Biochemistry and Molecular Biology Education最新文献

{"title":"A CURE for Microbiology Experiment: Isolation and Characterization of Antimicrobial-Producing Lactic Acid Bacteria From Fermented Sichuan Pickle Against Pathogenic Bacteria","authors":"Lijun Wang,&nbsp;Zhenni Yu","doi":"10.1002/bmb.70064","DOIUrl":"10.1002/bmb.70064","url":null,"abstract":"<div>\u0000 \u0000 <p>Traditional microbiology experimental teaching methodology, often based on rigid “cookbook” experiment plans, fails to meet the growing need to cultivate skilled and innovative individuals. Course-based undergraduate research experiences (CUREs) provide a solution by integrating research-based learning into the curriculum, offering an opportunity to improve the “hard” and “soft” skills for science, technology, engineering, and mathematics (STEM) students. In this study, a CURE was incorporated into the microbiology experiment curriculum focusing on the isolation and characterization of antimicrobial-producing lactic acid bacteria (LAB) from fermented Sichuan pickles. The CURE was divided into four key sections: (i) designing an experimental plan, (ii) isolation of LAB, (iii) evaluating the antibacterial effects and antibacterial active substances of LAB, and (iv) identifying LAB species and completing the experimental report. Through a tutor observation of the experiment process and a student questionnaire survey, the study demonstrated that CURE-based microbiology experiments significantly improved students' laboratory skills and microbiological-related experimental operation ability and nurtured their scientific thinking. This approach enhances students' preparedness for future career success and cultivates the growth of a well-rounded, skilled person in STEM disciplines.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"408-415"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148300729","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":"Teaching for Durable Learning in Biochemistry: A Contemporary Review of Make It Stick","authors":"Jordan A. Smink","doi":"10.1002/bmb.70065","DOIUrl":"https://doi.org/10.1002/bmb.70065","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"416-417"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148615341","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":"Outcomes of a Foundational Sciences Daily Engagement Game in Medical Education","authors":"Martin Schmidt","doi":"10.1002/bmb.70059","DOIUrl":"10.1002/bmb.70059","url":null,"abstract":"<div>\u0000 \u0000 <p>Daily engagement games are widely used as motivational tools in applications ranging from language learning to medical licensing board preparations. In medical education, continuous engagement with basic science concepts has benefits for the understanding of complex clinical correlations and the development of adaptive learning skills. This study was designed to determine if medical students respond positively to biochemistry and genetics daily engagement games and if the games have measurable effects on learning. The study employed a quasi-experimental pretest–posttest design with voluntary participation. Response to the intervention was assessed through a post-intervention survey. Grade differences before and after the intervention were measured as learning outcome, thereby controlling for baseline academic ability. Other factors assessed were engagement with course materials and practice quizzes as well as performance in a parallel challenging course. A total of 445 students participated in four games over the course of 2 years. Student reactions were overwhelmingly positive with participation rates holding steady, first-round participants eager to participate in a second round, and participants agreeing that the game was an efficient way to prepare for exams. However, linear regression models and participant/non-participant group comparisons failed to show correlations of grade differences with game participation and/or overall course engagement. The foundational question-of-the-day games were well-received by students and proved to be popular additions to the curriculum. While the data do not support the hypothesis that game participation improves learning outcomes, it is evident that participation also does not negatively impact students' performance.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"361-367"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148041112","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 Semester-Long Laboratory in Molecular Biology and Biochemistry Focusing on the Discovery of Novel β-Lactamase Inhibitors From Streptomyces","authors":"Matthew T. Gordon,&nbsp;R. M. Madhushi N. Ratnayake,&nbsp;Alix M. Rexford,&nbsp;Rebecca A. Butcher","doi":"10.1002/bmb.70060","DOIUrl":"10.1002/bmb.70060","url":null,"abstract":"<div>\u0000 \u0000 <p>Undergraduate laboratory courses should teach not only core experimental skills, but also the relevance of those skills to addressing contemporary scientific challenges. In this course, entitled Biochemistry &amp; Molecular Biology Laboratory, students clone a gene into an expression plasmid, express and purify an enzyme, and perform kinetic assays on the enzyme. The enzyme chosen for this experimental sequence is TEM-1, a β-lactamase enzyme that is a key mediator of resistance to β-lactam antibiotics, such as penicillins. In parallel, the students gain experience in microbiology and natural product extractions by first isolating a <i>Streptomyces</i> species from soil and then screening this isolate for antibiotic activity and the ability to produce compounds that inhibit TEM-1 enzymatic activity. In principle, this research effort could lead to the discovery of either a novel strain of <i>Streptomyces clavuligerus</i>, which produces the important TEM-1 inhibitor clavulanate, or another <i>Streptomyces</i> strain producing a novel TEM-1 inhibitor. Thus, students are introduced to a pressing problem in contemporary medicine, antibiotic resistance, while they participate in discovery-driven efforts to solve that problem. Incorporation of discovery-based objectives into the laboratory sequence gives students individualized datasets to analyze, thereby promoting the development of student analytical skills. In addition, during the course, the students enhance their scientific writing skills through a series of peer-reviewed writing assignments and ultimately complete a formal journal-style article, in which they communicate their research findings. Overall, this course compares favorably with a course-based undergraduate research experience (CURE) course, as gauged by student-reported learning gains and overall course assessment.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"368-376"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148161615","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":"How Students Use ChatGPT in Biochemistry Education: Evaluating Students' Prompts, Illustrations, and Reflective Assessments as Evidence","authors":"Ayfer Mutlu","doi":"10.1002/bmb.70062","DOIUrl":"10.1002/bmb.70062","url":null,"abstract":"<div>\u0000 \u0000 <p>The present study aimed to investigate the utilization of ChatGPT by students in the context of learning biochemical concepts. To this end, 25 first-year students enrolled in the Medical Laboratory Techniques program were asked to illustrate a dipeptide composed of alanine and cysteine. The students were instructed to seek guidance exclusively from ChatGPT, without any interaction with the instructor. Subsequently, they were requested to draw on paper the dipeptide structure they believed to be accurate. The prompts submitted to ChatGPT by the students, the responses provided by ChatGPT, and the students' peptide illustrations were systematically examined. In addition, participants were assessed on their experience through a Reflective Evaluation Form. The findings revealed that, rather than engaging with the process to learn how to draw a dipeptide, students predominantly attempted to have ChatGPT generate the drawing for them. The majority of prompts focused on requesting a direct illustration of the peptide. Notably, all structural representations generated by ChatGPT were found to contain errors. Despite possessing the conceptual knowledge required to identify these inaccuracies, the students drew the flawed illustrations on their paper without critical assessment. In their reflective evaluations, students reported that ChatGPT's failure to deliver a definitive molecular structure of dipeptide led to confusion. They expressed the need for a figure of authority to validate the accuracy of the peptide structure, identifying the instructor as the appropriate individual for this role. Furthermore, they conveyed a clear preference for instructor-led guidance over reliance on artificial intelligence in such learning contexts.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"386-396"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148209897","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":"Educational Leadership for Sustainable Capacity Building Towards Enhancing Interdisciplinary Collaboration in Computer-Aided Drug Design and Network Pharmacology: A Systematic Review","authors":"Peter Chinedu Agu,&nbsp;Miracle Uzochukwu Okafor,&nbsp;Chioma Blessing Momah,&nbsp;Patrick Maduabuchi Aja,&nbsp;Mohammad Arif,&nbsp;Jun Lu","doi":"10.1002/bmb.70057","DOIUrl":"10.1002/bmb.70057","url":null,"abstract":"<div>\u0000 \u0000 <p>In the pharmaceutical sciences, particularly in network pharmacology and computer-aided drug design (CADD), successful multidisciplinary collaboration is crucial for sustainable capacity growth. This systematic study investigates how interdisciplinary research methods can be strengthened and creative technology integration may be fostered sustainably through educational leadership. For papers published between 2010 and 2024, a systematic literature search was carried out in the Scopus and Web of Science (WoS) databases. “Network pharmacology,” “interdisciplinary collaboration,” “pharmaceutical sciences,” “computer-aided drug design,” and “educational leadership” were among the search phrases used. Peer-reviewed papers, case studies, and reports discussing leadership in multidisciplinary pharmaceutical sciences research or instruction were among the eligible studies. Out of 558 identified records, 109 studies were included in accordance with PRISMA requirements (WoS = 476; Scopus = 82). With 10% of research focusing on CADD, 22% on educational leadership, and 68% on more general, multidisciplinary viewpoints, the results indicated a paradigm shift towards interdisciplinary collaboration. However, limitations were found because educational leadership was not included in CADD and network pharmacology frameworks in several studies. The main challenges to productive cooperation were identified as resource limitations, policy gaps, and communication difficulties. This analysis highlights how institutional frameworks, regulatory support, and adaptive leadership techniques are necessary to facilitate long-term knowledge sharing, innovation absorption, and better research outcomes in the pharmaceutical sciences. Therefore, enhancing educational leadership opens the door to long-term effects and sustained capacity building in multidisciplinary pharmaceutical research.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"338-349"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147980282","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":"Evaluation of DeepSeek-Generated Biochemistry Clinical Cases for Teaching Purpose","authors":"Shuai Tan,&nbsp;Shijie Ni,&nbsp;Kun Zhang,&nbsp;Yuhan Yang,&nbsp;Hao Tan,&nbsp;Liang Li,&nbsp;Yiran Sun,&nbsp;Quekun Peng","doi":"10.1002/bmb.70063","DOIUrl":"10.1002/bmb.70063","url":null,"abstract":"<div>\u0000 \u0000 <p>To overcome limitations in traditional case-based teaching, this study developed an AI-driven workflow using DeepSeek to generate contemporary, interdisciplinary clinical biochemistry cases. Through human-AI collaboration, eight structured cases covering key topics such as carbohydrate and lipid metabolism were created, each including a clinical description, molecular mechanisms, and Q&amp;A, followed by instructor review. Fifteen medical students and 15 instructors evaluated the cases using a 5-point Likert scale across multiple dimensions, while student performance was compared between a group using AI-generated cases and a control group. The AI generated each case in 10–15 min, significantly faster than manual development. Cases presented a logical progression from molecular mechanism to clinical management and incorporated recent advances such as CRISPR and PCSK9 inhibitors. Content integration received the highest ratings, though instructors scored pedagogical applicability lower. Error analysis indicated that AI excelled in maintaining logical consistency, whereas human reviewers enhanced precision in clinical details. Students who used the AI-generated cases achieved significantly higher examination scores than the control group (<i>p</i> &lt; 0.05). In conclusion, DeepSeek-generated cases are efficient, interdisciplinary, and innovative. Human review remains essential for ensuring clinical rigor, particularly in nuanced scenarios. This collaborative approach enhances both the efficiency of case development and the educational quality of biochemistry teaching materials.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"397-407"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148222964","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":"Enhancing Biochemistry Education for Medical Students Through Game-Based Learning: Students' Perception and Performance","authors":"Shereen El Tarhouny,&nbsp;Amira Hassouna,&nbsp;Marwa Zalat,&nbsp;Shayma Aljedaani,&nbsp;Tayseer Mansour","doi":"10.1002/bmb.70055","DOIUrl":"10.1002/bmb.70055","url":null,"abstract":"<div>\u0000 \u0000 <p>Game-based learning (GBL) has emerged as a promising approach to enhance student engagement and learning outcomes in various educational domains. This study aimed to assess the effect of applying GBL to biochemistry teaching on medical students' learning outcomes and performance, and to explore the students' perceptions and satisfaction. This study sought to determine whether embedding GBL in a second-year medical biochemistry module improves students' perceptions, engagement, and academic performance compared with traditional interactive teaching alone. A mixed research design was employed. A retrospective cohort design to assess and compare the results of achievement for the cohort of 2023/2024, which was instructed using GBL together with traditional interactive learning (exposed group), and the cohort of 2022/2023, which adopts traditional interactive pedagogy with the same learning outcomes, instructor, and question difficulty level) (the unexposed group) using the validated <i>Measurement of Actual Knowledge and Engagement</i> (MAKE) tool. Using GBL was positively received by most students. Simplification of biochemistry content (69.8%), led to students expressing interest in demonstrating their understanding (75.5%), engaging with biochemistry concepts (76.4%), and being stimulated to focus on the subject (83.5%). The results point toward the potential of GBL to improve learning outcomes with notable increases in skills and knowledge (70.2%), active participation (69.6%), and the application of concepts (65.5%). Integrating structured GBL activities into biochemistry teaching fostered higher student motivation and engagement and was associated with improved perceived learning and stable examination scores. Further controlled studies are warranted to elucidate causal links and long-term knowledge retention.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"327-337"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147832894","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":"Click Before You Pipette: Building Foundational Pipetting Skills and Confidence With an Interactive Prelaboratory Simulation","authors":"Maurizio Costabile,&nbsp;Beth Loveys","doi":"10.1002/bmb.70061","DOIUrl":"10.1002/bmb.70061","url":null,"abstract":"<p>Correctly setting and reading a manual air displacement micropipette is an essential yet challenging skill for life-science students. The incorrect delivery of volumes affects both experimental outcomes and data interpretation, potentially reducing student confidence in the laboratory. To address this issue, we developed and evaluated an interactive simulation using Articulate Storyline. Our novel approach isolated and addressed the critical cognitive task of reading a micropipette dial from the physical skill of using the tool. This intervention offers a uniquely scalable and cost-effective solution compared to the use of physical micropipettes. Existing training often focuses on the physical action, leaving a gap for a scalable digital tool that allows students to first master the cognitive challenge of reading the dial. Using a prepost mixed methods design, we measured student perceptions of the approach and changes in student performance across confidence, unit conversion, and micropipette dial reading accuracy. Students at two independent universities showed significant improvements in self-rated confidence and accuracy in reading micropipette scales after using the simulation. Student feedback was highly positive regarding the benefits of the simulation in learning these skills and enhancing their self-efficacy. This simulation is an ideal preparatory tool within a blended learning framework, significantly improving student confidence and accuracy. By mastering the cognitive prerequisite in a safe, virtual environment, students are better prepared for effective hands-on practice in a face-to-face setting.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 4","pages":"377-385"},"PeriodicalIF":1.0,"publicationDate":"2026-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148175224","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":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 3","pages":"217-222"},"PeriodicalIF":0.9,"publicationDate":"2026-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148088628","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}