Q1: About the graph with the progression of the cell-mediated immunity
- draw the curve
- label the phases (establishment of infection, inductive phase, effector phase, memory phase)
- describe each phase further with a few bullet points
- give an estimate of how long each phase takes

Q2: draw MHC 1 vs MHC 2 - describe differences in peptide binding; how does MHC relate to organ transplantation

Q3: draw IgG, list all types of immunoglobulins and describe them; purpose of antibodies in humoral immune response

Q4: give 2 mechanisms/immune cells that function for the killing in each scenario - bacterial infection, viral infection, tumor cells; describe 1 mechanism for each scenario further; describe a drug that can be used to kill infected cells (MoA and name drug)

Q5: don't remember

MSc PharmaTox I + II (as additional requirement) - 30min oral exam

At the start, she will ask you if there is anything you enjoyed learned and would like to talk about first. Use that chance to have a topic prepared that you know well. Know mechanisms, example drugs, possibly some interactions, some side effects. I picked a topic that leads towards another topic that I was familiar with to steer her towards what I wanted to talk about. Be aware that anything you might mention, she might ask more about (e.g., mentioning antiemetics for chemotherapy: 5-HT3 Antag, NK1-R Antag, and Glucocorticoid - she then wanted me to explain how glucocorticoids work).

In general, she cares about you understanding and knowing the mechanisms more than she cares about you knowing drug examples (you have to know the drug classes though and how these act. It's totally fine if you cannot name a drug within a class, or at all).

She made me talk through just about most topic covered in PharmaTox I+II and she really seems to like hypertension and asthma. Make sure to mention the difference between beta 1 and beta 2 action and why drugs at these receptors need to be specific (tie it to astma - bronchodilate/constrict, and beta blockers).
With hypertension, she asked how it can be treated so I talked about each place where it can be treated (kidney - diuretics, heart - beta blockers, vessels - Ca2+ channel blockers, Renin system - ACE inhib, AT1R Blockers).

For MSc - Anatomy & Physiology I & II additional requirement

15 min Anatomy, 15 min Physiology - 2 topics per class. You are told your topics at the beginning. We noticed, usually 2 students going back to back get same topics, then new topics are given to the following 2 students.
During the exam, they give you a very broad topic and you just talk about it. They ask follow up questions while you talk. The time goes by a lot faster than you think and you only have time to cover parts of each topic (didn't seem to be a problem for them)

Anatomy
1. cartilage & bone (they like to give a question about tissues first so I would make sure to study all the tissue types well)
- how are they similar/different? what tissue type are these part of? what types of bone & cartilage are there? what is the functional unit of each? I was specifically asked about osteocytes and he wanted to know how they degrade bone (acid). what material is each one made out of
2. the heart
- explain 4 chambers & 4 valves, explain left side being thicker muscle & why, what is inner heart part cell layer?

Physiology (very broad questions and you should go in a direction you are comfortable with, they will keep asking in that direction)
1. How do you breathe?
- nose (explained cilia & mucus here to moisten & warm), alveoli gas exchange (know partial pressure definition and how this works), pressure gradient for dissolving gas, pleural cavity pressures for breathing
2. How do you walk?
- explain myosin + actin filament walk along theory, Ca2+ role, neural impulse (from which brain region) ends on motor end plate - depol, sarcoplasmic reticulum with T tubules, she specifically wanted to know about motor units (small vs large, where would you find which one and why)

For MSc - Anatomy & Physiology I & II additional requirement

15 min Anatomy, 15 min Physiology - 2 topics per class. You are told your topics at the beginning. We noticed, usually 2 students going back to back get same topics, then new topics are given to the following 2 students.
During the exam, they give you a very broad topic and you just talk about it. They ask follow up questions while you talk. The time goes by a lot faster than you think and you only have time to cover parts of each topic (didn't seem to be a problem for them)

Anatomy
1. cartilage & bone (they like to give a question about tissues first so I would make sure to study all the tissue types well)
- how are they similar/different? what tissue type are these part of? what types of bone & cartilage are there? what is the functional unit of each? I was specifically asked about osteocytes and he wanted to know how they degrade bone (acid). what material is each one made out of
2. the heart
- explain 4 chambers & 4 valves, explain left side being thicker muscle & why, what is inner heart part cell layer?

Physiology (very broad questions and you should go in a direction you are comfortable with, they will keep asking in that direction)
1. How do you breathe?
- nose (explained cilia & mucus here to moisten & warm), alveoli gas exchange (know partial pressure definition and how this works), pressure gradient for dissolving gas, pleural cavity pressures for breathing
2. How do you walk?
- explain myosin + actin filament walk along theory, Ca2+ role, neural impulse (from which brain region) ends on motor end plate - depol, sarcoplasmic reticulum with T tubules, she specifically wanted to know about motor units (small vs large, where would you find which one and why)

Class: Crash Course Genetech Oral Exam (additional requirement for MSc Students)
Date: WS 2023

Q1: He starts off very general: "You find a gene associated with a protein. What do you do with it to find a treatment?"
A1: He wants you to get to gene sequencing first and then you will eventually talk all the way through DECL and antibody-phage display libraries with the exam. So first, talk about gene sequencing of the diseased gene, comparing it to a healthy gene to look for differences. Maybe also mention transcriptomic methods like q-RT-PCR where you can compare relative protein quantification differences and that that may indicate cancer/diseased state.

Q2: You have the gene and now you want to express the protein. What do you do?
A2: PCR (explain ingredients and steps), explain vector insertion (mention ligation, restriction enzymes, restriction sites on the plasmid and DNA) (he asked a follow up question about types of vectors and their differences then asked me to keep explaining), when vector is constructed you insert into the cell (how? - electroporation), then grow the cell (in what?), select cell (how? explain antibiotic resistant genes in vector, maybe even name some examples), lysing cell and wash to keep just protein

Q3: How do you make monoclonal antibodies?
A3: antigen transfect mouse to get immune response, remove spleen cells (you want B cells), fuse with immortal cancer cells aka. myeloma cells to get hybridomas (immortal), plate and grow, select grown antibodies

Q4: What is another way to make antibodies?
A4: antibody-phage display libraries, then talk about it and explain whole process of how it works (panning 3x, affinity maturation)

Q5: how can you make antibodies more specific?
A5: talk about hypervariable regions (CD3, CD2, CD1), process of introducing genetic variation

Q6: do you know about other types of display libraries?
A6: DECL - explain whole process (know this stuff well because this is his area of research)

Q7: small molecules vs. macromolecules as drugs - advantages and disadvantages?
A7: small molecules have better tumor perfusion than macromolecules but are less specific

He will ask a lot of follow up questions to get you to really walk him through the whole process, with as much detail as you can give him. He cares about vocab a lot and will ask questions beyond what you learned in the course if you show him that you know a topic well (e.g., he asked me what other display libraries I knew after talking about DEL and antibody-phage display - I only mentioned that Yeast-based display libraries exist but did not have to go into detail).

You can definitely steer him a bit and take your time with details on topics you know well.