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NPJ Syst Biol Appl. 2016 May 26;2:16011. doi: 10.1038/npjsba.2016.11. eCollection 2016.

Strategies for structuring interdisciplinary education in Systems Biology: an European perspective.

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Department of Mathematical Sciences, Chalmers University of Technology and University of Gothenburg, Gothenburg, Sweden.
Division of Theoretical Systems Biology, German Cancer Research Center (DKFZ), Heidelberg, Germany.
Centre for Functional Genomics and Bio-Chips, Institute of Biochemistry, Faculty of Medicine, University of Ljubljana, Ljubljana, Slovenia.
University of Milano-Bicocca, Department of Biotechnology and Biosciences, Milano, Italy.
Department of Biotechnology, NTNU - Norwegian University of Science and Technology, Trondheim, Norway.
Department of Informatics, Systems and Communication, University of Milano-Bicocca and SYSBIO Centre of Systems Biology, Milano, Italy.
Department of Marine Sciences, University of Gothenburg, Gothenburg, Sweden.
Warwick Systems Biology Centre, University of Warwick, Warwick, UK.
Department of Biochemistry and Molecular Biology, Faculty of Biology, University of Barcelona, Barcelona, Spain.
CNRS, Paris, France.
Imperial College London, London, UK.
University College Dublin, Dublin, Ireland.
Laboratory for Systems and Synthetic Biology, Wageningen UR, Wageningen, Netherlands.
Universitat Pompeu Fabra, Department of Experimental and Health Sciences, Barcelona, Spain.
Unité de Chronobiologie Théorique, Faculté des Sciences, CP 231 and Interuniversity Institute of Bioinformatics in Brussels (IB)2, Université Libre de Bruxelles, Brussels, Belgium.
Theoretical Biophysics, Humboldt-Universität zu Berlin, Berlin, Germany.
17, Zurich, Switzerland.
LifeGlimmer GmbH, Berlin, Germany.
University of Heidelberg, Heidelberg, Germany.
BioQuant Center, University of Heidelberg, Heidelberg, Germany.
Wageningen UR, Netherlands.
Institute of Microbiology and Biotechnology, University of Latvia, Riga, Latvia.
ETH Zurich, Zurich, Switzerland.
Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
Technical University of Denmark, Copenhagen, Denmark.
Department of Biology and Bioengineering, Chalmers University of Technology, Göteborg, Sweden.


Systems Biology is an approach to biology and medicine that has the potential to lead to a better understanding of how biological properties emerge from the interaction of genes, proteins, molecules, cells and organisms. The approach aims at elucidating how these interactions govern biological function by employing experimental data, mathematical models and computational simulations. As Systems Biology is inherently multidisciplinary, education within this field meets numerous hurdles including departmental barriers, availability of all required expertise locally, appropriate teaching material and example curricula. As university education at the Bachelor's level is traditionally built upon disciplinary degrees, we believe that the most effective way to implement education in Systems Biology would be at the Master's level, as it offers a more flexible framework. Our team of experts and active performers of Systems Biology education suggest here (i) a definition of the skills that students should acquire within a Master's programme in Systems Biology, (ii) a possible basic educational curriculum with flexibility to adjust to different application areas and local research strengths, (iii) a description of possible career paths for students who undergo such an education, (iv) conditions that should improve the recruitment of students to such programmes and (v) mechanisms for collaboration and excellence spreading among education professionals. With the growing interest of industry in applying Systems Biology approaches in their fields, a concerted action between academia and industry is needed to build this expertise. Here we present a reflection of the European situation and expertise, where most of the challenges we discuss are universal, anticipating that our suggestions will be useful internationally. We believe that one of the overriding goals of any Systems Biology education should be a student's ability to phrase and communicate research questions in such a manner that they can be solved by the integration of experiments and modelling, as well as to communicate and collaborate productively across different experimental and theoretical disciplines in research and development.

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