the possible measures proposed to reduce the brain drain at least one delegate concluded that the 'imperative thing is to increase the pay of scientists to at least that of medics'. Dr Lex replied that 'there will be a report on this matter soon'. One delegate expressed concern about the great difference between the countries of the EC with respect to the age of completion of PhD. Typically in the UK this was 26, whilst in Germany, for example, it could be 32. Professor Campbell (London) believed that 'young people must be free to do experiments that their professors would

BIOCHEMICAL EDUCATION 21(1) 1993

regard as silly by the time they are 26'. Dr Lex agreed that the habit of doing original experiments may have gone by the age of 32 but thought that there was a danger that the 'rapid' PhD, typical of the UK and Ireland, might be lost in the EC. Professor Lars Josefsson (Biochemistry, University of Copenhagen, Denmark) concluded the day's presentations by discussing ways of promoting academicindustrial interaction. He compared the essentially innovative objective of academic research with that of application characteristic of industry. He described the unique qualities of industrial research - - its entrepreneurial awareness, its eye to profitability and specific technologies, its need to guard proprietary information. Professor Josefsson then identified those factors which possibly account for the fact that some countries are better than others at exploiting innovations. These factors include the quality of a country's education system, its scientific research and the competitiveness of its industry. He contrasted the situation (top-down form) in Britain, USA and France, where governments set clear goals of national importance with that (bottom-up form) represented by the Scandinavian countries, Germany and Switzerland, each of which responded more flexibly to market signals. This diversity, and the consequences of it, were illustrated by comparison of each nation's scientific output (1981-1990) and quality, measured by mean citations per paper and reported recently by the Institute of Scientific Information. Three groupings stood out: (i) the small-output, high quality nations, represented by the Scandinavian countries, the Netherlands, Belgium and Switzerland, (ii) the massive-output, good quality, great scientific powers, represented by USA, Germany, Britain and France, and (iii) a mixture of massive- and low-output, less cited nations, represented by Japan, Italy, Spain, Austria and Ireland. How, then, asked Professor Josefsson, could a country raise its rate of successful innovation? He ended his talk by describing the very active interaction between universities and industries in Denmark, and concluded that the final success of any promotion of academic-industrial interaction depended on the quality of a country's education system, the quality of its sciences and the quality of its industry. Dr Paul W Kent (Oxford) commented that specialist educational provisions for a flow of young biochemists to sustain this expanding profession alone were not enough and had to be viewed against a rapidly changing background. It was pointed out that in the UK, as in Ireland, public policy was now directed toward raising the overall standard of education for a better informed workforce. New universities were coming into being (two in Ireland and 27, so far, in the UK) to implement this policy. The colloquium concluded with an 'Irish Night', at which many of the day's topics were happily discussed.