Biochemistry and Molecular Biology Education最新文献_第2页

The Case for Building Faculty Capacity for Coding in BMB Education and What We Are Doing About It. 在BMB教育中培养教师编码能力的案例和我们正在做的事情。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-23 DOI: 10.1002/bmb.70050

Walter Novak, Paul Craig, Michael Foster, Chris Berndsen

引用次数: 0

Teaching Bio-Layer Interferometry: Protein-Protein Versus Protein-Small Molecule Interaction Analysis on an Octet R8. 教学生物层干涉法：蛋白质-蛋白质与蛋白质-小分子相互作用在八元体R8上的分析。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-23 DOI: 10.1002/bmb.70049

Wen Chen

{"title":"Teaching Bio-Layer Interferometry: Protein-Protein Versus Protein-Small Molecule Interaction Analysis on an Octet R8.","authors":"Wen Chen","doi":"10.1002/bmb.70049","DOIUrl":"https://doi.org/10.1002/bmb.70049","url":null,"abstract":"We describe a classroom-ready bio-layer interferometry protocol for upper-level undergraduates that contrasts a macromolecular interaction with a small-molecule interaction on an Octet R8. Biotinylated bovine serum albumin (BSA) is immobilized on Super Streptavidin sensors to enable two assays in parallel: (i) binding of a commercially available anti-BSA IgG (protein-protein) and (ii) binding of a long-chain fatty acid such as palmitate (protein-small molecule). The exercise emphasizes assay design decisions that differ by analyte class-sensor chemistry and loading density, solvent matching and reference subtraction, association/dissociation timing, and the choice of data-analysis pathway (global 1:1 kinetic fitting for IgG vs. steady-state isotherms for fatty acids). Representative data yield nanomolar KD values for BSA-IgG and micromolar apparent KD for BSA-fatty acid, with correspondingly larger response amplitudes and slower off-rates for the protein-protein case. The protocol fits into two 3-h sessions, leverages eight-channel parallel acquisition for efficient titrations, and includes safety notes, optional regeneration to demonstrate sensor reuse, and troubleshooting for non-ideal behaviors (drift, avidity, non-specific binding). Assessment artifacts (rubrics, short-answer prompts, and figure-quality criteria) support measurement of learning outcomes in experimental design and quantitative analysis. Because the same BSA surface underpins both assays, the module is cost effective, reproducible, and readily transferable across institutions, providing a practical framework for teaching how analyte size and mechanism shape biosensor strategy and interpretation.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147503175","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

Introducing Experimental Design Concepts Improves Biochemistry Undergraduates' Experimental Laboratory Competence and Confidence. 引入实验设计理念提高生物化学本科生实验能力和自信心。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-14 DOI: 10.1002/bmb.70046

Nathan D Tivendale, Alyssa Van Dreumel, Peter G Arthur

引用次数: 0

An Idea to Explore: From How to Why: Using Evolutionary Biochemistry to Inspire Biochemistry Education. 一个探索的思路：从如何到为什么：利用进化生物化学启发生物化学教育。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-14 DOI: 10.1002/bmb.70048

Alberto Vázquez-Salazar

引用次数: 0

"Bionopoly" as a Gamechanger? Effects of Gamification on Learning Success, Motivation and Activation Among Medical Students in a Biochemistry Course. 《生化寡头》将改变游戏规则？游戏化对医学生生物化学课程学习成功、动机和激活的影响

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-06 DOI: 10.1002/bmb.70045

Eva Stapfer, Ernestine Saumweber, Achim Schneider, Susanne J Kühl

{"title":"\"Bionopoly\" as a Gamechanger? Effects of Gamification on Learning Success, Motivation and Activation Among Medical Students in a Biochemistry Course.","authors":"Eva Stapfer, Ernestine Saumweber, Achim Schneider, Susanne J Kühl","doi":"10.1002/bmb.70045","DOIUrl":"https://doi.org/10.1002/bmb.70045","url":null,"abstract":"Gamification is characterized by the use of gaming elements in a non-gaming context. This concept is commonly applied in teaching to create a more meaningful and activating learning environment. The major aim of this study was to compare possible effects of gamification on a traditional interactive teaching concept in a biochemistry course on students' learning. This study was performed in summer semester 2024 with fourth semester medical students at Ulm University in Germany. Students were divided into two homogenous study groups that differed in the teaching concept. In the control group, students received instruction through traditional, interactive face-to-face lessons that included open-ended questions. In the gaming group, the quiz-game \"Bionopoly\" was introduced and the students were taught using a gamified didactic concept. Learning success was measured by a multiple-choice test at the beginning and the end of the course day. Satisfaction, motivation and a possible continuous activating effect were analyzed by an online evaluation and a handout questionnaire. Students of the gamified concept scored higher in the post-knowledge test. Furthermore, the gamified concept motivated the student's significantly more when compared to the traditional teaching concept. Measured throughout the entire course day, gamification had a stabilizing effect on students' concentration, motivation and interest in biochemistry. All in all our study provides evidence that gamification is an attractive teaching concept for practical courses with an accompanying seminar.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147369108","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

Effectiveness of Scientific Literacy and Communication E-Modules in a Molecular Biology Course: A Qualitative and Quantitative Analysis. 分子生物学课程中科学素养与交流e模块的有效性：定性与定量分析。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-06 DOI: 10.1002/bmb.70043

Meghan Kates, Alexa Fitzpatrick, Yupeng Zhang, Alison Gibbs, Qin Liu, Alan da Silveira Fleck, Leora Freedman, Stavroula Andreopoulos

{"title":"Effectiveness of Scientific Literacy and Communication E-Modules in a Molecular Biology Course: A Qualitative and Quantitative Analysis.","authors":"Meghan Kates, Alexa Fitzpatrick, Yupeng Zhang, Alison Gibbs, Qin Liu, Alan da Silveira Fleck, Leora Freedman, Stavroula Andreopoulos","doi":"10.1002/bmb.70043","DOIUrl":"https://doi.org/10.1002/bmb.70043","url":null,"abstract":"In previous work, we described the development and implementation of new pedagogical practices aimed at enhancing literacy, critical thinking, and communication skills development in a third-year undergraduate molecular biology course. The online nature and large size of the course presented challenges regarding student engagement and access to adequate support. To address these issues, we created four assignments (Journal Article, TED-style Talk, Reflective, and Concept Map) to build scientific literacy skills. To develop the intended skills, we designed interactive e-learning modules with active learning opportunities and practice activities to provide effective feedback. Here, we present an evaluation of the outcomes of this work by comparing student engagement in the modules with learning outcomes and academic performance indicators. The majority of students indicated that the e-modules were conducive to their learning and acquisition of scientific literacy skills. Additionally, most students found that all individual e-modules and associated assignments supported their learning, with somewhat lower agreeance among students regarding the Journal Article assignment. This feedback and student performance on the assignment supported our hypothesis that students lack practice developing these skills earlier in their education. Overall, there was a trend showing that higher student engagement with the e-modules was associated with higher assignment scores and final grades. Therefore, the e-modules and assignments supported the goals of improving targeted skills and contributed to an overall positive learning environment for students. These data demonstrate the utility of online e-modules for student learning and the usefulness of learning analytics data to better understand the student experience.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2026-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147368806","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: Design, Implementation, and Student Perspectives of an e-Learning Guide for Laboratory Report Elaboration in a Biochemistry Course 一个探索的想法：设计、实施和学生对生物化学课程实验报告阐述电子学习指南的看法。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-05 DOI: 10.1002/bmb.70042

Carola Bruna Jofré, Estefanía Tarifeño-Saldivia, Roberto Amigo Bastías, Piedad Cabrera Murcia

{"title":"An Idea to Explore: Design, Implementation, and Student Perspectives of an e-Learning Guide for Laboratory Report Elaboration in a Biochemistry Course","authors":"Carola Bruna Jofré, Estefanía Tarifeño-Saldivia, Roberto Amigo Bastías, Piedad Cabrera Murcia","doi":"10.1002/bmb.70042","DOIUrl":"10.1002/bmb.70042","url":null,"abstract":"<div>\u0000 \u0000 This article presents the design, implementation, and evaluation of an e-learning guide developed to support university students in writing effective biochemistry laboratory reports within a blended learning approach that integrates online and face-to-face laboratories. Implemented in the Canvas LMS, Laboratory 2 Guide for Elaborating Laboratory Reports incorporated a variety of learning resources and activities, and its effectiveness was evaluated through pre- and posttests as well as a mixed-method analysis of student perceptions. Results demonstrated statistically significant improvements in posttest scores and reduced completion times. Students reported positive perceptions of the guide's instructional design, resource quality, and relevance to their professional development. However, final laboratory report grades did not differ significantly from those of the previous cohort. Overall, the findings suggest that Laboratory 2 effectively enhanced students' conceptual understanding and supported the development of scientific competencies while indicating opportunities for potential improvement through repeated exposure and broader curricular integration.\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"187-194"},"PeriodicalIF":0.9,"publicationDate":"2026-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147363968","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 Saga of Somes: A Cellular Odyssey. 一些人的传奇：一个细胞的奥德赛。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-01 Epub Date: 2026-01-12 DOI: 10.1002/bmb.70033

Seshadri Reddy Varikasuvu, Lavanya Ranvee

引用次数: 0

An Idea to Explore-Construction and Application of Virtual Simulation Experiments in Molecular Biology Practical Teaching for International Medical Undergraduates. 探索虚拟模拟实验在国际医学本科生分子生物学实践教学中的构建与应用

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-01 Epub Date: 2026-02-10 DOI: 10.1002/bmb.70037

Xiaoying Jiang, Qilan Ning

引用次数: 0

Introducing Medical Undergraduates to Germline CNV Analysis Using LILRA3: A Comparison Between Fluorescent qPCR and PCR-SSP Techniques. 引入医学本科生使用LILRA3进行种系CNV分析：荧光qPCR与PCR-SSP技术的比较

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-01 Epub Date: 2026-01-14 DOI: 10.1002/bmb.70034

LiXin Li, ZhongXiang Tang, ZuPing Zhang, Jie Zhang, JingYu Wang, Wei Tian

{"title":"Introducing Medical Undergraduates to Germline CNV Analysis Using LILRA3: A Comparison Between Fluorescent qPCR and PCR-SSP Techniques.","authors":"LiXin Li, ZhongXiang Tang, ZuPing Zhang, Jie Zhang, JingYu Wang, Wei Tian","doi":"10.1002/bmb.70034","DOIUrl":"10.1002/bmb.70034","url":null,"abstract":"In this study, fluorescent quantitative real-time polymerase chain reaction (qPCR) and PCR-sequence specific priming (PCR-SSP) were introduced to medical undergraduates for germline copy number variation (CNV) analysis, using leukocyte immunoglobulin-like receptor A3 gene (LILRA3) as a model. This set of experiments comprises a two-session lab module requiring eight teaching hours. Using three specific primers, the wild and the deleted type of LILRA3 alleles were amplified in a single-tube PCR reaction, distinguished by the melting curve analysis (qPCR) and agarose gel electrophoresis (PCR-SSP). The CNV genotype was called for each sample using both methods, and accuracy was checked against the standard dataset. Clear Student Learning Outcomes (SLOs) were achieved, as reflected in the experimental data and the survey results. Among the eight student groups, four (B, D, E, F) excelled with both methods (accuracy rate: 90.9%-100%), qPCR proved superior for three others (C, G, H) (accuracy rate: 81.8%-90.9%), compared to PCR-SSP (0%-45.5%). Only one group (A) failed irrespective of the assay used. This laboratory exercise provides the undergraduates with an opportunity to learn about mainstream laboratory techniques for the detection of CNV, which are not commonly accessible to them, bridging the gap between theory and practice on this very important and clinically relevant topic. Upon completing this experiment module, the students showed statistically significant improvement in 10 key indexes, including the rationale understanding, acquisition of lab skills, the capability of performing fundamental genetic calculations with the genotype dataset, and personal confidence in conducting this experiment successfully (all p < 0.05).","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":"117-124"},"PeriodicalIF":0.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145965153","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