Biochemistry and Molecular Biology Education最新文献

Concept Mapping as a Tool for Fostering Self-Directed Learning Among Graduate Medical Students in Biochemistry: An Experimental, Analytical Study. 概念图作为培养生物化学研究生自主学习的工具：一项实验分析研究。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-07-09 DOI: 10.1002/bmb.70003

Zachariah Bobby, V Devanatha Desikan, Z Zayapragassarazan

{"title":"Concept Mapping as a Tool for Fostering Self-Directed Learning Among Graduate Medical Students in Biochemistry: An Experimental, Analytical Study.","authors":"Zachariah Bobby, V Devanatha Desikan, Z Zayapragassarazan","doi":"10.1002/bmb.70003","DOIUrl":"https://doi.org/10.1002/bmb.70003","url":null,"abstract":"Concept mapping is an active learning strategy promoting self-directed learning. The intellectual involvement in the preparation of concept mapping is a learning process. We tested the utility of concept mapping in improving self-directed learning among medical graduate students in Biochemistry. The study was conducted among first-year undergraduate medical students at our institute after their regular teaching modules in biochemistry. The students prepared concept maps on three topics by referring to textbooks and class notes as a home task. Pre- and posttests were conducted with MCQs to assess the gain from the exercise. Classification of the students into low, average, and high achievers was carried out to analyze the results. After the training, we took feedback from the students using a Likert scale. We conducted focus group discussions among the different groups of students to examine the factors that facilitated or hindered their learning with concept mapping. There was a significant gain in understanding the three chosen topics by the concept mapping. Although the overall gain from concept mapping was higher than the gain from self-study, it reached statistical significance only among the low achievers in this study. The students generally felt this exercise was more beneficial than self-study and enhanced their self-directed learning process. Several factors facilitated their self-directed learning by concept mapping. Concept mapping is an effective method for fostering self-directed learning among graduate medical students in Biochemistry.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144590348","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

Development and Analysis of a Learning Outcomes Assessment Instrument for a Single-Semester Nonmajors Biochemistry Course. 非专业生物化学单学期课程学习成果评估工具的开发与分析。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-06-16 DOI: 10.1002/bmb.21913

Paul J Laybourn, Brian Kalet, Aaron J Sholders

{"title":"Development and Analysis of a Learning Outcomes Assessment Instrument for a Single-Semester Nonmajors Biochemistry Course.","authors":"Paul J Laybourn, Brian Kalet, Aaron J Sholders","doi":"10.1002/bmb.21913","DOIUrl":"https://doi.org/10.1002/bmb.21913","url":null,"abstract":"For STEM faculty to approach teaching as a scientist, they must develop tools for data collection and analysis of student learning outcomes. Here, we report a methodology for the development of a learning outcomes assessment instrument and statistical analysis of that instrument that can be undertaken in a short amount of time by a few faculty members with little to no funding. Our team of instructors at a public land-grant university developed an instrument for our single-semester nonmajors biochemistry course. The instrument consists of eight sets of multiple true/false questions assessing learning objectives covering topics within protein structure and function, thermodynamics, and metabolism. We employed the instrument as a pre- and postcourse evaluation for several semesters. We conducted statistical analyses on overall exam scores and on individual questions. The results indicate that between the beginning and the end of the semester students achieved statistically significant increases in their cumulative scores. Finer-grained analysis revealed that students displayed little to no improvement in specific content areas and concepts. These findings point to areas in need of pedagogical interventions.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144301040","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

Cholesterol: My Story My Song. 胆固醇：我的故事，我的歌。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-06-06 DOI: 10.1002/bmb.21912

Aditya Arya, Sneha Singh, Divyakant Shukla

引用次数: 0

Teaching second-year biochemistry students the principles of an enzyme-catalyzed spectrophotometric assay with an online lab simulator. 用在线实验室模拟器教授生物化学二年级学生酶催化分光光度测定的原理。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-06-03 DOI: 10.1002/bmb.21903

Matthew Clemson, Alice Huang, Gareth Denyer, Maurizio Costabile

{"title":"Teaching second-year biochemistry students the principles of an enzyme-catalyzed spectrophotometric assay with an online lab simulator.","authors":"Matthew Clemson, Alice Huang, Gareth Denyer, Maurizio Costabile","doi":"10.1002/bmb.21903","DOIUrl":"https://doi.org/10.1002/bmb.21903","url":null,"abstract":"The teaching of laboratory skills to undergraduate students is central to all experimental sciences. In this setting, students must understand the experimental procedures as well as the fundamental principle(s) being demonstrated, all while learning within a limited time. Other limiting factors include access to equipment and reagents, resulting in students frequently working in pairs or small groups to complete experiments, and consequently, students gain limited experience in the practical techniques. In addition, due to competing subjects and a filled curriculum, there is typically limited or no opportunity for students to repeat a laboratory exercise. As a result, the time pressure forces students to focus on completing the laboratory exercise without engaging at a deeper level with the concepts and principles being demonstrated. This can result in deficiencies in student understanding principles as well as developing the required proficiency in hands-on skills with equipment. To overcome these issues, we implemented an online laboratory data simulator to replicate the laboratory quantification of ethanol in simulated driver blood samples. This approach allowed students to attempt the exercise as often and whenever they chose, while still faithfully replicating a traditional laboratory setting. We implemented this approach across two Australian universities using a mixed-methods approach and assessed the impact of the simulator on student learning of biochemistry lab-related concepts. Based on our findings, we suggest that this online approach can effectively teach fundamental laboratory concepts to students while eliminating many of the constraints of hands-on laboratory classes.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144207536","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

Stop Codons' Fable: Silent Guardians of the Genetic Song. 停止密码子的寓言：基因之歌的沉默守护者。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-05-28 DOI: 10.1002/bmb.21911

Seshadri Reddy Varikasuvu, Lavanya Ranvee

引用次数: 0

Developing tools for learning immunology using diffusion-based salt precipitation assays: A low-cost alternative for college laboratories. 利用扩散盐沉淀法开发学习免疫学的工具：大学实验室的低成本替代方案。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-05-28 DOI: 10.1002/bmb.21900

Abhay Pal, Subhojit Sen

{"title":"Developing tools for learning immunology using diffusion-based salt precipitation assays: A low-cost alternative for college laboratories.","authors":"Abhay Pal, Subhojit Sen","doi":"10.1002/bmb.21900","DOIUrl":"https://doi.org/10.1002/bmb.21900","url":null,"abstract":"The Ouchterlony double immunodiffusion technique is used as a teaching tool for studying immune responses and exemplifying differences in antigen-antibody reactions. Although commonplace in undergraduate labs, standardized commercial kits limit learning experiences because they have fixed modalities of use, a low shelf-life, and impose budgetary constraints in the long-term, collectively posing an economic challenge. To mitigate these problems, this study attempts to simulate various types of 'antigen-antibody' reactions using combinations of Mg, Mn, Cu and Ag salts that form a precipitate with BaSO4. Using an optimized format of thin agar plates, different salts precipitation reactions were monitored over a time course of \"immunodiffusion\". These reactions were demonstrably versatile towards simulating (i) quantitation of differential titer among antibodies, (ii) determining serological-identity versus non-identity, (iii) quantitative demonstration of the prozone phenomenon, and finally; (iv) using double precipitin reactions to simulate combinations of antibodies in the same sample. As part of a laboratory exercise, these parameters were used to design an open-ended query aimed to check the effectiveness of student engagement and learning outcomes. Undergraduate students were able to conduct the experiment in a shorter time frame, and interpreted their observations in a multidimensional manner. This allowed teachers to add to the discussion leading to an efficient model of collaborative learning. The salt-precipitation format of \"immunodiffusion\" is thus not only economical and quick, but allows for flexibility to simulate problems that are of immediate relevance.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144156015","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

Evaluating the effectiveness of virtual laboratory simulations for graduate-level training in genetic methodologies. 评估虚拟实验室模拟对遗传方法论研究生水平训练的有效性。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-05-26 DOI: 10.1002/bmb.21898

Johanna S Carroll, Hedieh Najafi, Martina Steiner

{"title":"Evaluating the effectiveness of virtual laboratory simulations for graduate-level training in genetic methodologies.","authors":"Johanna S Carroll, Hedieh Najafi, Martina Steiner","doi":"10.1002/bmb.21898","DOIUrl":"https://doi.org/10.1002/bmb.21898","url":null,"abstract":"Virtual Labs (vLabs) have been gaining popularity in high school and undergraduate education, but there are few studies looking at their use in graduate-level courses. In this study, we investigated the use of six Labster vLabs assigned as homework in a graduate-level in-person Genomic Methodologies course at the University of Toronto. This course teaches the theory and practice of molecular biology relevant to genetic testing, focusing on computational techniques used to analyze genetic data. The course does not contain a wet-lab component; therefore, we evaluated whether vLabs could complement the dry-lab course components to provide a realistic experience of laboratory techniques and improve content understanding. We evaluated the addition of vLabs with one cohort of 14 students using assessment-informed data, student perception questionnaires, and think-aloud interviews. We found that engaging with vLabs resulted in a knowledge gain for most (89%) graduate students. Students (85%) found vLabs to be useful to understand the theory behind advanced laboratory concepts; however, many students (54%) were critical of vLabs ability to provide a realistic laboratory experience. We also investigated whether the student experience differs when performing Labster vLabs on a laptop versus a virtual reality headset and found that the headset provided no additional benefits to students. We show that vLabs can be effectively used in graduate-level courses to provide students with background relevant to laboratory techniques; however, the level of material could be enhanced to provide a more detailed and advanced understanding of the concepts for students with prior knowledge of the topic.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144141405","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

Creating A Course Based Undergraduate Research Experience (CURE) Genetics Yeast Laboratory Course at Xavier University of Louisiana. 创建一个基于课程的本科生研究经验（CURE）遗传学酵母实验室课程在路易斯安那州泽维尔大学。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-05-23 DOI: 10.1002/bmb.21910

Joanna E Haye-Bertolozzi, Cecily B DeFreece, Christopher Bolden, Kalila Daveron, Hector Biliran

{"title":"Creating A Course Based Undergraduate Research Experience (CURE) Genetics Yeast Laboratory Course at Xavier University of Louisiana.","authors":"Joanna E Haye-Bertolozzi, Cecily B DeFreece, Christopher Bolden, Kalila Daveron, Hector Biliran","doi":"10.1002/bmb.21910","DOIUrl":"https://doi.org/10.1002/bmb.21910","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) are important for providing undergraduates with authentic research experiences. At Xavier University of Louisiana, a Genetics Laboratory CURE course was developed and implemented. The goals of developing this Genetics CURE laboratory course were: (1) to provide a large number of students the opportunity to participate in a hypothesis-driven research project, (2) to determine the effect of different Msh6 missense variants on DNA mismatch repair (MMR), and (3) to provide opportunities to develop scientific communication skills. In the first 3 years of implementation, 595 students completed the course and participated in a project of evaluating DNA MMR utilizing the model organism, Saccharomyces cerevisiae. Students analyzed previously uncharacterized MSH6 alleles and summarized their findings by drafting a report in the style of a primary research article. Additionally, students communicated their findings in PowerPoint presentations, and some participated in poster presentations on campus. Examination of course evaluations indicated that students appreciated learning science theory and acquiring scientific skills in the context of a research project instead of as individual unconnected experiments.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144126473","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

Problem-Based Learning in Higher Education in the Field of Biochemistry. 生物化学高等教育中的问题导向型学习。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-05-22 DOI: 10.1002/bmb.21908

Andreja Lavrič, Petra Zrimšek, Breda Jakovac Strajn

{"title":"Problem-Based Learning in Higher Education in the Field of Biochemistry.","authors":"Andreja Lavrič, Petra Zrimšek, Breda Jakovac Strajn","doi":"10.1002/bmb.21908","DOIUrl":"https://doi.org/10.1002/bmb.21908","url":null,"abstract":"Problem-based learning (PBL) is an innovative pedagogical method that promotes active learning by solving complex problems and transforms traditional teaching into a dynamic environment. The overall research aim of this study is to evaluate the effectiveness and perceived value of PBL in the Biochemistry 2 course within the veterinary curriculum, focusing on student satisfaction, preferences in terms of case content and format, and the impact of structural elements on learning outcomes and the development of key professional competencies. In the Biochemistry 2 course, which is part of the veterinary curriculum at the Veterinary Faculty, University of Ljubljana, Slovenia, for Uniform Master's Degree Study of Veterinary Medicine, problem-based learning is combined with lectures, laboratory practices, and independent work by students. The evaluation for the academic years 2022/23 and 2023/24 showed a high level of student satisfaction with PBL. The most popular example of PBL was associated with the clinical work of veterinarians in practice. When examining the scope of PBL examples, it was found that an appropriate amount of content is provided with 10 to 15 pages of links to websites and articles accompanied by videos, images, and explanations. Support for seminar preparation has increased significantly, suggesting that students are more aware of the value of PBL. The increased satisfaction and positive responses from students confirm that PBL is an effective method that helps improve the quality of education and prepares students to solve complex problems in the real world.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118698","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 Idea to Explore: Analysis of Datasets on Diseases Associated With Protein Glycosylation as a Pedagogical Approach Using Free Software to Teach the Biochemistry of Diseases. 一个探索的想法：分析与蛋白质糖基化相关的疾病数据集，作为一种使用免费软件教授疾病生物化学的教学方法。

IF 1.2 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-05-22 DOI: 10.1002/bmb.21909

Abhiru Chathurma Elaphatha, Meran Keshawa Ediriweera

引用次数: 0