Journal of Microbiology & Biology Education最新文献_第8页

Fostering scientific literacy in an undergraduate biomolecules course through a collaborative CREATE approach. 通过协作式CREATE方法培养本科生生物分子课程的科学素养。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 DOI: 10.1128/jmbe.00322-25

Jennifer R Casey, Dhanya Babu, Merel Beurskens, Marija Todorovska, Arnold J Boersma

{"title":"Fostering scientific literacy in an undergraduate biomolecules course through a collaborative CREATE approach.","authors":"Jennifer R Casey, Dhanya Babu, Merel Beurskens, Marija Todorovska, Arnold J Boersma","doi":"10.1128/jmbe.00322-25","DOIUrl":"https://doi.org/10.1128/jmbe.00322-25","url":null,"abstract":"Engaging effectively with primary scientific literature (PSL) is a critical academic skill. However, students often face challenges in developing the confidence and the skills necessary to interpret such literature. To address these challenges, numerous instructional strategies have been explored, including the CREATE method. While previous studies demonstrate how CREATE improves reading confidence and critical thinking skills, the tasks used in CREATE have often been performed as individual activities. Here, we implemented selected CREATE activities in a collaborative format. We then examined the effect that this modified CREATE had on students' perceptions of their ability to read and interpret PSL, as well as the aspects of the intervention that students felt were effective in building their confidence. Statistically significant improvements were seen for decoding literature, visualization, and scientific thinking, and students reported all aspects of CREATE as helpful for their reading and interpretation of PSL. Students also appreciated the collaborative portions of CREATE, as they encouraged discussions that prompted new perspectives and insights.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0032225"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148833281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Advanced molecular detection, bioinformatics, and artificial intelligence era in medical laboratory science education. 先进分子检测、生物信息学、人工智能时代的医学检验教育。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-05-27 DOI: 10.1128/jmbe.00334-25

Ahmet M Muslu, Cody Thompson, Jeffrey Williams, Carl G Basbas, Edward L D'Antonio

{"title":"Advanced molecular detection, bioinformatics, and artificial intelligence era in medical laboratory science education.","authors":"Ahmet M Muslu, Cody Thompson, Jeffrey Williams, Carl G Basbas, Edward L D'Antonio","doi":"10.1128/jmbe.00334-25","DOIUrl":"10.1128/jmbe.00334-25","url":null,"abstract":"The rapid growth of molecular diagnostics, bioinformatics, and artificial intelligence (AI)/machine learning (ML) has transformed laboratory science, but how far accredited medical laboratory science programs in the United States have adopted their education and training requirements to these advances is still unclear. Using Rogers' Diffusion of Innovation framework, we conducted a nationwide review of 489 program websites and a voluntary Qualtrics survey of 67 program directors. Website data showed that 46.3% of programs offered molecular diagnostics coursework, while bioinformatics (0.8%) and AI (0.2%) content were nearly absent. Survey results supported this pattern. Directors rated sequencing and AI-based tools as increasingly important for workforce readiness. Still, they reported significant barriers to adoption, including limited curriculum time (86.6%), lack of faculty expertise (68.7%), budget constraints (68.7%), and insufficient infrastructure (67.2%). Programs that incorporated molecular diagnostics required significantly more total credits and longer program duration. The findings indicate that molecular content has entered the early majority phase of adoption, while computational technologies remain confined to early innovators. To address these gaps, directors emphasized the need for standardized national curriculum guidelines, expanded faculty training, and stronger institutional support. This study highlights the urgent need for coordinated educational strategies to prepare graduates for the growing molecular and computational demands of the modern clinical laboratory.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0033425"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520723/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148036432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing the Evolving the Culture of Biology program through the lens of the Teacher-Centered Systemic Reform model. 通过以教师为中心的系统改革模式来评估生物文化的发展。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-06-09 DOI: 10.1128/jmbe.00064-26

Diyala S Shihadih, Elizabeth Runkel Baez, Mitra Asgari, Justin Berl, Adam J Chouinard, Stephanie J Gutzler, Kaleb K Heinrich, Eden Riordan, Star W Lee, Erin E Shortlidge

{"title":"Assessing the Evolving the Culture of Biology program through the lens of the Teacher-Centered Systemic Reform model.","authors":"Diyala S Shihadih, Elizabeth Runkel Baez, Mitra Asgari, Justin Berl, Adam J Chouinard, Stephanie J Gutzler, Kaleb K Heinrich, Eden Riordan, Star W Lee, Erin E Shortlidge","doi":"10.1128/jmbe.00064-26","DOIUrl":"10.1128/jmbe.00064-26","url":null,"abstract":"There are persistent national calls to advance evidence-based instructional practices to increase the number of students graduating with science degrees. Evolving the Culture of Biology is a program designed to improve undergraduate education by prioritizing graduate teaching assistant teaching professional development (TA-TPD). Guided by the Teacher-Centered Systemic Reform (TCSR) model, this study examined how TA TPD practitioners' (participants) attitudes, personal factors, institutional contexts, and instructional practices shape TA-TPD reform outcomes. Using a pre-program survey and end-of-year semi-structured interviews, we gained insight into participants' experiences as they developed and implemented reformed TA-TPD. We investigated how TCSR components differentially influenced participant progress, and whether consistent patterns emerged among reform approaches, barriers, and outcomes. Contextual factors, dissatisfaction with previous programming, and participants' departmental positions in relation to institutional structures emerged as critical influences on implementation and approach. Further analysis led to the development of three institutional team \"profiles\" to describe TA-TPD reform progress: Long strides, started with minimal to no TA-TPD programming and created substantial growth in TA-TPD infrastructure; Refiners, expanded and updated existing programs, specifically adding lessons on pedagogy; and high-barrier, low buy-in, who faced insurmountable barriers that prevented the ability to reach reform goals.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006426"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520688/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148206487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using artificial intelligence as a mindtool to foster critical thinking in biology education. 在生物教学中运用人工智能作为思维工具培养批判性思维。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-05-11 DOI: 10.1128/jmbe.00048-26

Mary V Mawn, Jacqueline M Washington

{"title":"Using artificial intelligence as a mindtool to foster critical thinking in biology education.","authors":"Mary V Mawn, Jacqueline M Washington","doi":"10.1128/jmbe.00048-26","DOIUrl":"10.1128/jmbe.00048-26","url":null,"abstract":"Artificial intelligence tools are increasingly accessible and have the potential to offer learners innovative ways to promote deep learning and engagement with academic content. These tools can be used to support diverse learners, improve academic success, and prepare students for future careers and life challenges. Used as a mindtool, which is a type of problem-solving and reasoning companion, artificial intelligence technologies can facilitate knowledge construction and deepen students' conceptual understanding of biological processes in biology education. Specifically, it shifts students from passive information retrieval to active learning, encouraging them to analyze, evaluate, and synthesize academic material. These core higher-order thinking skills require human reasoning and are not replaceable by technology. While educators are increasingly embracing the use of artificial intelligence in their classrooms, there is limited guidance on how it can be used to foster critical thinking in biology education, an essential skill for objective analysis, independent reasoning, and creative problem-solving. This paper presents several strategies for how artificial intelligence tools may be used to promote higher-order critical thinking skills in the biology classroom using what-if modeling, concept mapping, and error analysis to guide biology educators as they incorporate these tools into their curricula.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004826"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520690/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147869883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engaging students in an AI-driven RNA drug design research project through a crowd science-infused learning approach. 通过大众科学的学习方法，让学生参与人工智能驱动的RNA药物设计研究项目。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-06-24 DOI: 10.1128/jmbe.00084-26

Kamanasish Bhattacharjee, Yusuf M Idres, Suman Deb, Wenqing Gao, Adi Idris

{"title":"Engaging students in an AI-driven RNA drug design research project through a crowd science-infused learning approach.","authors":"Kamanasish Bhattacharjee, Yusuf M Idres, Suman Deb, Wenqing Gao, Adi Idris","doi":"10.1128/jmbe.00084-26","DOIUrl":"10.1128/jmbe.00084-26","url":null,"abstract":"The rapid growth of RNA therapeutics and artificial intelligence (AI) has transformed antiviral drug discovery and created an urgent need for interdisciplinary training that links computational methods with authentic virology research. Despite this, undergraduate and postgraduate curricula rarely provide students with opportunities to contribute directly to an active AI-driven drug design research pipeline. To address this gap, we designed a unique 5-day, non-wet-lab workshop that immerses both undergraduate and postgraduate coursework students in an ongoing research project aimed at developing deep learning (DL) models for small interfering RNA (siRNA) antiviral drug design. Our workshop is uniquely distinct from existing course-based undergraduate research experiences (CUREs), whereby we adopt a crowd-science teaching approach in which students collaboratively build a genuine DL tool producing outputs that directly feed into an in-house AI platform under active development. In this Tips and Tools piece, we describe the pedagogical rationale, learning goals, session-wise structure, and assessment strategies for educators wishing to implement similar research-integrated activities. We argue that this crowd-science teaching model represents a transformative approach that can convert advanced AI antiviral drug design projects into scalable learning experiences to prepare the next generation of AI-fluent biomedical scientists. To our knowledge, our workshop is the first to situate students as direct contributors to a real DL platform for antiviral RNA therapeutic design.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0008426"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520648/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148309738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and implementation of a project-based laboratory module: heterologous expression and fermentation of ergothioneine in E. coli for undergraduate biochemistry and molecular biology education. 本科生物化学与分子生物学教学中麦角硫因在大肠杆菌中的异种表达与发酵实验项目模块的开发与实现。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-10 DOI: 10.1128/jmbe.00109-26

Liang Li, Yanjun Jiang

{"title":"Development and implementation of a project-based laboratory module: heterologous expression and fermentation of ergothioneine in E. coli for undergraduate biochemistry and molecular biology education.","authors":"Liang Li, Yanjun Jiang","doi":"10.1128/jmbe.00109-26","DOIUrl":"10.1128/jmbe.00109-26","url":null,"abstract":"There is a growing need in biochemistry education to move beyond traditional, recipe-based experiments and toward integrated, research-based experiences that mimic real-world scientific inquiry. We designed a multi-week, project-based learning (PBL) module where students undertake the complete process of producing ergothioneine (ERG), a valuable antioxidant, using recombinant DNA technology in Escherichia coli. The project encompasses molecular cloning (optional), protein expression analysis, fermentation in a bioreactor, and product quantification. The module was successfully implemented in an upper-level biochemistry laboratory course. Assessment via pre- and post-lab quizzes, lab reports, and a comprehensive student self-evaluation survey showed significant gains in technical skills, conceptual understanding, and research confidence. This laboratory module provides an effective framework for integrating modern biotechnological techniques into the undergraduate curriculum. It enhances student learning by contextualizing theoretical knowledge within a continuous, authentic research project, thereby fostering critical thinking, problem-solving skills, and enthusiasm for biochemical research.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0010926"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520719/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148425512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Harnessing AI and chatbots to develop an interactive learning activity: student perceptions and outcomes. 利用人工智能和聊天机器人开发互动学习活动：学生的看法和结果。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-21 DOI: 10.1128/jmbe.00323-25

Usean J Redic, Deavin F Tendean, Andrea C Nicholas

{"title":"Harnessing AI and chatbots to develop an interactive learning activity: student perceptions and outcomes.","authors":"Usean J Redic, Deavin F Tendean, Andrea C Nicholas","doi":"10.1128/jmbe.00323-25","DOIUrl":"10.1128/jmbe.00323-25","url":null,"abstract":"Artificial intelligence (AI) has transformed various industries, and education is no exception. This paper details how AI can be utilized to support the development of an interactive, choose-your-own-adventure learning activity for pre-health students. With ChatGPT assistance, we identified and implemented the open-source platform Twine to create a branching, scenario-based activity focused on sexually transmitted diseases (STDs), allowing students to engage with clinical decision-making and apply course concepts. Additionally, ChatGPT's natural language processing capabilities allowed educators to create a script-based learning experience informed by prior student feedback, providing students with immediate, targeted feedback and support. This study describes how AI was used to develop a novel learning activity that encourages student engagement and application of course concepts. Students who piloted this activity in an upper-division course reported the activity to be an effective and engaging learning experience that helped them apply course content to real-life scenarios. Importantly, the use of AI helped streamline the development of this activity, lowering barriers to creating complex educational activities that may otherwise be difficult to implement. Here, we demonstrate how AI can be leveraged to support the development of interactive, scenario-based learning activities and provide practical guidance for instructors.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0032325"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520651/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148537187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teaching microbiology with generative AI: a survey-style playbook to empower microbiology faculty to integrate AI into courses. 用生成式人工智能教授微生物学：一个调查式的剧本，使微生物学教师能够将人工智能整合到课程中。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-06-02 DOI: 10.1128/jmbe.00040-26

Kara Mosovsky, J Jordan Steel, Michael Barnhart

{"title":"Teaching microbiology with generative AI: a survey-style playbook to empower microbiology faculty to integrate AI into courses.","authors":"Kara Mosovsky, J Jordan Steel, Michael Barnhart","doi":"10.1128/jmbe.00040-26","DOIUrl":"10.1128/jmbe.00040-26","url":null,"abstract":"Generative artificial intelligence (GenAI) has reached a critical inflection point in STEM education, presenting a challenge to traditional assessment but also an unprecedented opportunity for instructional innovation. For microbiology faculty who often manage a substantial operational load of lecture and laboratory preparation, GenAI can be a powerful tool to increase efficiency, student engagement, and comprehension, while maintaining educators' high standards for quality instruction. This article provides a survey-style playbook of GenAI applications categorized into two frameworks: AI assisting with course design and organization (instructor-focused) and AI assisting with student-learning (student-focused). Instructor-focused use cases include streamlining course design through student-friendly syllabus summaries, organizing laboratory supply logistics, and generating custom visuals for complex microbial processes. Student-focused activities rely on active learning, such as \"interviewing\" historical figures or pathogens through role-play and receiving real-time feedback on technical skills like streak plates. By ensuring an approach that safeguards critical thinking, scientific reasoning, and academic integrity, this guide, which includes example prompts and concrete use cases, will not only empower microbiology faculty to lead the AI transition in academia but will also cultivate and nurture essential AI literacy and fluency needed in the future scientific workforce.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004026"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520722/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148145000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A practical low-cost setup for anesthesia of the fruit fly Drosophila melanogaster in the classroom. 一种实用的低成本装置，用于在教室中麻醉果蝇。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-06 DOI: 10.1128/jmbe.00115-26

Hannah Shoenhard

引用次数: 0

Is Tori seeing red? A lesson for first-year biology that unveils the complexity of phenotypic variation with pedigree analysis. 托丽生气了吗？一年级生物学课程，揭示了谱系分析表型变异的复杂性。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2026-08-27 Epub Date: 2026-07-31 DOI: 10.1128/jmbe.00104-26

Ahmad Mohammed Kamal, Si-Ah Choi, Aoniya Colynn, Ashleigh Wood, Blaire J Steinwand, Pamela Kalas

{"title":"Is Tori seeing red? A lesson for first-year biology that unveils the complexity of phenotypic variation with pedigree analysis.","authors":"Ahmad Mohammed Kamal, Si-Ah Choi, Aoniya Colynn, Ashleigh Wood, Blaire J Steinwand, Pamela Kalas","doi":"10.1128/jmbe.00104-26","DOIUrl":"10.1128/jmbe.00104-26","url":null,"abstract":"Introductory biology instructors contend with the tension between the inherent complexity of the discipline and cognitively overloading their students. While oversimplification may promote misconceptions, without sufficient simplification, students may fail to grasp a basic understanding of disciplinary concepts. In genetics education, evidence is mounting that the risks associated with oversimplifying far outweigh the benefits, as emphasizing Mendelian principles while neglecting the role of environment not only fails to reflect our current understanding of genes and genomes but can also inadvertently reinforce the misinformed belief that genes alone determine people's physical, cognitive, and behavioral characteristics. Examples and activities featuring human pedigrees can be particularly insidious. While excellent tools for helping students apply fundamental genetics concepts and practice analytical skills, they reduce phenotypic variation to a dichotomous \"affected\" vs. \"unaffected\" model with perfectly Mendelian inheritance and the underlying, unspoken assumption that phenotype is entirely determined by genotype. There is a need for instructional resources that present genetics in a way that better reflects present-day knowledge, make light of the complexities hidden behind pedigree charts, and allow students to appreciate the multifactorial nature of phenotypic variation, and the challenges of classifying individuals into discrete categories. To help fill this gap, we offer an engaging lesson that promotes critical pedigree analysis skills and honors the complexities of phenotypic variation.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0010426"},"PeriodicalIF":1.6,"publicationDate":"2026-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13520656/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148632210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0