Biochemistry and Molecular Biology Education最新文献

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"115-116"},"PeriodicalIF":0.9,"publicationDate":"2026-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148073943","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"7-8"},"PeriodicalIF":0.9,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148089400","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":"Student Perceptions of Cognitive, Psychomotor and Affective Learning in the Undergraduate Laboratory","authors":"Alexandra Cleaver,&nbsp;Lauren Crean,&nbsp;Susan Howitt","doi":"10.1002/bmb.70011","DOIUrl":"10.1002/bmb.70011","url":null,"abstract":"<p>Biochemistry and molecular biology is an experimental discipline and therefore training students in experimental techniques and data analysis is an essential component of undergraduate degrees. However, the amount of practical work may be limited by financial constraints and can vary considerably in the quality of the student experience. We were interested in how students perceived their overall practical experience, in contrast to evaluating a single experiment or project. We surveyed second-year students on their confidence in practical skills and what they valued and found challenging in laboratory work, followed by a small number of interviews. We found that students generally have a high level of confidence in their abilities and recognize a wide range of learning outcomes, encompassing the cognitive, psychomotor, and affective domains of learning. What students identify as challenging is similarly diverse. Most did not believe that online experiences were a good substitute for in-person laboratories. The implications of this research are that scaffolding of practical work should accommodate the diversity of student experience and that assessment should take better account of psychomotor and affective learning, rather than relying solely on demonstration of cognitive learning via a laboratory report.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"53 6","pages":"610-618"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144991417","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":"From Classroom to Publication: Improving Enzyme Kinetic Constant Estimation and Graphical Visualization","authors":"Tyler M. M. Stack","doi":"10.1002/bmb.70014","DOIUrl":"10.1002/bmb.70014","url":null,"abstract":"<div>\u0000 \u0000 <p>Biochemistry lecture and lab courses often contain enzyme kinetics as part of the curriculum, but do not regularly focus on interpreting the kinetic constants. Similarly, as we implement course-based undergraduate research experiences in our lab courses, we encourage our students to produce publication-quality images and determine the enzymatic kinetic constants with the high precision. This “Methods and Techniques” article provides recommendations on preparing for enzyme kinetics while using sample Mathematica or Python scripts to perform nonlinear data fitting using variations of the Michaelis–Menten equation. This article describes why the <i>k</i>_cat/<i>K</i>_m value should have greater importance than <i>K</i>_m, and supports renaming the ratio <i>k</i>_cat/<i>K</i>_m as a new constant, <i>k</i>_SP, thereby disconnecting <i>K</i>_m from our interpretation of this value. Fitting enzymatic data directly to <i>k</i>_cat and <i>k</i>_SP instead of <i>k</i>_cat (or <i>V</i>_max) and <i>K</i>_m provides the same values in data fitting, but with lower uncertainties in their values. This article provides a guide to help with experimental design, choosing appropriate modeling equations, and preparing publication-quality graphics. Bridging the theoretical knowledge from lecture to the practical research applications of enzyme kinetics are required for careers in drug development, metabolomics, and metabolic engineering. Survey results indicate that students with this instruction gain confidence in interpreting and producing enzyme kinetic data, as well as in determining kinetic constants from their data and explaining these results. Together, this article provides a guide to help students and instructors as they collect and interpret enzyme kinetic data.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"53 6","pages":"656-665"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145069063","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":"Editorial and Call for Papers for Transforming Molecular Life Sciences Education: Past, Current, and Future Insights and Practices","authors":"Marilee Benore","doi":"10.1002/bmb.70020","DOIUrl":"10.1002/bmb.70020","url":null,"abstract":"&lt;p&gt;The teaching of biochemistry and molecular biology (BMB) has undergone a profound transformation over the past few decades. Advances in both scientific knowledge and educational research have reshaped how we engage students and design curricula. Our understanding of the best practices we have available to ensure student learning has evolved. It is timely and essential for the BMB community to share insights, experiences, and outcomes from this global movement. This virtual issue—&lt;i&gt;Transforming Molecular Life Sciences Education: Past, Current, and Future Insights and Practices&lt;/i&gt;—invites articles that explore the drivers, innovations, and results of these educational reforms.&lt;/p&gt;&lt;p&gt;The classroom today is very different than it was decades, or even a few years, ago. But what professional, academic, industry, economic, and strategic goals influenced changes and led to reform? What education research has driven faculty to develop new programs and courses and aligned learning goals with measurable outcomes? What support has allowed and sustained change? What collaborative groups, societies, conferences, and “grass roots” efforts have led to the revolution of our approaches and understanding of best practices? What synergistic practices in fields of chemistry, biology, engineering, and technology have supported transformation?&lt;/p&gt;&lt;p&gt;Change can be driven by numerous stakeholders in response to a crisis, such as a need for more STEM professionals, the sheer amount of research, volumes of research, or emerging and new innovations and techniques. Governments overseeing education are often impelled by economic needs as drivers of change. Societal and cultural practices provide evidence for a diverse workforce, resulting in inclusive programmatic changes. Funding agencies and corporations incentivize with financial support that meets skilled worker goals. Furthermore, while education research was once the province of specialized education professionals, the emergence of Discipline-Based Education Researchers (DBERs) has transformed BMB education, with documented assessment of new methods, techniques and skills used in the classroom and lab.&lt;/p&gt;&lt;p&gt;Special guest editors will oversee this virtual set of papers:&lt;/p&gt;&lt;p&gt;Bonnie Hall, California Polytechnic State University.&lt;/p&gt;&lt;p&gt;Rebecca Roberts, Ursinus College.&lt;/p&gt;&lt;p&gt;Michael Wolyniak, Hampden-Sydney College.&lt;/p&gt;&lt;p&gt;Their article outlining the &lt;i&gt;Call for Papers&lt;/i&gt; and examples, describing “Vision and Change”, the United States (USA) science and government programs that called for change in biology education for undergraduates, can be found in Biochemistry and Molecular Biology Education (BAMBEd) [&lt;span&gt;1&lt;/span&gt;].&lt;/p&gt;&lt;p&gt;Articles are welcomed that describe the driving forces that led to large- or small-scale transformations in molecular life sciences education, along with measurable outcomes. Manuscripts should clearly describe the driving forces, stakeholders, goals, target audience, processes, and outcomes o","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"53 6","pages":"570-571"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70020","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145385288","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":"ABCC11 Earwax Trait and Genotype Are Suitable Tools for Introductory Labs to Learn Genetics and Molecular Techniques","authors":"Tohru Ohta,&nbsp;Rie Takai,&nbsp;Akiko Yoshida,&nbsp;Durga Paudel,&nbsp;Sarita Giri,&nbsp;Takao Kitagawa,&nbsp;Toshiya Arakawa,&nbsp;Yasuhiro Kuramitsu,&nbsp;Tomoharu Tokutomi","doi":"10.1002/bmb.70010","DOIUrl":"10.1002/bmb.70010","url":null,"abstract":"<p>Professional experiments in genetic research usually start in a class at university. However, interest in genetic research techniques from an early age is essential. We have continuously performed a short genetic experimental course for high school students using a simple molecular experiment and computer-based learning for Mendelian inheritance. We utilized the phenotype–genotype association of ABCC11 polymorphism (rs17822931), in which the A allele at rs17822931 of ABCC11 is the recessive genotype for the dry earwax phenotype. Conversely, the G allele is the dominant genotype for the wet earwax phenotype. The phenotype is primarily determined by a single-nucleotide polymorphism (SNP), rs17822931, with the A or G allele, which has global prevalence with few exceptions. The A or G allele is easily typed using the DdeI restriction enzyme. The students experienced molecular techniques and created computer-equipped pedigree charts using the software “f-tree.” The earwax trait is an excellent tool for genetic education to understand Mendelian inheritance, genotype–phenotype association, PCR cloning, and restriction enzyme digestion, and it is suitable for discussing the historical and geographical migration of the ancient Mongolian people. After the short course, a survey showed that 81% of students were satisfied, including 71% of very satisfied students.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"53 6","pages":"603-609"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144833888","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":"An Innovative Pilot Program Approach to Facilitating Interdisciplinary Collaboration Among STEM and Public Health Students in Biomedical AI and Clinical Translational Research","authors":"Rachel Liu-Galvin,&nbsp;Lillian Atchison,&nbsp;Jessica M. Ray,&nbsp;Samuel Border,&nbsp;Mishal Khan,&nbsp;Fatemeh Afsari,&nbsp;Pinaki Sarder,&nbsp;Yulia A. Levites Strekalova","doi":"10.1002/bmb.70016","DOIUrl":"10.1002/bmb.70016","url":null,"abstract":"<div>\u0000 \u0000 <p>Research internships, designed to enhance students' scientific knowledge, research skills, and confidence, typically focus on a single science, technology, engineering, and mathematics (STEM) discipline and miss the opportunity to facilitate the development of interdisciplinary collaboration skills crucial for translational research. As part of the Human BioMolecular Atlas Program (HuBMAP), we piloted a 5-day spring break research internship with two tracks: technology (targeting STEM students) and policy (targeting public health students). The program, attended by 21 participants and conducted synchronously via Zoom, included interactive virtual sessions, hands-on activities using digital tools, small-group discussions, and reflection assignments, with students collaborating and drawing upon their diverse perspectives to generate hypotheses, solve problems, and practice disseminating scientific findings through abstracts and posters. The internship was well-received, with 17 of 21 participants completing a self-assessment of academic and research abilities before and after the internship, and 18 completing a post-program satisfaction survey. Participants reported increased research self-efficacy and high satisfaction with the program overall, topics addressed, opportunities for peer interaction, program length, and value for academic development. Students' free-text responses highlighted the value of interdisciplinary collaboration. This innovative pilot program and its promising outcomes emphasize the benefits of early interdisciplinary collaboration in students' research careers and provide initial evidence for the effectiveness of a cohort-based research internship for engineering and public health students. We intend to continue developing and refining the curriculum and plan to offer an open-access version accessible for instructors at other institutions.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"53 6","pages":"666-676"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145136353","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":"Cholesterol: My Story My Song","authors":"Aditya Arya,&nbsp;Sneha Singh,&nbsp;Divyakant Shukla","doi":"10.1002/bmb.21912","DOIUrl":"10.1002/bmb.21912","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"53 6","pages":"577-578"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144233039","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":"Undergraduate Students' Misconceptions About Protein Structure and Function Stem From Challenges in Visuospatial Reasoning","authors":"Bridget D. Owusu,&nbsp;Laurie A. Stargell,&nbsp;Josie Otto,&nbsp;Meena M. Balgopal","doi":"10.1002/bmb.70008","DOIUrl":"10.1002/bmb.70008","url":null,"abstract":"<p>Understanding the structure and function of proteins is crucial for students as it provides fundamental insights into one of the central building blocks of life. Yet, undergraduate students struggle to make sense of proteins and apply knowledge about why structure affects function. Here, we expand on an existing typology of common protein misconceptions (Robic, 2010). We recruited participants from a large, lecture-based non-major biochemistry course to participate in a series of assessments that allowed us to qualitatively examine their responses. We found that the common misconceptions included: protein stability based on orientation, confusions about the dynamic properties of proteins, and protein structure related to function. We surmise that all three of these newly reported, nuanced misconceptions are the product of difficulties with visuospatial reasoning.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"53 6","pages":"579-587"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70008","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144752226","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":"Transforming Molecular Life Sciences Education: Past, Current, and Future Insights and Practices","authors":"Michael J. Wolyniak,&nbsp;Bonnie L. Hall,&nbsp;Rebecca Roberts","doi":"10.1002/bmb.70017","DOIUrl":"10.1002/bmb.70017","url":null,"abstract":"&lt;p&gt;The practices of teaching and learning biochemistry and molecular biology, the scholarship of research education, and the vision for student-centered learning have continuously transformed to meet the needs of the biochemistry and molecular biology community. As a means for sharing the motivations for change, research, and practices to achieve transformation in biochemistry and molecular biology education and the ongoing and exciting movements taking place globally, &lt;i&gt;Biochemistry and Molecular Biology Education&lt;/i&gt; (&lt;i&gt;BAMBEd&lt;/i&gt;) will host a virtual issue “Transforming Molecular Life Sciences Education: Past, Current, and Future Insights and Practices.” This special/virtual issue of &lt;i&gt;BAMBEd&lt;/i&gt; will address the current state of strategies, practices, and guidelines in biochemistry and molecular biology education around the world, as well as the movements that have emerged to reform how students best prepare to become leaders in biochemistry and molecular biology.&lt;/p&gt;&lt;p&gt;In this article, we report the history and processes that have been driving transformation in the United States. Our understanding of the best ways to teach undergraduate students biochemistry and molecular biology has greatly improved over decades, and again in recent years. Buoyed by the rise of the scholarship of teaching and learning as a distinct academic discipline [&lt;span&gt;1-3&lt;/span&gt;], the biochemistry and molecular biology community has both discovered and implemented new proven ways and best practices to engage undergraduates. These practices, whether to train students to become the next generation of scientific innovators or to educate and inform all students, have transformed the field of biochemistry and molecular biology education.&lt;/p&gt;&lt;p&gt;The AAAS report entitled &lt;i&gt;Vision &amp; Change&lt;/i&gt; has been a guiding force for reform of undergraduate life science education for over a decade in the USA (American Association for the Advancement of Science [&lt;span&gt;4, 5&lt;/span&gt;]; https://www.aaas.org/sites/default/files/content_files/VC_report.pdf). &lt;i&gt;Vision &amp; Change&lt;/i&gt; was the product of several years of conversations between leaders in the life science education community who took a scientific approach to teaching and learning. Their findings supported a “student-centered” approach to undergraduate teaching and came with recommended paradigm-shifting ideas for how STEM (Science, Technology, Engineering and Math) classes should be taught, including the use of course-based undergraduate research experiences (CUREs), active-learning pedagogies in the classroom, and designing curricula around key concepts and competencies [&lt;span&gt;4&lt;/span&gt;]. Broadly supported by scientific societies, government agencies, independent foundations, and industry, the report had specific action items for the life science education community as summarized in Table 1.&lt;/p&gt;&lt;p&gt;The goal of &lt;i&gt;Vision &amp; Change&lt;/i&gt; has been and remains that undergraduates learn by thinking and acting as “real scientists","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"53 6","pages":"572-576"},"PeriodicalIF":0.9,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70017","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145136393","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}