Biochemistry and Molecular Biology Education最新文献

{"title":"The Impact of a Multi-Source “3 + 1” Feedback Model on Formative Assessment and Student Development in Higher Education: A Case Study in Undergraduate Biochemistry","authors":"Yang Yan","doi":"10.1002/bmb.70075","DOIUrl":"10.1002/bmb.70075","url":null,"abstract":"<div>\u0000 \u0000 <p>Formative assessment and feedback are widely acknowledged as crucial for effective learning, yet their systematic application in discipline-specific contexts remains insufficient. This study introduces a structured “3 + 1” feedback model—combining teacher, teaching assistant (TA), peer, and exemplar-based feedback—to address recurring challenges in undergraduate biochemistry group assignments, such as weak rigor, limited teamwork, and ineffective presentation skills. Implemented across three modules (preparation, revision, and reflection), the model aims to enhance disciplinary knowledge, scientific communication, and collaborative competence. The model was implemented in the undergraduate biochemistry course in 2023 and 2024. Data sources included structured questionnaires and reflective essays collected in 2023 and 2024, together with longitudinal academic performance records from 2020 to 2024. Student surveys indicated high recognition of the model's effectiveness, with over 90% reporting improvements in PowerPoint content, design, and script writing. Thematic analysis of reflections revealed stronger task division, accountability, and group satisfaction. Performance data showed reduced failure rates (from 4.3% to 2.7%) and paired-sample tests confirmed significant draft-to-revision gains. Overall, the “3 + 1” model provides an effective, multi-source framework that improves assignment quality and fosters transferable academic and collaborative skills, offering practical insights for feedback-rich pedagogy in higher education.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 5","pages":"485-495"},"PeriodicalIF":1.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148719624","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":"Building Bridges: A Story of How Institutional Investment in Discipline-Based Education Research Enables Evidence-Based Teaching in Biochemistry Education","authors":"Megna Tiwari,&nbsp;Erin L. Dolan","doi":"10.1002/bmb.70066","DOIUrl":"10.1002/bmb.70066","url":null,"abstract":"<p>Scientific discoveries often advance more rapidly than they are integrated into undergraduate instruction, leaving emerging fields like glycoscience largely absent from classroom curricula. At the University of Georgia, institutional investment in discipline-based education research (DBER) faculty has set the stage for collaboration between disciplinary scientists and DBER researchers to co-develop evidence-based teaching materials that align with how students learn. The NSF-funded BioFoundry: Glycoscience Research, Education, and Training (BioF:GREAT) serves as one example of this approach. Through curricular materials and public-facing resources, the education arm of BioF:GREAT aims to broaden access to glycoscience education. This brief communication highlights how initiatives like BioF:GREAT leverage collaboration with DBER scholars to integrate emerging scientific fields into biochemistry education in ways that are both scientifically current and pedagogically effective.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 5","pages":"427-429"},"PeriodicalIF":1.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148468546","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":"Bridging the Python Training Gap for Bioscientists in Brazil: Improvements and Challenges","authors":"Gustavo Schiavone Crestana,&nbsp;Ubiratan da Silva Batista,&nbsp;Michelli Inácio Gonçalves Funnicelli,&nbsp;Larissa Graciano Braga,&nbsp;Luíza Zuvanov,&nbsp;Rodolfo Bizarria Jr.,&nbsp;Raissa Melo de Sousa,&nbsp;Pedro Henrique Narciso Ferreira,&nbsp;Flavia Vischi Winck,&nbsp;Gabriel Rodrigues Alves Margarido,&nbsp;Alessandro de Mello Varani,&nbsp;Diego Mauricio Riaño-Pachón,&nbsp;Renato Augusto Corrêa dos Santos","doi":"10.1002/bmb.70071","DOIUrl":"10.1002/bmb.70071","url":null,"abstract":"<p>The rapid evolution of high-throughput technologies in biosciences generates vast and diverse datasets, demanding that bioscientists develop advanced data manipulation and analysis skills. Python, with its versatility and powerful libraries, has become a crucial tool for managing these datasets. However, a significant lack of programming training for bioscientists persists in many countries. To address this knowledge gap in Brazil, the Brazilian Python Workshop for Biological Data was introduced several years ago, focusing on fundamental programming concepts and data handling techniques using popular Python libraries. Despite positive feedback from earlier editions, persistent challenges necessitated continuous adaptation to meet the evolving needs of bioscientists. This work describes the advancements implemented in the 2021 and 2022 editions of the workshop and discusses suggestions for its ongoing enhancement. Key innovations were introduced in the workshop's structure and coordination, including new committees and a code of conduct. Feedback forms were updated for real-time adjustments, and the event's reach was expanded to increase geographical diversity. New didactic strategies, such as pair-teaching, code clubs, and the integration of ICTs, were implemented to enhance learning outcomes. Programming best practices and scientific reproducibility were emphasized through talks and hands-on activities guided by PEP8 conventions. Furthermore, scientific dissemination was intensified through an increased social media presence and participation in international events. Finally, we present updated recommendations for students, researchers, and educators interested in organizing similar initiatives.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 5","pages":"460-472"},"PeriodicalIF":1.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148618023","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":"Breaking Barriers in Large Classes: Using Cloud Computing and Computational Biology to Implement Research-Inspired Curricula in Biochemistry I","authors":"Christopher E. Berndsen,&nbsp;Kathryn E. Shenk,&nbsp;Alyssa Young,&nbsp;Sara E. Scanlan,&nbsp;Angelina M. Sardelli,&nbsp;Angela J. Kayll","doi":"10.1002/bmb.70069","DOIUrl":"10.1002/bmb.70069","url":null,"abstract":"<p>Course-based undergraduate research experiences (CUREs) are a high impact instructional approach but are challenging to implement in large lecture courses due to class size and content demands. We describe the evolution of a research-inspired project in a large-enrollment (70+ students) Biochemistry lecture course. Our goal was to integrate a project that complements the rigid content while providing experience working on a novel research project. We addressed access barriers by expanding the use of cloud-based computational techniques, notably Google Colaboratory (Colab), to ensure software accessibility across diverse student devices. The semester-long project is divided into four modules focusing on protein structure and function, culminating in an individual project that studies a novel protein variant and its effects on structure and function. These projects are further supported by a science and math librarian to teach information literacy and data management skills. Since Fall 2024, over 250 students have participated. Student self-assessments demonstrate gains in confidence, particularly in analyzing molecular structures, connecting genetic mutations to protein function, and using scientific databases like UniProt. This model shows that research-inspired curricula can be successfully integrated into large, content-heavy lecture courses by leveraging accessible cloud-computing resources.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 5","pages":"442-449"},"PeriodicalIF":1.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148590583","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":"Implementation and Evaluation of a Biochemistry Research Skills CURE for First-Year R1 University Students","authors":"Stephanie N. Lewis,&nbsp;Truitt Elliott,&nbsp;Tamar Ballard,&nbsp;Anne M. Brown","doi":"10.1002/bmb.70076","DOIUrl":"10.1002/bmb.70076","url":null,"abstract":"<p>Course-based undergraduate research experiences (CUREs) broaden access to authentic research opportunities by reducing structural and logistical barriers to student participation. Participation in CUREs during the first year of undergraduate study is associated with improved retention in STEM majors, academic success, and measurable gains in skills like scientific reasoning and data analysis. These gains are increasingly recognized as essential career-ready skills that align with national workforce development goals in the life sciences. Despite these benefits, few CUREs focus on and have been evaluated for first-year biochemistry students. Few curricula provide modular, adaptable frameworks designed for integration into existing courses without disrupting course structure or student workload. Using established and nationally utilized assessments and student reflections, we developed a CURE for first-year biochemistry undergraduates called “Introduction to Biochemical Research Skills”. Students in the course evaluate protein structure–function relationships using computational biochemistry experiments, which allows scalable implementation for instructors and supports iterative hypothesis generation and testing by students. Student perspectives on practices learned while participating in the course suggest they gained practical research skills and scientific communication skills. Students also reported exposure to a variety of problem-solving techniques and indicated that engaging in protein structure–function focused research as part of the course enhanced their excitement about biochemistry. Here, we provide instructors with the resources to adopt and adapt this course and offer strategies for effective implementation. Future work will evaluate the longitudinal impact of the course on students' academic performance, conceptual understanding of protein biochemistry, and progression into independent undergraduate research experiences.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 5","pages":"496-506"},"PeriodicalIF":1.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148720088","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":"Exploration of Literature-Based Discussion Teaching in Biology and Cell Biology Laboratory Courses","authors":"Zhi-qi Kuang,&nbsp;Lu Cheng,&nbsp;Yun-feng Chen,&nbsp;Pei-bo Yuan,&nbsp;Jian He,&nbsp;Bo Wang","doi":"10.1002/bmb.70070","DOIUrl":"10.1002/bmb.70070","url":null,"abstract":"<div>\u0000 \u0000 <p>The teaching team optimized and reformed the teaching methods and assessment strategies of Biology and Cell Biology laboratory courses to enhance students' interest and teaching quality. This reform was based on the existing theoretical framework and experimental content of the course, introducing cutting-edge research topics related to the curriculum for discussion. Students selected topics of interest, conducted literature searches and readings in teams, and reported on their findings in class. This study collected self-reported data from students via questionnaire surveys, focusing on analyzing students' understanding of the difficulty of the course, prior knowledge of related fields, interest in the discussion topics, and exploring the correlation between these factors and students' self-reported level of comprehension of the seminar content. It was found that students' self-reported strong interest in the discussion topics was more strongly correlated with a higher self-assessed understanding of the seminar content. Course questionnaire results showed that over 80.3% (≥ 49/61) of students expressed interest in the seminar topics, and over 98.1% (≥ 60/61) of students reported fully or partially understanding the seminar content, gaining valuable insights from the discussions. Students' satisfaction with the seminars exceeded 95.0% (≥ 58/61), with evaluations indicating that the seminars played a positive role in providing learning opportunities, understanding academic frontiers, and improving comprehensive abilities. In conclusion, the literature-based discussion teaching has promoted teaching practices and laid the foundation for further deepening teaching reforms.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 5","pages":"450-459"},"PeriodicalIF":1.0,"publicationDate":"2026-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148598419","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":"Cultivating Collaboration in BioMolViz: Key Attributes for Building a STEM Educator Community of Practice.","authors":"Pamela S Mertz, Charmita Burch, Roderico Acevedo, Josh T Beckham, Didem Vardar-Ulu, Kristin M Fox, Lauren A Genova, Rachel M Mitton-Fry, Swati Agrawal, Daniel R Dries, Kristen Procko","doi":"10.1002/bmb.70083","DOIUrl":"https://doi.org/10.1002/bmb.70083","url":null,"abstract":"<p><p>BioMolViz is an educational community of practice (CoP) focused on creating resources to improve biomolecular visual literacy instruction and assessment. The community of life science instructors developed in three phases, beginning with a small Core Team that emerged from a conference session and established the domain of interest for the CoP. In-person workshops, supported by short-term funding, drove the initial expansion of the community and the development of shared activities in Phase 2. This CoP was sustained through intentional choices about how members interact, collaborate, and share work. As the community matured in Phase 3, it was supported by longer-term funding, allowing community engagement opportunities to expand to a diverse set of both online and in-person offerings. Workshop surveys and focus group interviews suggested that virtual workshops were just as effective as those conducted in-person for building community, and even more effective for skills development. The incorporation of virtual workshops simultaneously strengthened the community, accelerated its growth, and enhanced productivity. Creating spaces that foster the development of social capital were key to building a strong and enduring CoP. At the foundation of a team functioning largely online, a carefully designed multimodal ecosystem of communication enabled effective discourse and the development of community-driven resources and products that sustain the practice. As we reflect on 13 years as a CoP, we describe the features of our community design that may inform the successful development of other communities of educators.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148905063","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":"Kinesthetic Learning: A New 3D Printed Model to Teach Primer Design and PCR Concepts in the Biochemistry Laboratory.","authors":"Sophia L Shomper, Juliana Lessa Sacoman","doi":"10.1002/bmb.70081","DOIUrl":"https://doi.org/10.1002/bmb.70081","url":null,"abstract":"<p><p>Students frequently struggle to visualize chemical reactions at the molecular scale, leading to challenges in understanding DNA structure, primer behavior, and thermodynamic principles underlying polymerase chain reaction (PCR). This limits their ability to apply theoretical concepts when performing laboratory experiments and troubleshooting them. To address these challenges, a kinesthetic learning activity using 3D-printed UV-resin nucleotides featuring phosphodiester and hydrogen bonds, DNA complementarity, and nucleotide labeling was developed. This activity was implemented in an upper-division biochemistry laboratory course at the University of Arizona (n = 59 students). Students followed a guided worksheet designed with a focus on primer design, with the blocks used to build sequences, predict melting and annealing temperatures, design mutagenic primers, and construct hairpin and dimer structures. Learning was evaluated using isomorphic pre- and post-assessments. Students demonstrated significant improvement in total score percentages (Wilcoxon sign test p < 0.00001 and Cohen's d = 1.73) and in visual reasoning questions, which require interpretation and visual translation of primer design concepts (Wilcoxon p < 0.00001 and Cohen's d = 1.70). Students showed the greatest improvements in identifying and evaluating primer hairpin and dimer formation, while mutagenic primer design remained relatively challenging. Overall, these results indicate that participation in this instructional activity supports students' understanding of PCR primer behavior by direct exploration of primer interactions and secondary structure formation. This innovative, reusable, and adaptable activity complements online primer design tools and supports deeper learning across molecular biology and biochemistry curricula.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148872834","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":"Biomedical Kitchen Supports Student Transition to Higher Education Through Transdisciplinary Simulation.","authors":"Phillip Lawton, Luisa Garcia-Haro, Alison McGregor, Eliel Cohen, Julianne Viola, Jozef Youssef, Alan Spivey, Roger Kneebone, Niamh Martin, Jakub Radzikowski","doi":"10.1002/bmb.70078","DOIUrl":"https://doi.org/10.1002/bmb.70078","url":null,"abstract":"<p><p>The transition to university presents a significant challenge for undergraduate students in Biomedical Sciences, many of whom lack prior laboratory experience. This inexperience can create a discrepancy between students' perceived and actual competencies, leading to a self-efficacy gap when compared to peers with previous laboratory exposure. To address this and prepare students for a research-intensive curriculum, we introduced the \"Biomedical Kitchen\", a novel, transdisciplinary simulation. This innovative course uses analogies between gastronomy and biomedical research, including precision, dexterity, and recording observations to provide a low-stakes, accessible environment for developing practical research skills, without explicit focus on kitchen chemistry. We evaluated the programme's effectiveness by measuring student self-efficacy before and after the sessions, and then subsequently at an interval through their laboratory module. The results demonstrate that the intervention effectively adjusted self-efficacy; revealing a group which increased and a separate group which decreased in self-efficacy, suggesting a more realistic self-appraisal. Furthermore, students described the sessions as a fun and authentic environment for practising skills and building rapport with teammates, including 6 months after they have engaged with disciplinary curricular content. In conclusion, the Biomedical Kitchen is an innovative pedagogical tool that successfully aligns student self-efficacy with practical ability. It provides a valuable opportunity for students to practice essential technical and transferable skills, better preparing them for the demands of a research-oriented course.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2026-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148849685","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":"Innovative Spherical-Shaped Gel Electrophoresis Apparatuses for Scientific Demonstrations to High School Students","authors":"Praveen Maurye,&nbsp;Kavita Kumari,&nbsp;Chayna Jana,&nbsp;Amrita Mohanty,&nbsp;Pranab Gogoi","doi":"10.1002/bmb.70058","DOIUrl":"10.1002/bmb.70058","url":null,"abstract":"<div>\u0000 \u0000 <p>Gel electrophoresis (GE) is the most routinely applied technique for detecting, identifying, and characterizing biomolecules. All GE instruments operate on established principles but vary in their operational features. Implementing the GE technique for education and research is considered simple due to its procedure, result interpretation, and cost-effectiveness. Published literature showed that educators are always interested in providing practical experiences to biochemistry students for polyacrylamide/agarose-related GE techniques. Modern GE instruments are sometimes considered challenging due to critical operating steps and maintenance expenses. We have developed two spherical-shaped apparatuses for vertical and horizontal GE techniques, equipped with cost-effective modern features and easily available parts/components to eliminate laborious and time-consuming steps. Both apparatuses provide easy setup, safe operation, and hassle-free operation. High school students verified the performance of our apparatuses in a short-term training program with positive outcomes. Comparisons with standard apparatuses revealed that our apparatuses are fast, user-friendly, and applicable for young researchers.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"350-360"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148222880","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}