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Developmental Biology and Teratology

Code: 102868
Credits: 3
2026/2027
Degree programme Type Course
Medicine OP 2

Contact lecturer

Name :
Ariadna Delgado Bermudez
Email :
ariadna.delgado@uab.cat

Teaching staff

Gemma Manich Raventos
Pere Jordi Fàbregas Batlle
Miguel Martin Sanchez

Group languages

You can consult this information at the end of the document.

Prerequisites

There are no formal prerequisites for this course. Students are expected to have acquired basic self-directed learning and teamwork skills, as well as pre-university-level knowledge of biology. The content of this course complements the knowledge acquired in the Cell Biology, Human Genetics, and the four Human Anatomy courses taught during the first and second years of the Degree in Medicine.

Objectives

Contextualisation

The course Developmental Biology and Teratology is an optional 3 ECTS-credit subject within the following tracks: Maternal and Child Health, Medical Clinical Practice, and Surgical Clinical Practice.


General objectives

  • To develop a deeper understanding of reproductive mechanisms and human pre- and postnatal development.
  • To study the main morphogenetic processes and their chronology, and to understand the significance of their possible alterations.
  • To become familiar with the main experimental techniques in embryology and teratology, as well as their relevance in basic and applied research.
  • To become familiar with the main genes and cellular pathways involved in the control of embryonic development.


Specific objectives

  • To study the general aspects of developmental biology and teratology.
  • To study the normal and abnormal development of organs and organ systems.
  • To introduce students to experimental techniques in embryology and teratology.
  • To gain knowledge of human embryonic and fetal periods, both in single and multiple pregnancies.
  • To gain in-depth knowledge of abnormal development of organ systems.
  • To develop a deeper understanding of genetic and cellular mechanisms in both normal development and congenital pathologies.

Learning outcomes

  1. Compare one's own opinions with those of colleagues and other healthcare professionals as a basis for teamwork.
  2. Describe the diagnosis, prognosis, prevention and treatment for the most common genetic pathologies in the human population.
  3. Relate genetic dysfunction to the pathological phenotype.
  4. Identify the genetic bases for the main diseases with a genetic basis or component.
  5. Assess the relationship between efficacy and risk in the main therapeutic interventions.
  6. Assess the efficiency of the main therapeutic interventions.
  7. Establish a method for complementary examinations, in accordance with the standard process and the diagnostic expectations.
  8. Assess the need, indications, contraindications, chronology, risk, benefits and costs of each examination.
  9. Indicate and interpret the basic techniques and procedures for laboratory diagnosis, diagnostic imaging and others.
  10. Obtain, in an appropriate way, clinical samples needed for laboratory tests.
  11. Critically assess the results of complementary examinations, taking their limitations into account.
  12. Order signs and symptoms to perform a differential syndromic diagnosis.
  13. Establish a therapeutic action plan considering the needs of patients and their family and social environment, and involving all members of the healthcare team.
  14. Maintain and sharpen one's professional competence, in particular by independently learning new material and techniques and by focusing on quality.
  15. Be able to work in an international context.
  16. Demonstrate, in professional activity, a perspective that is critical, creative and research-oriented.
  17. Formulate hypotheses and compile and critically assess information for problem-solving, using the scientific method.
  18. Communicate clearly, orally and in writing, with other professionals and the media.
  19. Demonstrate a sufficient command of English, both oral and written, for effective scientific and professional communication.

Contents

1. GENERAL ASPECTS OF DEVELOPMENTAL BIOLOGY

  • Introduction: concept, scope of study, and historical aspects of developmental biology
  • Evolution and development
  • Experimental embryology and animal models for the study of embryology


2. ASPECTS OF NORMAL DEVELOPMENT

  • Genes controlling embryonic development
  • Genetic control of segmentation and pattern formation
  • Limb development: mechanisms, evolution, and congenital defects
  • Placenta and extraembryonic membranes
  • Multiple pregnancies
  • Key aspects of normal human development processes


3. ASPECTS OF ABNORMAL DEVELOPMENT

  • General aspects of teratology
  • Classification of physical congenital defects
  • Mechanisms of development in regeneration, repair, and cancer
  • Abnormal development of organ systems
  • Chromosomal syndromes

Learning activities and methodology

Title Hours ECTS Learning outcomes
THEORY (T) 14 0.56
TUTORIALS 7 0.28
LABORATORY PRACTICAL SESSIONS (LABP) 4 0.16
CLASSROOM PRACTICAL SESSIONS (CLASP) 8 0.32
ELABORATION OF ASSESSMENTS / INDIVIDUAL STUDY / READING PAPERS / REPORTS OF INTEREST 38 1.52

In accordance with the course objectives, the teaching methodology is based on the following activities:

AUTONOMOUS ACTIVITIES:

Critical reading of texts and articles. Individual study. Preparation of outlines and summaries. Conceptual assimilation of the course content.

Individual tutorials: tutorials will be conducted on a one-to-one basis in faculty offices (schedule to be arranged). The aim of the tutorials is to clarify concepts, consolidate acquired knowledge, and facilitate student learning. They may also be used to clarify any doubts students may have regarding the resolution of clinical cases.


GUIDED ACTIVITIES:

Lectures: systematic presentation of the course syllabus, with emphasis on the most relevant concepts. Students acquire the basic knowledge of the course by attending lectures and complementing them with independent study of the contents. A total of 14 hours of lectures are scheduled.

Classroom practical sessions: sessions with a reduced number of students for the discussion and resolution of practical exercises. A total of 8 hours per group are scheduled. The knowledge acquired in lectures, tutorials, and individual study is applied to the resolution of clinical cases presented in seminars.

Laboratory practical sessions: students will become familiar, in small groups, with the basic techniques of experimental embryology and with the observation of normal and malformed embryos. A total of 4 hours per practical group are scheduled.


Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Questionnaire/notebook related to practical and experimental contents. 15 1 0.04 9, 10, 11, 15, 16, 17
Problem-based learning 15 1 0.04 1, 2, 3, 7, 12, 13, 14, 15, 17, 18, 19
Written objective tests, multiple-choice items, or short-answer questions about the contents covered in theory sessions. 70 2 0.08 2, 3, 4, 5, 6, 7, 8

The competencies of this course will be assessed through:

Objective tests (70% of the final grade) on the knowledge acquired in lectures, assessment of the work carried out in classroom practical sessions related to clinical cases (15% of the final grade), and assessment of the content assimilated during laboratory practical sessions (15% of the final grade).


1. CONTINUOUS ASSESSMENT:

The final grade will be calculated according to the following scheme:

A. First partial exam (35% of the total course grade)

Objective test on the knowledge acquired in lectures corresponding to the first half of the course.

B. Second partial exam (35% of the total course grade)

Objective test on the knowledge acquired in lectures corresponding to the second half of the course.

C. Problem-based learning (15% of the course grade)

In this part, the project and the knowledge acquired in the section “Abnormal development of the different organ systems” will be assessed through continuous evaluation of classroom practical sessions and the presentation of assignments related to the different clinical cases (Classroom practical sessions 1–4). Completion of this assessment serves as evidence that the contents have been successfully acquired, and exempts the student from further examination of this material.

In this activity, the use of Artificial Intelligence (AI) technologies is permitted as part of the development of the work, provided that the final outcome reflects a significant contribution from the student in analysis and personal reflection. The student must clearly identify which parts have been generated with the help of this technology, specify the tools used, and include a critical reflection on how these have influenced the process and final outcome of the activity. Lack of transparency in the use of AI will be considered academic dishonesty and may result in a penalty in the grade or more severe sanctions in cases of serious misconduct.

D. Acquisition of practical and experimental skills (15% of the course grade)

In this part, the work carried out and the experimental knowledge acquired in the two laboratory practical sessions will be assessed through the completion of a questionnaire integrated into a laboratory notebook that the student will complete as the laboratory sessions progress. Completion of this assessment serves as evidence that the contents have been successfully acquired, and exempts the student from further examination of this material.


The final course grade will be obtained by applying the formula:

(First partial exam grade × 0.35) + (Second partial exam grade × 0.35) + (Problem-based learning grade × 0.15) + (Laboratory practical sessions grade × 0.15)

To pass the course, the result of this formula must be equal to or higher than 5.0.

To apply the formula, a minimum grade of 4.0 is required in each of the partial exams.


2. RESIT EXAM:

Once both partial exams have been assessed, a resit examination will be scheduled according to the Faculty teaching calendar, intended for students who are in any of the following situations:

  • Students who wish to improve the grade of one or both partial exams.
  • Students who have obtained a grade lower than 4.0 in either partial exam.
  • Students who have obtained a grade equal to or higher than 4.0 in both partial exams but have not passed the course.

The final exam will consist of an objective test corresponding to each partial exam. The student may take one or both tests depending on their situation. Each partial exam will retain its grade, and the same criteria as in continuous assessment will be applied.

In any case, the scores used to calculate the final grade will always be the highest obtained.

The final grade of the resit examination is calculated in the same way and using the same criteria described for continuous assessment.

The grades corresponding to Problem-based learning and Acquisition of practical and experimental skills are not recoverable.


ADDITIONAL CONSIDERATIONS

Students who have not attended any exam during the course will be considered NOT ASSESSED.

This course DOES NOT include a single assessment system.

Any irregularity in an assessment activity (academic fraud, plagiarism, or improper use of AI, unless explicitly authorised in the course guide) that may lead to a significant change in the grade will result in a score of 0 for that activity. If the course guide states that a minimum grade in that assessment activity is required to pass the course, or if multiple irregularities occur in assessment activities of the same course, the final grade for the course will be 0. In addition, disciplinary proceedings may be initiated against the student involved in such irregularities.

Bibliography

CARLSON BM (2014). Embriología humana y Biología del desarrollo. 5ª edición. Ed. Elsevier. https://bibcercador.uab.cat/permalink/34CSUC_UAB/rokuu2/cdi_askewsholts_vlebooks_9788490224649

MOORE KL (2013). Embriología clínica. 9ª edición. Ed. Elsevier Saunders. https://bibcercador.uab.cat/permalink/34CSUC_UAB/tidafd/alma991004409179706709

COHN RD, SCHERER SW, HAMOSH A. (2024). Thompson & Thompson. Genética y genómica en medicina. 9ª edición. Ed. Elsevier. https://bibcercador.uab.cat/permalink/34CSUC_UAB/1fbc57r/alma991010969408706709

ROHEN J, LÜTJEN-DRECOLL (2008). Embriología funcional. 3ª edición. Ed. Panamericana. https://bibcercador.uab.cat/permalink/34CSUC_UAB/1fbc57r/alma991007861659706709

SADLER TW (2019). Langman. Embriología médica. 14ª edición. Ed. Wolters Kluwer https://bibcercador.uab.cat/permalink/34CSUC_UAB/1fbc57r/alma991007861659706709

TURNPENNY PD, ELLAR S (2022). Emery. Elementos de genética médica y genómica. 16ª edición. Ed. Elsevier https://bibcercador.uab.cat/permalink/34CSUC_UAB/1fbc57r/alma991010576272706709



Software

No specific software is required for this course.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 101 Catalan second semester morning-mixed
(PAUL) Classroom practices 101 Catalan second semester morning-mixed
(PLAB) Practical laboratories 101 Catalan second semester morning-mixed
(PLAB) Practical laboratories 102 Catalan second semester morning-mixed