Biochemistry and Molecular Biology Education最新文献

{"title":"Examining the Influences of Educational Computer-Gaming Play on Older Adults' Learning Using the Biochemistry Video Game Foldit.","authors":"Menglong Cong, Ariana Cohn, Carolyn Black, Megan Pesansky, Robyn Thomas Pitts, Kimberly J Cortes, Kim A Gorgens, Leslie Hasche, Scott Horowitz","doi":"10.1002/bmb.21906","DOIUrl":"https://doi.org/10.1002/bmb.21906","url":null,"abstract":"<p><p>Lifelong learning is essential for healthy aging, and education can positively influence the older population's quality of life and cognition. Foldit (www.fold.it) is a free academic citizen science video game designed to help scientists with biochemistry problems. Foldit also has educational potential for different levels of learners-including many older adults. This study examines the effectiveness of playing Foldit on older adults' learning and cognition outcomes. Using a randomized controlled trial explanatory mixed-method approach, learning and cognitive complaints were assessed among 24 (13 in Foldit group) older adults across pre- and post-test biochemistry assessment and cognitive symptom tracking. Additional feedback was drawn from qualitative interviews with the Foldit group. Older adult participants (54-81 years old, mean = 67.67) were randomized into either: (1) a learning group that used Foldit and traditional learning materials, or (2) a learning group using traditional reading and lecture materials regarding biochemistry. The quantitative results showed that Foldit players significantly improved their learning outcomes compared with counterparts engaged in more traditional learning methods. Qualitative results suggest that Foldit players used it as a supporting tool for biochemistry learning. Meanwhile, Foldit enticed participants to play and made them enjoy the learning process due to its game nature. These results indicate that Foldit is an effective educational tool to support older adults' learning in science and provides a roadmap for developing new educational gaming options for older adults. We conclude by speculating on lessons learned for the practical usage of Foldit in classes and for scientific outreach.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144075792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning Tools Using ChatGPT in the Biochemistry Class: Creating Notes and Performance on Exams.","authors":"Ana Roman, Maria Simaitis, Kate Sheely, Yotam M Roth, John T Tansey, John Cogan","doi":"10.1002/bmb.21904","DOIUrl":"https://doi.org/10.1002/bmb.21904","url":null,"abstract":"<p><p>ChatGPT has emerged as a popular choice in education that has transformed the experience for both teachers and students. This study investigates the performance of ChatGPT in aiding learning in the biochemistry classroom in two ways. We sought to determine how effective ChatGPT 3.5 was in generating study materials for an introductory biochemistry course. A lecture was delivered in class and transcribed. The resulting transcript was curated, then submitted to ChatGPT 3.5 to generate a summary, a set of notes, and an outline. Each artifact was verified and given to students to help prepare for a quiz. Students were asked about the use of AI-generated materials compared to other study materials. Results were bimodal for the AI-generated materials, with some students indicating that the materials were useful while others preferred traditional study materials such as the text or class notes. We also compared the performance of ChatGPT on open-note biochemistry exams that students had taken. The exams were completed by ChatGPT in two modes: with and without access to external tools. Performance metrics were used to evaluate ChatGPT performance and student responses. The results showed that ChatGPT was unable to pass the exams. This research provides valuable insights into the potential of ChatGPT in educational settings, highlighting strengths and limitations. The implications of these findings may inform the design of future AI-assisted tools and contribute to the ongoing discussions surrounding the integration of AI in education.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144075733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspectives on Artificial Intelligence in Precision and Genomic Medicine Among Biology Students in Taiwan and Germany.","authors":"Yi-Ning Kelly Huang, Matthias Winfried Kleespies, Liu Shiang-Yao","doi":"10.1002/bmb.21905","DOIUrl":"https://doi.org/10.1002/bmb.21905","url":null,"abstract":"<p><p>Artificial intelligence (AI) in biomedicine has gained significant attention, and its fusion with biology offers exciting possibilities. Understanding students' perspectives on AI is crucial for developing appropriate lessons. This study surveyed biology undergraduates and postgraduates in Taiwan (n = 71) and Germany (n = 51) to explore their perspectives on AI in precision medicine and life sciences and its integration into their education. Exploratory Factor Analysis identified dimensions such as perception of benefits, risks, ethics, acceptance, and willingness to learn AI. The findings revealed that about 70% of students were aware of AI discussions in the field, but 35% admitted lacking basic knowledge of the technologies. Notably, there was a positive correlation between perceiving benefits and the willingness to learn AI in both countries. Interestingly, Taiwanese students expressed more concerns about AI risks than German students but showed greater acceptance and willingness to learn AI. Additionally, a negative correlation between risk perception and willingness to learn AI was found among German students but not among Taiwanese students. This difference may relate to variations in AI education between the countries. Given the high willingness to incorporate AI into biology curricula, the field of biology should lead in educating students about these technologies.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143975621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using ChatGPT as a tool for training nonprogrammers to generate genomic sequence analysis code.","authors":"Haley A Delcher, Enas S Alsatari, Adeyeye I Haastrup, Sayema Naaz, Lydia A Hayes-Guastella, Autumn M McDaniel, Olivia G Clark, Devin M Katerski, Francois O Prinsloo, Olivia R Roberts, Meredith A Shaddix, Bridgette N Sullivan, Isabella M Swan, Emily M Hartsell, Jeffrey D DeMeis, Sunita S Paudel, Glen M Borchert","doi":"10.1002/bmb.21899","DOIUrl":"https://doi.org/10.1002/bmb.21899","url":null,"abstract":"<p><p>Today, due to the size of many genomes and the increasingly large sizes of sequencing files, independently analyzing sequencing data is largely impossible for a biologist with little to no programming expertise. As such, biologists are typically faced with the dilemma of either having to spend a significant amount of time and effort to learn how to program themselves or having to identify (and rely on) an available computer scientist to analyze large sequence data sets. That said, the advent of AI-powered programs like ChatGPT may offer a means of circumventing the disconnect between biologists and their analysis of genomic data critically important to their field. The work detailed herein demonstrates how implementing ChatGPT into an existing Course-based Undergraduate Research Experience curriculum can provide a means for equipping biology students with no programming expertise the power to generate their own programs and allow those students to carry out a publishable, comprehensive analysis of real-world Next Generation Sequencing (NGS) datasets. Relying solely on the students' biology background as a prompt for directing ChatGPT to generate Python codes, we found students could readily generate programs able to deal with and analyze NGS datasets greater than 10 gigabytes. In summary, we believe that integrating ChatGPT into education can help bridge a critical gap between biology and computer science and may prove similarly beneficial in other disciplines. Additionally, ChatGPT can provide biological researchers with powerful new tools capable of mediating NGS dataset analysis to help accelerate major new advances in the field.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143956163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The multitiered evaluation of teaching based on improved case-based learning: A continuous survey in biochemistry and molecular biology.","authors":"Weiwei Zhang, Liang Li, Kejian Pan, Luo Zuo, Yiran Sun, Quekun Peng","doi":"10.1002/bmb.21901","DOIUrl":"https://doi.org/10.1002/bmb.21901","url":null,"abstract":"<p><p>Contemporary undergraduate medical education has been exploring ways to effectively link basic medical curricula with clinical practice. Despite the variety of approaches, there is still no effective model or assessment method. This study examines an improved case-based learning (CBL) model that attempts to bridge the transition between basic and clinical medicine curricula. This study implanted an improved case-based learning approach in a biochemistry and molecular biology course in a clinical specialty class and evaluated the pedagogical effectiveness of this integrated approach. This study utilized a \"three-tiered\" teaching evaluation to assess satisfaction with teaching at three different stages of undergraduate education and to collect constructive feedback from students. We found that the satisfaction of the students in the class was significantly higher than 70% in all three dimensions of \"knowledge acquisition, clinical thinking training, and comprehensive literacy\", and the satisfaction gradually increased with the growth of students' performance, exceeding 80% and 90% in the second and third stages, respectively. This fully demonstrates that the iCBL model can construct students' clinical thinking system and provide an important attempt for \"early clinical practice\". In addition, the constructive comments from the students made us realize the shortcomings of the method, and we will continue to improve it in the future teaching of biochemistry courses. In conclusion, the integration of interdisciplinary knowledge helps students to synthesize and apply multiple aspects of knowledge to analyze and deal with complex clinical problems.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143961014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of 3D-printed molecular models on student understanding of macromolecular structures: a compensatory research study.","authors":"Boiangiu Răzvan-Ștefan, Popa Laura Nicoleta, Marius Mihășan","doi":"10.1002/bmb.21902","DOIUrl":"https://doi.org/10.1002/bmb.21902","url":null,"abstract":"<p><p>A strong understanding of molecular structure is key for mastering structure-function concepts in life sciences and is based on the visualization of biomolecules. Therefore, various approaches to help students translate between the 2D space of a textbook figure to the 3D space of a molecule have been developed. Object-based learning is an approach that gives students a tangible way to view and manipulate physical structures in three dimensions, strengthening learning and challenging students to engage with and interrogate the object. In this work, atomically accurate physical models of macromolecules have been fabricated using consumer-grade 3D printers and integrated into two lectures. The impact of the models on students' ability to overcome common misunderstandings related to proteins and DNA structures was evaluated in a randomized controlled experiment using a compensatory research design. To our knowledge, this is the first time when such a design, where each of the two groups of students works alternatively as a control and as an intervention group, has been used to evaluate the impact of physical models on learning gains. Presenting the physical molecular models in the class and allowing students 3-5 min to handle them was enough to convert low-gain lectures into medium-gain lectures. The students found the models helpful because they offered a hands-on experience, enhancing their focus and engaging their visual memory. Despite some identified drawbacks, using physical models of molecules fabricated using 3D printing is a great way of improving bio-molecular education with low costs.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143953257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Biology wet lab e-learning during and after the COVID-19 pandemic: A review of student learning and experiences.","authors":"Cristina Maglio, Manuela Williams, Alessandro Camponeschi","doi":"10.1002/bmb.21897","DOIUrl":"https://doi.org/10.1002/bmb.21897","url":null,"abstract":"<p><p>The COVID-19 pandemic began as a health crisis and quickly turned into an economic, social, and political crisis. It revealed the vulnerability of education systems to external changes and risks and challenged institutions and educators to transform and adapt at short notice. Following the COVID-19 outbreak, one of the natural consequences was the unprecedented rise in online education. The transition from the in-person teaching format to e-learning exposed teachers and students to significant challenges. In the biomedical field, e-learning forced teachers to rethink hands-on wet lab teaching into a hands-off virtual one; this digital transformation has continued in the post-pandemic period and has resulted in the emergence of hybrid models trying to harmonize the benefits of e-learning with those of in-person teaching. In this narrative review, we analyzed articles published between 2020 and 2024 focusing on the teaching of molecular and cellular biology laboratory through online or blended learning formats. We focused on the impact that pedagogical innovation in laboratory e-learning has had on student perceptions, experience, and outcomes. We have extracted five major themes that should be considered by educators involved in course design to enhance the benefits of exposing students to learning in a virtual lab: (1) the varying effectiveness of laboratory e-learning, (2) the potential for online labs to foster self-efficacy and confidence, (3) the reduced opportunities for social interaction in virtual settings, (4) students' perspectives on virtual, blended, and in-person lab work, and (5) the importance of addressing student inequities in digital access.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143717890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of a newly developed 2D mobile-based virtual laboratory simulation for blood glucose level measurement on pharmacy students' learning experience.","authors":"Nik Anis Qistina Nik Najhannor, Norsyahida Mohd Fauzi, Bazilah A Talip, Mohd Ariff Majmi Zaaba, Adliah Mhd Ali, Nurul Ain Mohd Tahir, Nor Syafinaz Yaakob","doi":"10.1002/bmb.21893","DOIUrl":"https://doi.org/10.1002/bmb.21893","url":null,"abstract":"<p><p>In modern education, mobile applications offer flexibility for learning anytime and anywhere, yet biochemistry lacks mobile-based virtual laboratories. This study aimed to develop a 2D Mobile-Based Virtual Laboratory Simulation (2D-MViLS) for blood glucose level measurement and evaluate its impact on pharmacy students' learning experience. In stage 1, storyboards were developed and expanded to show the overall flow and simulation in interactive 2D form using Unity for Android devices. In stage 2, usability testing was carried out. In Stage 3, reflective essays from first-year pharmacy students were analyzed using both qualitative and quantitative methods. Three key themes were identified: students' feelings, their understanding of the learning outcomes, and their reflections on the need to enhance their current knowledge and skills. Thematic analysis revealed a positive shift in students' feelings after using the 2D-MViLS. Quantitatively, 44% of students demonstrated a highly positive change, moving from pessimistic to optimistic feelings, 17% showed moderate positive change, and 51% expressed optimism before and after the simulation. Quiz marks were consistently high across all groups, with minimal variation regardless of the number of learning outcomes mentioned. Additionally, 73.9% of students identified areas for knowledge and/or skill enhancement, highlighting their engagement with the simulation. In conclusion, students' reflections reveal the positive impact of 2D-MViLS on their learning experience, indicating that implementing mobile-based virtual laboratories could significantly enhance the learning experience in biochemistry education and potentially lead to improved teaching methods in pharmacy and related disciplines.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143676782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Visual representations of energy and chemical bonding in biology and chemistry textbooks: A case study of ATP hydrolysis.","authors":"Mingyu Yang, Bryan C Armpriest, L Kate Wright, Dina L Newman","doi":"10.1002/bmb.21894","DOIUrl":"https://doi.org/10.1002/bmb.21894","url":null,"abstract":"<p><p>Energy is a crosscutting concept in science, but college students often perceive a mismatch between how their biology and chemistry courses discuss the topic. The challenge of reconciling these disciplinary differences can promote faulty reasoning-for example, biology students often develop the incorrect idea that breaking bonds is exothermic and releases energy. We hypothesize that one source of this perceived mismatch is that biology and chemistry textbooks use different visual representations of bond breaking and formation. We analyzed figures of ATP hydrolysis from 12 college-level introductory biology textbooks and coded each figure for its representation of energy, bond formation, and bond breaking. For comparison, we analyzed figures from six college-level introductory chemistry textbooks. We found that the majority (70%) of biology textbook figures presented ATP hydrolysis in the form \"one reactant → multiple products\" and \"more bonds in reactants → fewer bonds in products\". In contrast, chemistry textbook figures of the form \"one reactant → multiple products\" and \"more bonds → fewer bonds\" were predominantly endothermic reactions, which directly contradicts the exothermic nature of ATP hydrolysis. We hypothesize that these visual inconsistencies may be a contributing factor to student struggles in constructing a coherent mental model of energy and bonding.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143647066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Combining face-to-face laboratory sessions and a computer simulation effectively teaches gene editing and DNA sequencing to undergraduate genetics students.","authors":"Chris Della Vedova, Gareth Denyer, Maurizio Costabile","doi":"10.1002/bmb.21895","DOIUrl":"https://doi.org/10.1002/bmb.21895","url":null,"abstract":"<p><p>Innovative approaches to teaching genetics are essential for improving student engagement and comprehension in this challenging field. Laboratory-based instruction enhances engagement with the subject while fostering the development of practical competencies and deepening comprehension of theoretical concepts. However, constraints on time and financial resources limit the feasibility of conducting extended laboratory sessions that incorporate cutting-edge genetic techniques. This study evaluated a hybrid teaching method that combined face-to-face (F-2-F) laboratory sessions with an online simulation to instruct undergraduates on gene editing and DNA sequencing. A Unity-based simulation was developed to complement traditional F-2-F laboratory sessions, allowing students to practice DNA sequencing techniques in a low-stakes environment. The simulation was integrated into a course-based undergraduate research experience (CURE) focused on CRISPR/Cas9 gene editing in yeast. Student performance, engagement, and perceptions were assessed through laboratory assignments, access logs, and surveys. Students who engaged with the simulation prior to F-2-F sessions and those who engaged with the simulation over multiple days performed significantly better in assessments. Survey results indicated that most students found the simulation realistic and relevant and reported enhanced learning of DNA sequencing principles. Student confidence in DNA sequencing knowledge increased significantly after using the simulation. Student feedback highlighted benefits such as improved procedural understanding, stress reduction, and increased preparedness for F-2-F sessions. This approach addresses logistical challenges of traditional laboratory education while providing students with authentic, repeatable experiences in complex techniques. Our findings demonstrate the potential of integrating simulations with F-2-F instruction to enhance undergraduate education in genetics and molecular biology.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143633373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}