Tehran University of Medical Sciences
home | Farsi

Dr. Alireza Shabanzadeh

Contact Information
Tel: +9821 66419484
Fax: +9821 66419484
Address: Department of Physiology,School of Medicine,Tehran University of Medical sciences
Academic Rank
Associate Professor
Research Center
Iranian Tissues Bank (Preparation and Research Center)
CV last edited on: 2020/30/04



Physiology, Tehran university of Medical Sciences , Tehran, Iran, 2001
Thesis Title:The Role of , Zinc And Aluminium Concentration,in Dementia
Supervisor:S. Sh. Sadr,M.D.,Ph.D. and M. Ghafarpour,M.D

Postdoctoral fellowship

Neuroscience,Stroke, University of Alberta, Edmonton, Canada, 2005
Thesis Title:Simvastatin reduced ischemic brain injury and perfusion deficits in an embolic model of stroke
Supervisor:Shuaib A, Wang CX



Postdoctoral fellowship

Neuroscience,Stroke, University of Toronto, Toronto, Canada, Thesis Title:Modifying lipid rafts promotes regeneration and functional recovery.

MSc & phD



Fall 2009 Neuronal outgrowth and brain circuits, TUMS,School of Medicine,MSc & phD .


Fall 2007-Winter 2007 Neuronal outgrowth and brain circuits, TUMS,School of Medicine,MSc & phD .




Fall 2008-Winter2008 sleep-wake cycle,Brain waves,learning and memory, TUMS, School of Medicine,MD.


Winter 2006 Sleep-wake cycle, Brain waves, learning and memory, TUMS,School of Medicine,MD.




Neogenin neutralization prevents photoreceptor loss in inherited retinal degeneration

Authors: Charish J, Shabanzadeh AP, Chen D, Mehlen P, Sethuramanujam S, Harada H, Bonilha VL, Awatramani G, Bremner R, Monnier PP
J Clin Invest, Year. 2020 Mar 16. pii: 125898. doi: 10.1172/JCI125898,

Modifying PTEN recruitment promotes neuron survival, regeneration, and functional recovery after CNS injury

Authors: Shabanzadeh AP, D'Onofrio PM, Magharious M, Choi KAB, Monnier PP, Koeberle PD
Cell Death Dis, Vol.10, No.8, Year. 2019,

Stabilization of primary cilia reduces abortive cell cycle re-entry to protect injured adult CNS neurons from apoptosis

Authors: Choi BKA, D'Onofrio PM, Shabanzadeh AP, Koeberle PD.
PLoS One, Vol.14, No.8, Year. 2019,

MMP Inhibition Preserves Integrin Ligation and FAK Activation to Induce Survival and Regeneration in RGCs Following Optic Nerve Damage

Authors: D'Onofrio PM, Shabanzadeh AP, Choi BK, Bähr M, Koeberle PD
Invest Ophthalmol Vis Sci, Vol.60, No.2, Year. 2019, Page:634-649,

Neurosurgical Modeling of Retinal Ischemia-Reperfusion Injury

Authors: Shabanzadeh AP, D'Onofrio PM, Monnier PP, Koeberle PD
J Stroke Cerebrovasc Dis, Vol.27, No.4, Year. 2018,

Exosomes Mediate Mobilization of Autocrine Wnt10b to Promote Axonal Regeneration in the Injured CNS

Authors: Tassew NG, Charish J, Shabanzadeh AP, Luga V, Harada H, Farhani N, D'Onofrio P, Choi B, Ellabban A, Nickerson PEB, Wallace VA, Koeberle PD, Wrana JL, Monnier PP.
Cell Rep, Vol.20, No.1, Year. 2017,

RGMa inhibition with human monoclonal antibodies promotes regeneration, plasticity and repair, and attenuates neuropathic pain after spinal cord injury

Authors: Mothe AJ, Tassew NG, Shabanzadeh AP, Penheiro R, Vigouroux RJ, Huang L, Grinnell C, Cui YF, Fung E, Monnier PP, Mueller BK, Tator CH.
Sci Rep, Vol.7, No.1, Year. 2017,

Targeting caspase-6 and caspase-8 to promote neuronal survival following ischemic stroke

Authors: Shabanzadeh AP, D'Onofrio PM, Monnier PP, Koeberle PD
Cell Death Dis, Vol.6, No.1967, Year. 2015,

Uncoupling Neogenin association with lipid rafts promotes neuronal survival and functional recovery after strok

Authors: Shabanzadeh AP, Tassew NG, Szydlowska K, Tymianski M, Banerjee P, Vigouroux RJ, Eubanks JH, Huang L, Geraerts M, Koeberle PD, Mueller BK, Monnier PP.
Cell Death Dis, No.Cell Death Dis. 2015 May 7;6:e17, Year. 2015,

Targeting repulsive guidance molecule A to promote regeneration and neuroprotection in multiple sclerosis

Authors: Demicheva E, Cui YF, Bardwell P, Barghorn S, Kron M, Meyer AH, Schmidt M, Gerlach B, Leddy M, Barlow E, O'Connor E, Choi CH, Huang L, Veldman GM, Rus H, Shabanzadeh AP, Tassew NG, Monnier PP, Müller T, Calabresi PA, Schoemaker H, Mueller BK.
Cell Reports, Vol.Cell Rep. 2015 Mar 24;10(11):188, Year. 2015,

Modifying lipid rafts promotes regeneration and functional recovery

Authors: Tassew NG, Mothe AJ, Shabanzadeh AP, Banerjee P, Koeberle PD, Bremner R, Tator CH, Monnier PP.
Cell Reports, Vol. 21, No.8, Year. 2014,

Bone marrow-derived mesenchymal stem cell and simvastatin treatment leads to improved functional recovery and modified c-Fos expression levels in the brain following ischemic stroke

Authors: Pirzad Jahromi G, P Shabanzadeh A, Mokhtari Hashtjini M, Sadr SS, Rasouli Vani J, Raouf Sarshoori J, Charish J.
Iran J Basic Med Sci, Vol.21, No.10, Year. 2018,

Multipotent Bone Marrow Stromal Cell Therapy Promotes Endogenous Cell Proliferation Following Ischemic Stroke.

Authors: Pirzad Jahromi G1, Shabanzadeh AP2,3,4, Sadr SS2,3, Kaka G1, Jafari M5, Seidi S3, Charish J4.
Clin Exp Pharmacol Physiol, Vol.Clin Exp Pharmacol Physiol. 2015, Year. 2015,

Therapeutic Effects of a Combinatorial Treatment of Simvastatin and Bone Marrow Stromal Cells on Experimental Embolic Stroke

Authors: 1.Pirzad Jahromi G, Seidi S, Sadr SS, Shabanzadeh AP, Keshavarz M, Kaka GR, Hosseini SK, Sohanaki H, Charish
Basic Clin Pharmacol Toxicol, Vol.110, No.6, Year. 2012,

Tropisetron ameliorates ischemic brain injury in an embolic model of stroke.

Authors: Rahimian R, Daneshmand A, Mehr SE, Barzegar-Fallah A, Mohammadi-Rick S, Fakhfouri G, Shabanzadeh AP, Dehpour AR
Brain Res, Year. 2011 Apr 9,

Systemic hyperthermia masks the neuroprotective effects of MK-801, but not rosiglitazone in brain ischaemia

Authors: Nategh M, Shaveisi K, Shabanzadeh AP, Sadr SS, Parviz M, Ghabaei M
Basic Clin Pharmacol Toxicol, Vol.107, No.3, Year. 2010, Page:724-9,

Reduction of ischemic brain injury in rats with normothermic and hyperthermic conditions

Authors: :Shabanzadeh AP, Shuaib A, Wang CX
J Neurosurg, Vol.109, No.3, Year. 2008, Page:522-9,

Rosiglitazone, a peroxisome proliferator-activated receptor-gamma ligand, reduces infarction volume and neurological deficits in an embolic model of stroke

Authors: Allahtavakoli M, Shabanzadeh AP, Sadr SS, Parviz M, Djahanguiri
Clin Exp Pharmacol Physiol., Vol.33, No.11, Year. 2006, Page:1052-8,

Comparative study of depression and consent among brain death families in donor and nondonor groups from March 2001 to December 2002 in Tehran

Authors: Tavakoli SA, Shabanzadeh AP, Arjmand B, Aghayan SH, Nozary Heshmati B, Emami Razavi SH, Bahrami Nasab H
Transplant Proc, Vol.40, No.10, Year. 2008, Page:3299-302,

Simvastatin reduced ischemic brain injury and perfusion deficits in an embolic model of stroke

Authors: :Shabanzadeh AP, Shuaib A, Wang CX
Brain Res, Vol.1042, No.1, Year. 2005 Apr 25, Page:1-5,

Effect of zinc in ischemic brain injury in an embolic model of stroke in rats

Authors: Shabanzadeh AP, Shuaib A, Yang T, Salam A, Wang CX
Neurosci Lett., Vol.356, No.1, Year. 2004 Feb 6, Page:69-71,

Combination therapy of rosiglitazone, a peroxisome proliferator-activated receptor-gamma ligand, and NMDA receptor antagonist (MK-801) on experimental embolic stroke in rats

Authors: :Allahtavakoli M, Shabanzadeh AP, Roohbakhsh A, Pourshanazari A
Basic Clin Pharmacol Toxicol, Vol.101, No.5, Page:309-14. ,

Statement of Teaching Philosophy


A well-known proverb states that “wisdom comes to the inquisitive mind”. The application of this to teaching is to assert that the inquisitiveness of students should be encouraged as this will be their route to wisdom and academic success. The goal that I have for education is to encourage the search for new questions and answers, as it is in this way that we advance. My field of interest is neuroscience, and it is one that remains filled with many questions and undiscovered principles. Through my lectures, I strive to convey collective literature in this field in the most comprehensive way possible, but I also think it’s essential to point out the unknowns in order to encourage further interest and critical thinking. As such, the main thesis of my lectures always includes question/answer, problem solving, and critical thinking segments that encourage the students to consolidate what they’ve learned and to apply it to their understanding of the big picture.

I have been involved in teaching both undergraduate and graduate level students for 10 years in the capacity of a PhD candidate, Assistant Professor, and Associate Professor at Tehran University of Medical Sciences (TUMS), and Post-Doctoral Fellow at University of Alberta and University of Toronto. Through this experience, I have refined my own teaching methods and found those which I consider most effective. My teaching method involves encouraging student participation; I strongly believe that interactive teaching is a much more effective approach than a seminar lecture. In my experience, I have found that student-teacher interaction helps to cultivate reasoning skills which can then be applied to course work, and translate to the world beyond academia. Developing independent learning, by encouraging students to research and answer emerging questions in the field is also a great skill I emphasize in my teaching. Moreover, I have found that this type of teaching truly stimulates interest in the subject matter, motivating students to learn.

In an intriguing field such as neuroscience, it becomes very easy to lose sight of how individual lessons fit together to form the big picture. Encouraging students to synthesize what they learn to form a cohesive whole is one of my primary goals. In delivering a class, I would only consider myself a successful teacher if students were able to acquire new lessons and expand their understanding and knowledge regarding the trends and functions of the neurobiological processes, rather than encouraging a rote memorization of facts (e.g.increasing this will decrease that).  

Over the course of a class, it can become difficult for students to keep up to date with lesson materials. As such, I dedicate the first few minutes of every lecture to review topics covered in the previous and upcoming lectures in order set the new material in its proper context and to maintain the flow of subjects within the course. I conclude my lectures with a short summary of main points raised and by recommending resources for further reading about the covered topics in the lecture. For example, for the “pain control” section of a Neurophysiology course for graduate and undergraduate students, I recommended chapter 24 of Kandel’sPrinciples of Neural Science[1] and chapter 7 of Ganong’s Review of Medical Physiology[2], respectively.

Along with thorough knowledge of the subject matter, I have found that adaptability is an essential characteristic for an instructor. Ateacher should develop and maintain assessment methods that are appropriate to the academic discipline and seek to continually improve it by frequently evaluating students’ knowledge. As well, effective teaching involves progressively refining the courses based on reflection and feedback; this is something I have discovered as both an academic and a teacher. I am the co-author of two academic books in   physiology for TUMS. First, “Medical Physiology ’’ [3] then followed by “Clinical Neurophysiology” [4. In response to student assessments and feedbacks, I improved the chapter on “Cerebral Blood Flow and Autoregulation” in the second edition of “Clinical Neurophysiology”. 

Another important element of my teaching philosophy is clarity and understandability, especially in presenting controversial arguments in neuroscience. For example , there are  some controversies  between two well-known textbooks of physiology, Guyton and Hall Textbook of Medical Physiology [5]and  Ganong's Review of Medical Physiology [2] on the section of neuroscience at the co-incidence of  sleep spindle  and  brain waves and also description of brain waves origination mechanisms . As a lecturer, I try to clarify and simplify the differences so students can gain an overall understanding of the subject matter. I encourage students to learn the subject matter and also want them to be able to describe and apply the material in different situations, such as the description of membrane potential in steady-state (opened system) against an equilibrium (closed system) situation.

Moreover, I aim to encourage students to seek their own answers to questions and thereby, to convey a sense of wonderment in the world around us. Although I teach mostly neuroscience students, we all wonder about the world around us. We must continue to ask the "how?" and "why?" questions in order to advance. Conveying interesting up-to-date knowledge of neuroscience and its controversy to students can be incredibly satisfying. Teaching neuroscience provides me a set of challenges and rewards complementary to neurobiological research, and provides students elements that motivate new understanding. I believe the brain is the most powerful learning machine in the world therefore I enjoy facilitating the learning process for the inquisitive mind.




  1. Kandel ER, Jessell TM, Siegelbaum SA, Hudspeth AJ, Schwartz JH.Principles of Neural Science. 5th Ed. New York: McGraw-Hill; 2013.
  2. Barrett KE, Boitano S, Barman SM, Brooks HM. Ganong’s Review of Medical Physiology, 24th Ed. New York: McGraw-Hill; 2012.  
  3.  Hall JE,Guyton AC.Guyton and Hall Textbook of Medical Physiology, 12th Ed.St. Louis:Elsevier; 2011.
1. Neuronal outgrowth ,Neuronal cell survival,Nerve regeneration

My research and teaching interests have been fostered over the course of several years at the University of Toronto, University of Alberta and at TUMS, including experience in undergraduate/ graduate teaching and mentoring.  For example, I taught discussion and laboratory sections of a Neurophysiology course for M.Sc. and Ph.D. candidates as well as for both undergraduate and post graduate Medical students at TUMS. In addition, in a laboratory course on the principles and techniques of neurophysiology, I was responsible for teaching a section on brain waves and consciousness.  Finally, I have been the research supervisor of several undergraduate and postgraduate students at TUMS, thus providing me with ample experience as a teacher and mentor.

 My current research has focused upon the molecular mechanisms of neuronal cell death and axonal outgrowth in focal and global models of cerebral and retinal ischemia. I have been working with several in-vivo stroke models, including a thromboembolic stroke model in rats which utilizes a distal internal carotid artery occlusion with a clot, and a model of retinal artery stroke. I’m also utilizing an in-vitro stroke model (Oxygen and Glucose Deprivation model).   I’m using these to evaluate the neuroprotective effects of Repulsive Guidance Molecule a (RGMa) on factors such as the extent of injury, rapidity of injury development and the regulation of neuronal survival following stroke.  Neogenin, the transmembrane receptor of RGMa, is a mediator of cellular death, and its pro-apoptotic functions require its incorporation into the plasma membrane microdomains termed lipid rafts. I have therefore also concentrated my efforts on uncovering the mechanism by which specific protein domains of RGMa and Neogenin interact in order to regulate the recruitment of Neogenin into lipid rafts and its associated regulation of neuronal survival and axonal regeneration. Finally, the formation of lipid rafts, which are highly enriched in cholesterol, can be perturbed through the use of inhibitors of cholesterol synthesis.  I have therefore also been investigating the use of these agents as potential therapeutics for the treatment of stroke.

So, over the course of 10 years I have developed a unique expertise in the field of stroke treatment and regeneration. For my future research I hope to continue my investigations by evaluating the therapeutic effects of cholesterol inhibitors, thrombolysis, stem cellsand antiplatelet agents on the treatment of stroke. I would like to clarify the mechanisms that governout growth and cell migration into the ischemic area. Therefore, my goal is to use purified protein to get peptide data (e.g.NRGM and Neogenin), and clone the full length protein to treat stroke patients.