Biochemistry and Molecular Biology Education最新文献

Cinemeducation improves early clinical exposure to inborn errors of metabolism. inemeducation 可改善先天性代谢错误的早期临床表现。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-11-09 DOI: 10.1002/bmb.21868

Atanu Dutta, Aroma Oberoi, Jyoti Modi, Parmod Goyal, Sangeetha Samuel, Tanushree Mondal, Kalyan Goswami, Sibasish Sahoo, Amit Pal

{"title":"Cinemeducation improves early clinical exposure to inborn errors of metabolism.","authors":"Atanu Dutta, Aroma Oberoi, Jyoti Modi, Parmod Goyal, Sangeetha Samuel, Tanushree Mondal, Kalyan Goswami, Sibasish Sahoo, Amit Pal","doi":"10.1002/bmb.21868","DOIUrl":"https://doi.org/10.1002/bmb.21868","url":null,"abstract":"Cinemeducation is an effective tool to help students develop humanistic skills. However, there was a need for more studies to find out if this can also be utilized to improve the interest and satisfaction of students learning about rare diseases such as the inborn errors of metabolism. The aim was to introduce cinemeducation as part of early clinical exposure and teach first-year MBBS students in the Department of Biochemistry about inborn errors of metabolism. This was a quasi-experimental, cross-over study involving 100 MBBS students. Movie clips prepared from Lorenzo's Oil (for Lipid metabolism) and Extraordinary Measures (for Lysosomal Storage Disease) and corresponding paper-based cases; questionnaires and feedback forms were validated by expert group review. Students' academic performance was improved in the groups where the Extraordinary Measures movie was used for cinemeducation. Still, this effect was not observed when the movie Lorenzo's Oil was used. Both learners and facilitators were satisfied with cinemeducation. Cinemeducation was effectively introduced to teach inborn errors of metabolism in the Department of Biochemistry topic-dependent manner.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142614059","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}

引用次数: 0

The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses. 辅助多媒体学习模块的开发及其对食品生物技术课程学生学习的影响。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-11-07 DOI: 10.1002/bmb.21867

Jiangyu Zhu, Zhengfei Yang, Yongqi Yin, Weiming Fang

{"title":"The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses.","authors":"Jiangyu Zhu, Zhengfei Yang, Yongqi Yin, Weiming Fang","doi":"10.1002/bmb.21867","DOIUrl":"https://doi.org/10.1002/bmb.21867","url":null,"abstract":"The rapid growth of online education has created opportunities to integrate multimedia learning tools into complex scientific disciplines like food biotechnology. This study aimed to develop and evaluate supplementary online course modules on gene expression analysis, protein engineering tools, and fermentation genomics for undergraduate food biotechnology education. Based on cognitive load theory and multimedia learning principles, the modules incorporated focused visual media and interactive knowledge checks. The study involved 85 students in an introductory food microbiology course and 25 students in an upper-level food biochemistry elective at a large public university. Module implementation included tracking student usage through learning management system analytics, collecting qualitative feedback, and assessing learning outcomes via exam performance. Results showed that 73%-76% of students voluntarily accessed the modules, with average engagement times of 5-8 min per module. Student feedback highlighted the modules' effectiveness in clarifying textbook content through replayable examples and real-world scenarios. Comparison of exam scores revealed a 6%-10% improvement in performance on module-related items compared to overall exam averages. Qualitative feedback indicated that students found the visual representations and interactive elements helpful for clarifying complex concepts. This study demonstrates the potential of well-designed multimedia modules to support student learning in food biotechnology education, providing a model for expanding such resources in food science curricula.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142602716","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}

引用次数: 0

Encourage self-learning and collaborative learning through gamification during COVID-19 pandemic: A case study for teaching biochemistry. 在 COVID-19 大流行期间通过游戏化鼓励自学和协作学习：生物化学教学案例研究。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-11-02 DOI: 10.1002/bmb.21866

Rebecca K Y Lee, Bernard Y N Ng, Minghui Daisy Chen

{"title":"Encourage self-learning and collaborative learning through gamification during COVID-19 pandemic: A case study for teaching biochemistry.","authors":"Rebecca K Y Lee, Bernard Y N Ng, Minghui Daisy Chen","doi":"10.1002/bmb.21866","DOIUrl":"https://doi.org/10.1002/bmb.21866","url":null,"abstract":"During COVID-19 pandemic, there was a change in the teaching mode from face-to-face to online teaching. It was especially challenging for teachers to motivate students to learn through distance learning. This shift in teaching mode also lowered student-student and student-teacher interactions. In this project, a biochemistry courseware, Metabolism Metro (Adventure Mode), was designed which aimed to motivate students learning metabolic pathways in a fun and interactive way. The Metabolism Metro (Adventure Mode) was based on a role-play game design and contained quizzes with questions covering the topics of carbohydrate, lipid, protein, and nucleotide metabolism. In order to enhance the courseware usage, and to encourage collaborative learning, the class teacher had organized a prize-winning competition. Students could join the competition either individually or in groups to complete the game. By including challenging quizzes in the courseware, some students tended to form groups to solve the problems together. They either discussed the problems over the phone, or sat together and answered the questions using one computer. Besides reading the lecture notes, the students also tried to read the textbook, found the answers from the internet, or sought help from the class teacher. Students were attracted to self-learn metabolic pathways to complete the quizzes.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142563721","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}

引用次数: 0

A plant mutant screen CURE integrated with core biology concepts showed effectiveness in course design and students' perceived learning gains. 植物突变体筛选 CURE 与核心生物学概念相结合，显示了课程设计的有效性和学生的学习收获。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-10-23 DOI: 10.1002/bmb.21865

Jinjie Liu, Christoph Benning

{"title":"A plant mutant screen CURE integrated with core biology concepts showed effectiveness in course design and students' perceived learning gains.","authors":"Jinjie Liu, Christoph Benning","doi":"10.1002/bmb.21865","DOIUrl":"https://doi.org/10.1002/bmb.21865","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) provide students with valuable opportunities to engage in research in a classroom setting, expanding access to research opportunities for undergraduates, fostering inclusive research and learning environments, and bridging the gap between the research and education communities. While scientific practices, integral to the scientific discovery process, have been widely implemented in CUREs, there have been relatively few reports emphasizing the incorporation of core biology concepts into CURE curricula. In this study, we present a CURE that integrates core biology concepts, including genetic information flow, phenotype-genotype relationships, mutations and mutants, and structure-function relationships, within the context of mutant screening and gene loci identification. The design of this laboratory course aligns with key CURE criteria, as demonstrated by data collected through the laboratory course assessment survey (LCAS). The survey of undergraduate research experiences (SURE) demonstrates students' learning gains in both course-directed skills and transferrable skills following their participation in the CURE. Additionally, concept survey data reflect students' self-perceived understanding of the aforementioned core biological concepts. Given that genetic mutant screens are central to the study of gene function in biology, we anticipate that this CURE holds potential value for educators and researchers who are interested in designing and implementing a mutant screen CURE in their classrooms. This can be accomplished through independent research or by establishing partnerships between different units or institutions.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142493943","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}

引用次数: 0

Using active learning methodologies to teach sequence analysis and molecular phylogeny. 使用主动学习方法教授序列分析和分子系统学。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-10-14 DOI: 10.1002/bmb.21861

Inmaculada Ortiz Martín, Ángel Del Espino Pérez, Estefanía García Luque, Enrique Viguera Mínguez

{"title":"Using active learning methodologies to teach sequence analysis and molecular phylogeny.","authors":"Inmaculada Ortiz Martín, Ángel Del Espino Pérez, Estefanía García Luque, Enrique Viguera Mínguez","doi":"10.1002/bmb.21861","DOIUrl":"https://doi.org/10.1002/bmb.21861","url":null,"abstract":"The great development of high-throughput molecular biology techniques and the consequent generation of massive data have made Bioinformatics essential for undergraduate Bioscience students. The importance of this scientific discipline is evidenced by the huge number of specialized publications, tools, and databases available. Training in Bioinformatics equips undergraduates with transferable skills that can be applied in all fields of Biology, such as programming abilities, data analysis, database management, biological knowledge, statistics, problem solving, and interdisciplinary collaboration. Over the past decade, there has been a notable increase in the number of higher education institutions worldwide that have adopted a competency-based curricula. This approach places a significant emphasis on the actions and skills that students are expected to develop, rather than merely focusing on the information, they are required to memorize. In this educational context, the use of active learning strategies has been demonstrated to enhance student comprehension and competency development. This paper describes the implementation of an active learning approach in a hands-on lesson performed by undergraduate students of Biology at the University of Malaga (Spain). Its main objective is to introduce students to molecular databases and information search systems on genes, proteins, and phylogeny. This is achieved within the framework of a smart campus, which integrates technological and sustainable resources to promote a positive and productive learning environment for the university community. This work presents the content and procedure of this practical activity, as well as the evaluation method and the results of a student survey to assess their opinions.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142457071","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}

引用次数: 0

A BreakoutEDU for understanding gene expression in high school. A case study: Design, implementation, and evaluation of the emotions of its implementation. 高中生了解基因表达的 BreakoutEDU。案例研究：设计、实施和对实施情感的评估。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-10-08 DOI: 10.1002/bmb.21863

Marina Martínez-Carmona, G Enrique Ayuso Fernández, Manuel Fernández-Díaz, Francisco Serrano-García, Antonia Plaza Griñán

{"title":"A BreakoutEDU for understanding gene expression in high school. A case study: Design, implementation, and evaluation of the emotions of its implementation.","authors":"Marina Martínez-Carmona, G Enrique Ayuso Fernández, Manuel Fernández-Díaz, Francisco Serrano-García, Antonia Plaza Griñán","doi":"10.1002/bmb.21863","DOIUrl":"https://doi.org/10.1002/bmb.21863","url":null,"abstract":"Knowledge about genetics is essential to build a society capable of participating in socioscientific and ethical debates. However, this subject remains difficult for students, making it necessary to develop new educational strategies, such as gamification. Thus, two main objectives are established in this work: (a) to design and evaluate BreakoutEDU, a gamified activity to improve understanding of the content of gene expression; and (b) to study the emotions triggered by this activity among students. Using questionnaires and observation templates, the implementation of BreakoutEDU is evaluated in two groups of first-year high school students (15 and 10 students). The results are analyzed qualitatively and quantitatively. Bearing in mind the limitations of this study, it is concluded that the designed BreakoutEDU could support gamification as a good strategy to contextualize and approach the abstract content of gene expression. Moreover, the activity could maintain a balance between time, difficulty and students' skills, encourage teamwork and trigger mainly positive emotions.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142387599","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}

引用次数: 0

An undergraduate research experience in CRISPR-Cas9 mediated eukaryotic genome editing to teach fundamental biochemistry techniques. 在本科生中开展 CRISPR-Cas9 介导的真核生物基因组编辑研究，传授基础生物化学技术。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-10-08 DOI: 10.1002/bmb.21862

Andrew J Tonsager, Laurie A Stargell

{"title":"An undergraduate research experience in CRISPR-Cas9 mediated eukaryotic genome editing to teach fundamental biochemistry techniques.","authors":"Andrew J Tonsager, Laurie A Stargell","doi":"10.1002/bmb.21862","DOIUrl":"https://doi.org/10.1002/bmb.21862","url":null,"abstract":"CRISPR-Cas9 technology is an established, powerful tool for genome editing through the ability to target specific DNA sequences of interest for introduction of desired genetic modifications. CRISPR-Cas9 is utilized for a variety of purposes, ranging from a research molecular biology tool to treatment for human diseases. Due to its prominence across a variety of applications, it is critical that undergraduates in the life sciences are educated on CRISPR-Cas9 technology. To this end, we created an intensive eight-week long course-based undergraduate research experience (CURE) designed for students to understand CRISPR-Cas9 genome editing and perform it in Saccharomyces cerevisiae. Students enrolled in the CURE participate in 2, 3-h sessions a week and are engaged in the entire process of CRISPR-Cas9 genome editing, from preparation of genome editing reagents to characterization of mutant yeast strains. During the process, students master fundamental techniques in the life sciences, including sterile technique, Polymerase Chain Reaction (PCR), primer design, sequencing requirements, and data analysis. The course is developed with flexibility in the schedule for repetition of techniques in the event of a failed experiment, providing an authentic research experience for the students. Additionally, we have developed the course to be easily modified for the editing of any yeast gene, offering the potential to expand the course in research-driven classroom or laboratory settings.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142387600","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}

引用次数: 0

E!Canasta: A card game to teach ATP synthesis and metabolic regulation in biochemistry classes. E！Canasta：在生物化学课程中教授 ATP 合成和代谢调节的纸牌游戏。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-10-08 DOI: 10.1002/bmb.21864

Thalles Henrique Faria de Souza, Eduardo Figueiredo Peloso, Gabriel Gerber Hornink

{"title":"E!Canasta: A card game to teach ATP synthesis and metabolic regulation in biochemistry classes.","authors":"Thalles Henrique Faria de Souza, Eduardo Figueiredo Peloso, Gabriel Gerber Hornink","doi":"10.1002/bmb.21864","DOIUrl":"https://doi.org/10.1002/bmb.21864","url":null,"abstract":"Understanding ATP formation is essential for learning metabolism and is central to grasping metabolic processes as a whole. However, due to the high level of abstraction, the number of intermediate substrates, the connections, and integrated regulation, its comprehension often poses a challenge. This and the fact that traditional teaching methods struggle when dealing with highly abstract concepts, game-based strategies present a more concrete and dynamic alternative, which led to the creation of E!Canasta (card game). Developed based on Canasta and adapted in order to improve the learning of concepts, including some of pathway's regulation and integration, E!Canasta motivates students and promotes engagement in a fun activity. Students assemble a sequence of cards representing the glycolysis, acetyl-CoA, Krebs cycle, and electron transport chain, which correspond to the card suits. Strategically, some of the cards hold special feats that simulate some aspects of metabolic regulation and integration (to give or take away points). At the end of the game, points are added up for sequences and cards with positive or negative effects. The game was played with two classes of students enrolled in biochemistry as part of their graduations (86 players). Student perception on gameplay, motivation and understanding was measured through an anonymous Likert scale questionnaire, with very positive results in all questions. Statistically significant correlations were observed regarding the perceived comprehension of pathways and their regulation, and in linking motivation with a positive gaming experience, showcasing that E!Canasta demonstrates considerable educational potential, along with an enjoyable experience for learning ATP synthesis.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142387601","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}

引用次数: 0

Teaching protein structure and function through molecular visualization. 通过分子可视化教授蛋白质结构和功能。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-09-04 DOI: 10.1002/bmb.21860

Elisabeth Baland, Lucía Pérez Jimenez, André Mateus

{"title":"Teaching protein structure and function through molecular visualization.","authors":"Elisabeth Baland, Lucía Pérez Jimenez, André Mateus","doi":"10.1002/bmb.21860","DOIUrl":"https://doi.org/10.1002/bmb.21860","url":null,"abstract":"The function of proteins is governed by their three-dimensional structure. This structure is determined by the chemical characteristics and atomic interactions of amino acids. Students of biochemistry, with a particular focus on protein chemistry, benefit from looking at protein structures and understanding how proteins are built and fold. Due to their three-dimensional nature, static two-dimensional representations in textbooks can be limiting to student learning. Here, we developed a series of tutorials that introduce students to molecular graphics software. The students are challenged to apply the software to look at proteins and to get a deeper understanding of how amino acid properties are linked to structure. We also familiarize students with some of the latest tools in computational structural biology. Students performed the tutorials with visual enthusiasm and reported general satisfaction in being able to visualize theoretical concepts learned during lectures. We further stimulated student engagement by allowing space for self-exploration. We share the tutorial instructions for other teachers to build on them, and we also offer suggestions for further improvement based on student feedback. In summary, we present a series of tutorials aimed at students of an advanced course in protein biochemistry to enable them to explore the universe of protein structures and how those relate to function.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142124704","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}

引用次数: 0

Addition of an audience response system in a biomedical science course improves learning environment and student performance 在生物医学课程中增加观众应答系统可改善学习环境和学生成绩。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2024-08-24 DOI: 10.1002/bmb.21859

Neha Parikh, Emily Hansen-Kiss, Walid Fakhouri, Julian N. Holland, Harold Henson, Richard Halpin

{"title":"Addition of an audience response system in a biomedical science course improves learning environment and student performance","authors":"Neha Parikh, Emily Hansen-Kiss, Walid Fakhouri, Julian N. Holland, Harold Henson, Richard Halpin","doi":"10.1002/bmb.21859","DOIUrl":"10.1002/bmb.21859","url":null,"abstract":"The effectiveness of incorporating an audience response system (ARS) in improving the learning environment and student performance was assessed in a didactic biomedical science course at a large US dental school. Instructors and students were surveyed for their experiences of using Top Hat-based ARS in a multi-disciplinary biomedical science course. Average exam scores and grade distribution for challenging sections on immunology and developmental biology were compared before and after incorporating ARS. Pearson's chi-squared test, likelihood ratio test, Student's t-test and Fisher's exact test using beta regression model were used to assess statistical significance (p < 0.05). Student survey results with 78% (82/105) response rate, indicated that incorporating ARS improved student engagement, reinforced lecture material, and prepared them better for exams (p < 0.0001). Sixty seven percent of student respondents recommended continued integration of ARS questions in lectures (p < 0.0001). Although faculty survey data (n = 5, 100% response rate) were not statistically significant, the majority of faculty agreed that real-time feedback through ARS allowed them to appropriately pace lecture delivery and restructure forthcoming material. The average exam scores and grade distribution for challenging sections showed modest improvement after incorporation of ARS (p < 0.05). There was no significant correlation between final course grades and ARS grades for participation or correctness. Incorporating the ARS in a multi-disciplinary biomedical science course is perceived by faculty and students as an effective instructional approach that improves the learning environment, teaching strategies, and student performance.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 6","pages":"689-700"},"PeriodicalIF":1.2,"publicationDate":"2024-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142046223","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}

引用次数: 0