Biochemistry and Molecular Biology Education最新文献

{"title":"Enhancing Biochemistry Education for Medical Students Through Game-Based Learning: Students' Perception and Performance.","authors":"Shereen El Tarhouny, Amira Hassouna, Marwa Zalat, Shayma Aljedaani, Tayseer Mansour","doi":"10.1002/bmb.70055","DOIUrl":"https://doi.org/10.1002/bmb.70055","url":null,"abstract":"<p><p>Game-based learning (GBL) has emerged as a promising approach to enhance student engagement and learning outcomes in various educational domains. This study aimed to assess the effect of applying GBL to biochemistry teaching on medical students' learning outcomes and performance, and to explore the students' perceptions and satisfaction. This study sought to determine whether embedding GBL in a second-year medical biochemistry module improves students' perceptions, engagement, and academic performance compared with traditional interactive teaching alone. A mixed research design was employed. A retrospective cohort design to assess and compare the results of achievement for the cohort of 2023/2024, which was instructed using GBL together with traditional interactive learning (exposed group), and the cohort of 2022/2023, which adopts traditional interactive pedagogy with the same learning outcomes, instructor, and question difficulty level) (the unexposed group) using the validated Measurement of Actual Knowledge and Engagement (MAKE) tool. Using GBL was positively received by most students. Simplification of biochemistry content (69.8%), led to students expressing interest in demonstrating their understanding (75.5%), engaging with biochemistry concepts (76.4%), and being stimulated to focus on the subject (83.5%). The results point toward the potential of GBL to improve learning outcomes with notable increases in skills and knowledge (70.2%), active participation (69.6%), and the application of concepts (65.5%). Integrating structured GBL activities into biochemistry teaching fostered higher student motivation and engagement and was associated with improved perceived learning and stable examination scores. Further controlled studies are warranted to elucidate causal links and long-term knowledge retention.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147832894","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":"An Idea to Explore: A Project-Based Innovative Biology Laboratory Course Investigation of Chitin-Binding Domain Based Fused Protein and Its Use in Protein Immobilization on Chitin.","authors":"Jun-Wei Deng, Heng-Yun Zhao, Xiao-Ru Lin, Jing-Wen Ma, Ying-Jie Tang, Xiao-Chun Lin, Hui-Min Ye, Lan-Xin Zheng, Jian Li, Shi-Lin Cao, Xin-An Zeng","doi":"10.1002/bmb.70054","DOIUrl":"https://doi.org/10.1002/bmb.70054","url":null,"abstract":"<p><p>This course investigates the theoretical and experimental aspects of protein immobilization technology based on chitin-binding domains (CHIBD). The design, expression, and purification of a CHIBD-fused protein were performed, and CHIBD-fused protein was subsequently immobilized onto chitin. By integrating computational and experimental approaches, the course aims to enhance the research skills among participating students, enabling them to proficiently perform basic calculations and experimental operations.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147632348","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":"An Idea to Explore: Enhancing the Teaching of Genome Editing Through 3D Printed Models of CRISPR-Cas9 Technology.","authors":"Kevin Diao, Stephen M G Duff, Hong Li","doi":"10.1002/bmb.70047","DOIUrl":"https://doi.org/10.1002/bmb.70047","url":null,"abstract":"<p><p>Innovative biological discoveries are crucial for addressing global challenges, yet teaching these complex concepts poses significant difficulties due to the complexity of the subject matter as well as limited educational resources and methodologies. Genome editing, specifically with CRISPR-Cas9, represents a convergence of technology, molecular biology, and engineering, enabling precise manipulation of DNA sequences in various organisms. It leverages advanced tools and a deep understanding of molecular biology to target specific genes while applying engineering principles to improve editing mechanisms. However, the complexity of this field poses educational challenges due to a scarcity of accessible resources. To enhance the accessibility of genome editing to scientists and students, we propose utilizing 3D modeling and printing to create tangible models of key components in the genome editing process. By visualizing these molecular structures, our goal is to simplify and enrich the educational experience, making the intricate principles of genome editing more comprehensible and engaging for students.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147608097","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":"An Exploratory Study of Undergraduate Students' Perceptions of Visualization and Visualization Ability in Biochemistry.","authors":"Andrew McVay, Suazette Mooring","doi":"10.1002/bmb.70052","DOIUrl":"https://doi.org/10.1002/bmb.70052","url":null,"abstract":"<p><p>This qualitative study explored undergraduate biochemistry students' perceptions of visualization, their mindset beliefs, and challenges in engaging with visual representations. Ten student interviews and two instructor interviews were analyzed using thematic analysis. Students focused on external visualizations, while instructors emphasized internal mental imagery. Some students expressed growth mindset beliefs. However, fixed mindset beliefs about visualization were common among students with self-perceived aphantasia. Findings suggest the need for targeted instructional strategies to foster visual literacy, support diverse visualization abilities, and align student-instructor expectations.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147589617","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 One-Week Bioengineering Outreach Activity on the Academic Perceptions and Motivation of High School Students.","authors":"J S Sousa, B M P Gonçalves, C Ferreira, J M Rocha, S Faia, L C Simões, M Simões","doi":"10.1002/bmb.70053","DOIUrl":"https://doi.org/10.1002/bmb.70053","url":null,"abstract":"<p><p>Many universities across Europe have developed outreach programs to bring high school students closer to science and help them make more informed decisions about their academic futures. At the University of Porto (Portugal), the Junior University is a summer school that offers research and development activities on specific topics, enabling students to experience university life and the research environment through representative hands-on programs. This report presents the impact of a one-week bioengineering program, conducted at the Faculty of Engineering of the University of Porto (FEUP) and repeated over 4 weeks, on the academic literacy and motivation of high school students. Throughout each week, students completed two questionnaires-one at the beginning and another at the end of the program. The results reveal clear improvements in their understanding of bioengineering concepts and applications. For some students, the experience reinforced their interest in the field, while for others, it helped clarify that bioengineering might not be their preferred area of study. Overall, the outcomes of this study highlight the value of university-led initiatives in enhancing high school students' academic literacy and supporting them in making more informed, thoughtful decisions regarding their future academic and professional paths.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147526038","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":"Integrating Local Traditional Practices Into Problem-Based Learning to Enhancing Inquiry and Argumentation Skills in a Biochemistry Course","authors":"Yunita Arian Sani Anwar,&nbsp;Boniesta Zulandha Melani,&nbsp;Ahmad Harjono,&nbsp;Lalu Ali Wardana","doi":"10.1002/bmb.70044","DOIUrl":"10.1002/bmb.70044","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aims to explore and examine the impact of integrating local traditional practices into Problem-Based Learning (PBL) on the inquiry and argumentation skills of preservice teacher students. The local traditional practice incorporated in this study involved using pineapple and papaya waste to produce coconut oil, which is closely related to concepts taught in the Biochemistry course. During the preimplementation stage of PBL, students conducted field visits to observe and analyze these local traditional practices as authentic learning resources. The study involved 72 students divided into a control group (<i>N</i> = 35) and an experimental group (<i>N</i> = 37), employing a pretest–posttest control group design. Inquiry skills were measured using a rubric covering 11 subskills, including problem interpretation, observation, hypothesis formulation, experimental design, implementation of the design, use of equipment, data collection, data analysis, conclusion development, team collaboration, and communication. Argumentation skills were measured using a rubric consisting of three indicators: identifying claims, providing evidence, and giving justification. The results showed that the number of students categorized as having high inquiry skills in the experimental group was greater than in the control group. Analysis of subskills revealed higher mean scores for the experimental group across most components, except for the subskills of observation and implementation of experimental design, which showed no significant difference between groups. Similarly, argumentation skills demonstrated substantial improvement across all measured indicators. Integrating local traditional practices as learning resources helped students visualize real-world applications of scientific concepts and enhanced their inquiry and argumentation skills.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"167-178"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147363935","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":"Effectiveness of a Network Open House Model to Recruit Trainees to Post-Baccalaureate STEM Programs","authors":"Scott Takeo Aoki,&nbsp;Lindsay Lewellyn,&nbsp;Sarah Justice,&nbsp;Sarah Mordan-McCombs,&nbsp;Neetu Tewari,&nbsp;Jorge Cantu,&nbsp;Robert Seiser,&nbsp;Ahmed Lakhani,&nbsp;Jennifer R. Kowalski","doi":"10.1002/bmb.70039","DOIUrl":"10.1002/bmb.70039","url":null,"abstract":"<div>\u0000 \u0000 <p>Post-baccalaureate (post-bac) programs can be instrumental in strengthening science training and expanding STEM career opportunities for junior trainees. Many of these sponsored programs are designed to increase research exposure for underrepresented minorities, including African American, Hispanic, Native American, and first-generation college students, among others. Recruiting trainees to post-bac programs can be challenging for reasons including a lack of awareness about available programs. To address this gap, an Open House event was created with the goal of raising awareness and generating interest among potential students for future post-bac programs. Students were recruited from partnering Minority Serving Institutions (MSIs) to attend a 2-day event at a Primarily Undergraduate Institution (PUI) and a Research-Intensive (R1) institution. During the visit, students toured both campuses, learned about various post-bac programs and research opportunities, and interacted with faculty, current graduate students, and a former post-bac scholar. Transportation, lodging, and meals were provided. Participants completed voluntary pre- and post-surveys. Results indicated that attendees, the majority of whom were underrepresented minorities in STEM, left with a stronger understanding of post-bac programs and how these experiences could support their future careers in STEM and that students' attendance at the event made it more likely they would apply to available post-bac programs. Mentor and MSI faculty survey responses highlighted their strong support for participating in future recruitment events. These findings demonstrate that in-person Open House events, built on collaborative partnerships across institutions, are an effective strategy for increasing awareness and encouraging participation in post-bac training programs—particularly among underrepresented student populations.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"132-139"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147301340","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":"Cartooning in Biological Learning","authors":"Soukaina Bahsoun,&nbsp;Mhairi Morris,&nbsp;Elizabeth Akam","doi":"10.1002/bmb.70040","DOIUrl":"10.1002/bmb.70040","url":null,"abstract":"<p>Teaching bioscience subjects requires helping students understand complicated and abstract concepts. An effective method of helping students understand these abstract topics is the use of concept cartoons. Concept cartoons are cartoon-style drawings that illustrate everyday situations. In constructivism, learners create their own knowledge and understanding through exploring and interacting with the external world, reflecting on their experiences and building new knowledge on top of pre-existing knowledge. Here we demonstrate the effectiveness of using cartooning across three undergraduate biology modules at each level four to six to facilitate active learning. Students constructed and reconstructed their knowledge of genetics, cell signaling and cancer through self-generated cartoons. Seventy-nine students took part in the activity, working in teams of 2–6 members and turned a biological process into a cartoon. The evaluation of the activity involved a 10-question multiple-choice quiz and an 18-question survey using a 5-point scale and free-form comments. There was a significant statistical difference in performance when comparing cartooned and not cartooned subtopics. Student engagement scored an average of 4.8, learning scored 4.5, and understanding scored 4.2. Sixty eight percent of students stated that they preferred the cartooning activity over learning in a traditional question and answer format. In the free-form comments, students commonly cited improved understanding as a benefit to this activity. Beyond being a tool to learn the material, the cartooning activity proved beneficial in fostering teamwork among the student cohorts. Overall, cartooning proved to be an effective method in making abstract and complicated topics more approachable to students.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"140-155"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13022473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147301312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Digital Technologies Into Biochemistry Education: A Decade of Efforts, Pandemic Impacts, and Emerging Insights","authors":"Francis Pereira-Dias,&nbsp;Marina Bazzo de Espíndola","doi":"10.1002/bmb.70038","DOIUrl":"10.1002/bmb.70038","url":null,"abstract":"<p>This review critically examines the integration of Digital Information and Communication Technologies (TDICs) in biochemistry education over the past decade, highlighting both the benefits and challenges from a critical theoretical perspective. A systematic review was conducted to identify relevant literature, followed by thematic analysis and a detailed synthesis of the findings. Grounded in Feenberg's critical theory of technology and Selwyn's scholarship on education and digital technology, this review examines the implications of virtual laboratories, augmented reality, gamification, and online platforms in biochemistry education, as well as their implications related to the pandemic. We observed that digital technologies can enhance certain aspects of student engagement and learning outcomes; however, they can also hinder equitable access and hands-on laboratory skills. This review also highlights the key elements of critical reflection on the socio-political and ethical implications of digital technologies in biochemistry education, with a particular focus on pandemic-era concerns, including data privacy, algorithmic bias, and the commercialization of teaching practices. Future research should focus on these dimensions to ensure that technological advancements do not perpetuate or amplify educational inequities.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"195-216"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13022464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146193743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Year-Long Undergraduate Cell Biology-Based Data-Driven Literature Review Research Experiences That Successfully Culminate in Peer-Reviewed Publications","authors":"Meera Nanjundan","doi":"10.1002/bmb.70041","DOIUrl":"10.1002/bmb.70041","url":null,"abstract":"<div>\u0000 \u0000 <p>During the COVID pandemic, not only were the apprenticeship-style research opportunities limited but course-linked laboratories transitioned to using online components. Moreover, laboratory research experiences for undergraduates can be associated with high costs and restricted space availability. To tackle these challenges and to broadly engage students in research to support them in an array of career paths, efforts were made to develop a data-driven literature review research experience that begins as a CURE in a high-enrollment Cell Biology course (first phase) and continues through two additional (Summer–Fall) semesters (second and third phases, which model apprenticeship-style research experiences). The first iteration of this experience was implemented in 2022, followed by two others in subsequent years. These year-long research experiences resulted in successful conference presentations and peer-reviewed publication outcomes. The research experiences are built on the foundation of selected topics from Cell Biology content, placed into the context of human diseases. The implementation strategy and tools that were developed are being shared, along with a detailed account of each iteration. The goal of this paper is to share the experiences so that the platform can be utilized by other educators who are interested in implementing similar year-long research experiences that may lead to publication outcomes. We expect that such research experiences could build undergraduate interest in the scientific process and could be extended to other research components. Finally, students may become interested in engaging in additional future research experiences and/or pursuing research-based careers.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"156-166"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147343600","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}