Les IRSC financent une étude sur la SLA par génie tissulaire 3D — une première au Canada
Dernière mise à jour : il y a 2 jours
Décembre 2025
Les Drs François Gros-Louis et Nicolas Dupré ont obtenu une subvention Projet des Instituts de recherche en santé du Canada (IRSC) pour le projet « Étudier le rôle de la matrice extracellulaire dans la sclérose latérale amyotrophique à l'aide de modèles in vitro 3D » (octobre 2025 – septembre 2030). Ce financement s'inscrit dans l'annonce de décembre 2025 au cours de laquelle les IRSC ont soutenu cinq projets de recherche sur la SLA à l'échelle nationale.
Ce projet tire parti de l'expertise complémentaire des deux chercheurs : le Dr Gros-Louis dirige la plateforme de production de cellules souches pluripotentes induites (iPSC) du Québec, au LOEX (Centre de recherche en organogenèse expérimentale de l'Université Laval) et spécialiste des modèles cellulaires 3D de maladies neurodégénératives, tandis que le Dr Dupré dirige la Clinique des maladies neuromusculaires et neurogénétiques du CHU de Québec – Université Laval. Ensemble, ils développeront des modèles tridimensionnels personnalisés à partir de cellules de patients atteints de SLA afin de reproduire la composition de la matrice extracellulaire du cerveau humain et d'en étudier le rôle dans la dégénérescence des motoneurones. Cette collaboration traduit parfaitement la mission de NeuroModelQc : unir la neurologie clinique et le génie tissulaire au service de la modélisation des maladies du cerveau.
A conversation about choosing learning resources for different needs seems most useful to me when it leaves space for uncertainty and further questions. The same explanation can feel clear to one learner and confusing to another. That is the kind of detail I would keep in mind while exploring educational learning resources. I am more curious about the process than a polished result, because the steps in between are usually where questions appear. What clues help you choose a resource that matches a learner's starting point?
My first thought about making room for neighbourhood learning activities is that the everyday experience deserves as much attention as the larger explanation. A familiar local meeting place can make trying a new activity feel more approachable. For me, that is a useful way into the broader subject of community learning activities. A short discussion of an everyday example would make this easier for me to connect with, especially as someone still learning about the subject. What would encourage someone to join a class for the first time?
There is something approachable about discussing returning to learning as an adult through situations people can actually picture. A flexible pace can help learners fit study around work and family responsibilities. That connection helps me see why adult continuing education can be worth a closer look. The part I would like to explore further is what happens when the idea meets a real situation with its own limitations. What support makes returning to education less daunting after a long break?
The topic of exploring local history and learning in Bytow gives me a few things to think about, especially when the discussion moves beyond general advice. Local places can give a history lesson a setting that students can picture for themselves. This is why I would approach Bytow local history with a specific question rather than a fixed expectation. I would probably come back to this question after trying to work through one concrete example rather than deciding immediately. Which everyday landmarks would make a good starting point for a local history project?
The topic of learning responsibility through cadet education gives me a few things to think about, especially when the discussion moves beyond general advice. Shared responsibilities can turn discipline into a daily habit rather than a list of rules. That connection helps me see why cadet leadership training can be worth a closer look. I do not have a settled view yet, but this seems like a good place to slow down and look more closely. How can a cadet programme encourage initiative as well as teamwork?