Biochemistry and Molecular Biology Education最新文献

{"title":"Drug design education in China","authors":"Wei Fu,&nbsp;Wei Li,&nbsp;Boyu Chen,&nbsp;Junjie Zhang,&nbsp;Qiong Xie,&nbsp;Lu Zhou,&nbsp;Xuemei Zhang","doi":"10.1002/bmb.21779","DOIUrl":"10.1002/bmb.21779","url":null,"abstract":"<p>With the emergence of innovative technologies, including combinatorial chemistry, high-throughput screening, computer-aided drug design (CADD), artificial intelligence (AI) and big data, the importance of drug design in the field of drug discovery and development is increasing. Additionally, education in drug design plays an important role in the training of pharmaceutical talent. Starting with undergraduates, cultivating pharmaceutical design thinking, developing innovation and creativity, and establishing an interdisciplinary knowledge system will not only provide students with a solid knowledge basis but also promote the development of the pharmaceutical industry in China. This article presents the current status of pharmaceutical education and the distribution of drug design courses in China and summarizes the employment prospects of graduates, thus providing valuable references and evidence for global pharmaceutical design education.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"662-669"},"PeriodicalIF":1.4,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10147880","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":"Application and evaluation of nine-grid thinking model in biochemistry teaching","authors":"Yan Huang,&nbsp;Jinhong Pei,&nbsp;Junmei Wang,&nbsp;Xueqing Li,&nbsp;Yuna Li","doi":"10.1002/bmb.21781","DOIUrl":"10.1002/bmb.21781","url":null,"abstract":"<p>Biochemistry is an important professional course to undergraduates majoring in rehabilitation therapy in medical colleges and universities. To deepen students' understanding of the taught content, enhance their application ability and cultivate their high-level thinking ability, we investigated the effect of integration of the nine-grid thinking model into the teaching process. With the inline and divergence of relevant knowledge as the guiding ideology, students' understanding of knowledge points was deepened through thinking visualization. According to the questionnaire survey, 75% of the students believed that the application of the nine-grid thinking model was an effective teaching method for improving the efficiency of teaching and enhancing the teaching effect. In addition, a team of four students from the investigated class were granted by the 2021 Shanxi University Student Innovation and Entrepreneurship Training Program and awarded RMB 6000 as a research fund (20210563). According to them, the application of the nine-grid thinking model in teaching is of great significance for cultivating students' higher-order thinking ability. The findings of this study might provide a new, effective approach to college course teaching.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"678-684"},"PeriodicalIF":1.4,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10511549","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":"Redesigning a course based undergraduate research experience for online delivery","authors":"Allison Witucki,&nbsp;David W. Rudge,&nbsp;Brandy Pleasants,&nbsp;Peng Dai,&nbsp;Wendy S. Beane","doi":"10.1002/bmb.21780","DOIUrl":"10.1002/bmb.21780","url":null,"abstract":"<p>The COVID-19 pandemic forced educators to teach in an online environment. This was particularly challenging for those teaching courses that are intended to support bench science research. This practitioner article tells the story of how an instructor transformed their Course-based Undergraduate Research Experience (CURE) using the Backwards Design Method into a synchronous online course. Research objectives in this transformed course included: conducting a literature review, identifying research questions and hypotheses based on literature, and developing practical and appropriate research methodologies to test these hypotheses. We provide details on how assignments were created to walk students through the process of research study design and conclude with recommendations for the implementation of an online CURE. Recommendations made by the instructor include scaffolding the design, building opportunities for collaboration, and allowing students to fail in order to teach the value of iteration. The Backwards Design framework naturally lends itself to a scaffolded instructional approach. By identifying the learning objectives and final assessment, the learning activities can be designed to help students overcome difficult concepts by filling in the gaps with purposeful instruction and collaborative opportunities. This present course also practiced iteration through the extensive feedback offered by the instructor and opportunities for students to revise their work as their understanding deepened. Anecdotally, based on end of course reviews, students overall had a positive experience with this course. Future work will examine the efficacy of student learning in this online environment and is forthcoming.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"670-677"},"PeriodicalIF":1.4,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21780","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10439728","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":"Computer-aided drug design course for pharmacy major students in Shenyang Pharmaceutical University following the COVID-19 pandemic: Challenges and opportunities","authors":"Min Huang,&nbsp;Yue Du,&nbsp;Yajing Liu,&nbsp;Yanfang Zhao,&nbsp;Yongxue Guo,&nbsp;Dan Liu,&nbsp;Linxiang Zhao,&nbsp;Jian Wang","doi":"10.1002/bmb.21772","DOIUrl":"10.1002/bmb.21772","url":null,"abstract":"<p>The computer-aided drug design (CADD) course that spans biochemistry, computational chemistry, medicinal chemistry, and other cutting-edge sciences is considered an important course by pharmaceutical universities in China. The course teaches students how drugs bind to protein targets and exert their biological activities using computer tools, and covers the basic principles of drug development and optimization. Due to the lockdown and social distancing measures adopted during the coronavirus disease 2019 (COVID-19) pandemic, the CADD course in Shenyang Pharmaceutical University was briefly suspended. Thereafter, it was taught in the online mode by adopting a novel blended teaching method. Through a questionnaire survey and final report assessment, we found that blended teaching might provide an opportunity to stimulate greater motivation and interest in students as well as improve teaching effectiveness and learning outcomes of the course. This study describes how we conducted the CADD course during the COVID-19 period with the intention of providing a reference for other teachers to conduct similar courses.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"691-699"},"PeriodicalIF":1.4,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10058557","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":"A project-oriented biochemistry laboratory for protein engineering and structure–function using small laccase enzyme from Streptomyces coelicolor","authors":"Arie Van Wieren,&nbsp;Philip Colen,&nbsp;Sudipta Majumdar","doi":"10.1002/bmb.21778","DOIUrl":"10.1002/bmb.21778","url":null,"abstract":"<p>An understanding of structure–function relationships in proteins is essential for modern biochemical studies. The integration of common freely accessible bioinformatics tools available online with the knowledge of protein-engineering tools provide a fundamental understanding of the application of protein structure–function for biochemical research. In order for students to apply their prior knowledge of recombinant protein technology into the understanding of protein structure–function relationships, we developed a semester-long project-oriented biochemistry laboratory experience that is the second laboratory course of a series. For easier integration of knowledge and application, we organized this course into four sequential modules: protein structure visualization/modification, mutagenesis target identification, site-directed mutagenesis, and mutant protein expression, purification, and characterization. These tasks were performed on the protein small laccase (SLAC) that was cloned and characterized by students in the previous semester during the first biochemistry laboratory course of the series. This goal-oriented project-based approach helped students apply their prior knowledge to newly introduced techniques to understand protein structure–function relationships in this research-like laboratory setting. A student assessment before and after the course demonstrated an overall increase in learning and enthusiasm for this topic.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"708-718"},"PeriodicalIF":1.4,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10030143","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":"Integrative teaching of metabolic modeling and flux analysis with interactive python modules","authors":"Joshua A. M. Kaste,&nbsp;Antwan Green,&nbsp;Yair Shachar-Hill","doi":"10.1002/bmb.21777","DOIUrl":"10.1002/bmb.21777","url":null,"abstract":"<p>The modeling of rates of biochemical reactions—fluxes—in metabolic networks is widely used for both basic biological research and biotechnological applications. A number of different modeling methods have been developed to estimate and predict fluxes, including kinetic and constraint-based (Metabolic Flux Analysis and flux balance analysis) approaches. Although different resources exist for teaching these methods individually, to-date no resources have been developed to teach these approaches in an integrative way that equips learners with an understanding of each modeling paradigm, how they relate to one another, and the information that can be gleaned from each. We have developed a series of modeling simulations in Python to teach kinetic modeling, metabolic control analysis, 13C-metabolic flux analysis, and flux balance analysis. These simulations are presented in a series of interactive notebooks with guided lesson plans and associated lecture notes. Learners assimilate key principles using models of simple metabolic networks by running simulations, generating and using data, and making and validating predictions about the effects of modifying model parameters. We used these simulations as the hands-on computer laboratory component of a four-day metabolic modeling workshop and participant survey results showed improvements in learners' self-assessed competence and confidence in understanding and applying metabolic modeling techniques after having attended the workshop. The resources provided can be incorporated in their entirety or individually into courses and workshops on bioengineering and metabolic modeling at the undergraduate, graduate, or postgraduate level.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"653-661"},"PeriodicalIF":1.4,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21777","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10359938","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":"A collaborative approach to promote use of 3D printing in a biology research laboratory","authors":"Jenny Wong-Welch,&nbsp;Richard M. Cripps","doi":"10.1002/bmb.21775","DOIUrl":"10.1002/bmb.21775","url":null,"abstract":"<p>Three dimensional (3D) design and printing are customizable and cost-effective approaches to developing small equipment and other items for use in various interdisciplinary applications. However, many pedagogical approaches to 3D printing focus more on the generation of artifacts than on the involvement of students as creators. Moreover, library makerspaces offer 3D printing services but cannot always engage the students with practical applications of their designs. We sought to determine if promoted use of 3D printing could be developed in biology laboratory trainees, ranging from undergraduate students to postdoctoral fellows. We combined two instructional workshops in the San Diego State University Library build IT makerspace, with two individual assignments to build items for the research laboratory. Evaluation of the course revealed that participants had expected the design and print processes to be of high complexity, but learned that the necessary skills could be acquired and applied in a relatively short period of time. Also, we found that trainees became proficient in 3D design and printing, and that a majority of individuals used 3D printing for subsequent applications. This effective translation of 3D printing to the research laboratory can be a paradigm for how 3D fabrication is taught. Moreover, this approach required the collaboration of library makerspace and research faculty, underlining the value of embedded librarianship in enhancing training and knowledge.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"635-643"},"PeriodicalIF":1.4,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21775","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10381646","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":"Use of mobile learning applications as an innovative method for the teaching of biochemistry","authors":"Aaser M. Abdelazim,&nbsp;Dalia A. Gaber,&nbsp;Khalid M. Adam,&nbsp;Ayman M. El-Ashkar,&nbsp;Hany W. Abdelmalak","doi":"10.1002/bmb.21774","DOIUrl":"10.1002/bmb.21774","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Traditional teaching methods of biochemistry provide effective tools for knowledge transmission, but are considered less engaging with students. Smartphone applications may provide suitable alternatives to compensate for the shortcomings of traditional teaching methods.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>This study aimed to assess the effectiveness of smartphone applications as a complementary method for learning biochemistry.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methodology</h3>\u0000 \u0000 <p>A total of 32 students, from the College of Applied Medical Sciences, University of Bisha, Saudi Arabia, were recruited. Students used available mobile applications, and their performance was monitored through assignments, presentations, practical evaluations, and pre- and post-tests. A self-administered structured questionnaire was used to survey the students' perceptions. It was validated by students enrolled at the College of Applied Medical Science, interns, and medical educators. It was checked for item appropriateness and comprehensiveness using face and content validity.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Around 75% of the students found the mobile applications useful in learning biochemistry, 50% believed that they were easy to use and 100% believed that the breadth of the knowledge presented by these applications was comprehensive. The pedagogical effect of the use of mobile applications in learning biochemistry showed statistically significant differences in student performances post-use and pre-use of mobile applications with P values of 0.000, 0.028, 0.023, and 0.000 for tests, assignments, practical evaluation, and presentations, respectively.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Students have a positive perception of the use of mobile applications, as it has significantly improved their academic performance in biochemistry.</p>\u0000 </section>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"627-634"},"PeriodicalIF":1.4,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10343676","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":"Making creativity explicit: A workshop to foster creativity in biomedical science education","authors":"Alice M. Kim,&nbsp;Jessica A. Gibbons,&nbsp;Caroline J. Speed,&nbsp;Janet O. Macaulay","doi":"10.1002/bmb.21776","DOIUrl":"10.1002/bmb.21776","url":null,"abstract":"<p>Previously we identified that biomedical science students commonly misunderstand “creativity,” mistaking it for “freedom.” In the present study, we describe and evaluate a workshop designed to increase students' awareness of creativity as a highly sought-after employability skill and cognitive process applicable to scientific endeavors. To achieve this, we developed and introduced students to a process called the “Diamond Model,” utilizing a case study to contextualize and signpost the creative processes of divergent and convergent thinking. This model was introduced to students in the first workshop of a 12-week undergraduate biochemistry unit (subject) within the Bachelor of Biomedical Science at Monash University, Australia. Students completed pre- and post-workshop surveys to gauge the impact of the workshop on their conceptions of creativity and Bloom's taxonomy of learning. In addition, reflective journals were completed by a small subset of students (<i>n</i> = 9) following the workshop. Following the workshop, over 65% of students indicated that their conception of creativity had changed. Thematic analysis of students' survey responses and reflections indicated that this change in the conception of creativity included broadening their definition of creativity, increased awareness of creativity as a skill and science as a creative process, and that creativity can be applied to different areas of life. Students attributed the signposting of creative elements as a contributing factor to their increased awareness. These results indicate the positive impact the workshop and our novel Diamond model had on student conception of creativity, highlighting the importance of explicit communication and signposting in skill development.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"644-652"},"PeriodicalIF":1.4,"publicationDate":"2023-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21776","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10044860","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":"Problem-based learning (PBL) application in ‘metabolic syndrome (MetS)’ among common diseases of the modern age: A case study","authors":"Tuğçe Günter","doi":"10.1002/bmb.21773","DOIUrl":"10.1002/bmb.21773","url":null,"abstract":"<p>The present study was to teach metabolic syndrome (MetS) disease through a scenario developed according to the problem-based learning (PBL) approach in the biochemistry class. The study was designed as a single group pre-test and post-test research. The study group consisted of first-year students (<i>N</i> = 183) from the nursing department within the health sciences faculty of a state university in Turkey. The study findings indicated that PBL increased students' understanding and learning performances about MetS. It may be suggested that those learned by the scenario developed according to the PBL are effective in learning about the MetS.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"51 6","pages":"616-626"},"PeriodicalIF":1.4,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9974396","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}