Biochemistry and Molecular Biology Education最新文献_第3页

Three-Dimensional Printed Amino Acids as a Kinesthetic Learning Tool for Biochemistry Teaching and Learning. 三维打印氨基酸作为生物化学教与学的动觉学习工具。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-01 Epub Date: 2026-02-13 DOI: 10.1002/bmb.70035

Austin Fisher, Mariah Thomas, Angela Madira, Jerol Skinner, Lauren Wilcox, Cammi Valdez

{"title":"Three-Dimensional Printed Amino Acids as a Kinesthetic Learning Tool for Biochemistry Teaching and Learning.","authors":"Austin Fisher, Mariah Thomas, Angela Madira, Jerol Skinner, Lauren Wilcox, Cammi Valdez","doi":"10.1002/bmb.70035","DOIUrl":"10.1002/bmb.70035","url":null,"abstract":"<p><p>Proteins are at the center of course content for Biochemistry, and thus it is critical for students to be familiar with amino acids and their structures. We aim to determine if the use of a kinesthetic learning tool will increase short- and long-term undergraduate student knowledge retention of amino acids and their structures. The treatment group received a set of 3D printed amino acids to study and was assigned an amino acid to create using 3D modeling software. Quantitative assessment data were collected in quiz and exam formats. The treatment group completed a quantitative online survey and qualitative interview on their experience. Upper division undergraduate students overwhelmingly reported that designing a 3D amino acid provided a sense of accomplishment and added value to their experience in biochemistry. Short-term structural knowledge retention was improved in the treatment group, as determined by quiz scores. Most students indicated they would recommend this assignment to future students. Through this work, we have shown that incorporating 3D printing as a kinesthetic learning tool in Biochemistry not only improves short-term undergraduate student knowledge retention of amino acid structure, but also provides an engaging mechanism for students to interact hands-on with content that adds value to their learning experience.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":"179-186"},"PeriodicalIF":0.9,"publicationDate":"2026-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146177642","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

3D-Printed Protein Models as an Educational Tool in Biochemistry Outreach 3d打印蛋白质模型作为生物化学推广的教育工具。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-01-22 DOI: 10.1002/bmb.70030

Oliver Osborne, Siobhan Clennell, Shaun K. Bremner-Hart

{"title":"3D-Printed Protein Models as an Educational Tool in Biochemistry Outreach","authors":"Oliver Osborne, Siobhan Clennell, Shaun K. Bremner-Hart","doi":"10.1002/bmb.70030","DOIUrl":"10.1002/bmb.70030","url":null,"abstract":"<p>The abstract and complex nature of molecular biology often presents significant challenges for students at all levels of study. Traditional teaching methods, such as the use of 2D diagrams, may not fully convey the intricacies of these topics, leading to difficulties in comprehension and engagement. This study aimed to introduce 3D-printed and virtual protein models into a secondary school classroom to enhance students' understanding of protein structure. 3D models were designed using ChimeraX and were either 3D printed or hosted online as interactive virtual models. A PowerPoint presentation was used to introduce the concept of protein structure in a didactic manner. Next, students answered questions on worksheets using the protein models. These worksheets promoted inquiry-based and self-directed learning through research-guided questions and challenges. Feedback revealed that students found the workshop innovative and engaging. All participants indicated that the 3D-printed models enhanced their understanding of protein structure and expressed interest in future hands-on workshops. These findings highlight the potential of modern, model-based teaching approaches to improve comprehension of protein folding and structure.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"59-66"},"PeriodicalIF":0.9,"publicationDate":"2026-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://iubmb.onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.70030","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146017266","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}

引用次数: 0

Determination of Thermal DNA-Stability With Respect to PCR or How to Debunk a Pseudoscientific Claim 热dna稳定性的测定与PCR或如何揭穿伪科学的主张。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-01-21 DOI: 10.1002/bmb.70029

Vivien Dycks, Andreas Beyer

{"title":"Determination of Thermal DNA-Stability With Respect to PCR or How to Debunk a Pseudoscientific Claim","authors":"Vivien Dycks, Andreas Beyer","doi":"10.1002/bmb.70029","DOIUrl":"10.1002/bmb.70029","url":null,"abstract":"<p>Debunking pseudoscience is difficult, especially for early-career students and the public. Recently, in particular the Corona pandemic has spawned a whole range of pseudoscientific claims and conspiracy theories, many of which are publicly available in the style of scientific articles on preprint servers, in predatory journals, or in some cases even as regular scientific papers making it difficult to distinguish scientific papers from pseudoscience. One example is a recently published paper claiming that PCR is unreliable because DNA is thermolabile. While experts have the skills to recognize such pseudoscience, inexperienced early-career students usually have few chances to critically evaluate such claims. Here, we present some simple experiments that combine several aspects: (I) the analysis of a seemingly reputable publication, (II) planning experiments on the physicochemistry of DNA, (III) conducting and analyzing these experiments, and finally (IV) the refutation of the claim that PCR is unreliable. These experiments can be carried out in any standard laboratory with basic molecular biology equipment. They are therefore suitable for undergraduate programs and for high school courses. The model case described here enables students to critically evaluate these claims through practical investigations and to form their own informed opinion. The participants gained new insights into the planning of experiments and a completely new perspective on the subject of science and pseudoscience.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"49-58"},"PeriodicalIF":0.9,"publicationDate":"2026-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12877964/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146008726","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}

引用次数: 0

Carb Detective: Developing a Compelling Board Game to Learn About the Classification of Monosaccharides 碳水化合物侦探：开发一个引人注目的棋盘游戏，了解单糖的分类。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-01-17 DOI: 10.1002/bmb.70032

María Isabel Galindo, Laura Lucia Luna, Paola Gómez Buitrago, Danny Arteaga

{"title":"Carb Detective: Developing a Compelling Board Game to Learn About the Classification of Monosaccharides","authors":"María Isabel Galindo, Laura Lucia Luna, Paola Gómez Buitrago, Danny Arteaga","doi":"10.1002/bmb.70032","DOIUrl":"10.1002/bmb.70032","url":null,"abstract":"<div>\u0000 \u0000 <p>The development of active learning strategies that position students as the main agents in generating their own knowledge has gained significant momentum in recent years. In particular, serious games have emerged as effective pedagogical tools in chemistry and related subjects. These games actively engage students with the material, increasing their interest and commitment to learning. Herein, we discuss the creation of a pedagogical board game and its implementation in the biochemistry class, as a playful tool for learning carbohydrates specifically monosaccharides. “Carb Detective” was designed to include the essential elements needed to create engaging and enjoyable learning experiences. It was tested with 89 students aged 18–20 years old who were enrolled in general biochemistry courses. The results of this quasi-experimental educational intervention indicated that the game enabled students to learn several key concepts, including the classification of monosaccharides based on their functional groups, configuration, and the number of carbon atoms. Furthermore, students gained exposure to identify epimers and anomeric carbons, while also studying their stereochemistry, which enhanced their ability to apply these concepts in practical contexts. The findings also suggest that the game promoted competence, motivated students, and improved their understanding of the topic. It provided immediate feedback on “yes” or “no” questions, helping students to correct errors and gain a deeper understanding of the material.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"76-84"},"PeriodicalIF":0.9,"publicationDate":"2026-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145987847","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

A Mixed-Methods Analysis of a Student-Led Near-Peer Mentorship Program for the National Science Foundation Graduate Research Fellowship Program: Findings and a Replicable Framework 国家科学基金会研究生研究奖学金项目中学生主导的近同伴指导项目的混合方法分析：结果和可复制的框架。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-01-14 DOI: 10.1002/bmb.70031

Courtney Peña-Lima, Nicole Tanenbaum, Lily Xu, Crystal M. Botham

{"title":"A Mixed-Methods Analysis of a Student-Led Near-Peer Mentorship Program for the National Science Foundation Graduate Research Fellowship Program: Findings and a Replicable Framework","authors":"Courtney Peña-Lima, Nicole Tanenbaum, Lily Xu, Crystal M. Botham","doi":"10.1002/bmb.70031","DOIUrl":"10.1002/bmb.70031","url":null,"abstract":"<div>\u0000 \u0000 <p>Grant writing is a critical skill if pursuing a research career. However, not all PhD students receive formal grant writing training as it can be costly for institutions to develop and maintain. To address this need, we implemented a student-led, near-peer mentorship program for biosciences graduate students applying to the National Science Foundation Graduate Research Fellowship Program (NSF GRFP). This program matches mentees with graduate student mentors and structures the grant writing process into a 7-week program with personalized feedback. To understand graduate student experiences and determine the efficacy of the NSF GRFP near-peer mentorship program, the authors performed qualitative and quantitative assessments of program survey data. The students' grant writing competencies were measured before and after the program. Additionally, mentee award rates were compared to benchmark rates for program participants and nationwide applicants. A qualitative analysis of open-ended survey data revealed common challenges in grant writing include writing cohesion, research essay development, and getting started and that near-peer mentorship augments the application process. Quantitative analysis revealed that mentees reported higher confidence in conceptualizing a study, designing a study, and funding a study afterwards as well as had a higher success rate of receiving an Award or Honorable Mention compared to the national average. This paper offers insights into PhD students' experiences in grant writing through qualitative analysis, validates the effectiveness of the program through statistical analysis, and offers an adoptable, low-cost, and sustainable program framework that can be implemented by student leaders at other institutions.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"67-75"},"PeriodicalIF":0.9,"publicationDate":"2026-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145965196","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

Song: What Makes You Albumin (to the tune of “What Makes You Beautiful”*) 歌曲：什么让你白蛋白（曲调“什么让你美丽”*）。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-12-23 DOI: 10.1002/bmb.70028

Seshadri Reddy Varikasuvu, Derek T. McLachlin

引用次数: 0

Biochemistry Learning in Higher Education: A Systematic Review on Methodologies and Teaching Resources 高等教育生物化学学习：方法与教学资源的系统回顾。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-11-22 DOI: 10.1002/bmb.70027

Micaela Jardim e Silva, Mariana Silva Cecilio, Maurícius Selvero Pazinato

{"title":"Biochemistry Learning in Higher Education: A Systematic Review on Methodologies and Teaching Resources","authors":"Micaela Jardim e Silva, Mariana Silva Cecilio, Maurícius Selvero Pazinato","doi":"10.1002/bmb.70027","DOIUrl":"10.1002/bmb.70027","url":null,"abstract":"<p>The teaching of biochemistry in higher education presents several challenges, including the complexity of molecular visualization, the use of technical terminology, and the vast amount of content covered in courses. This systematic review explores current research on biochemistry teaching at the higher education level published between 2012 and 2024, focusing on the teaching resources and methods used. A total of 271 articles selected from the ERIC and SciFinder databases were analyzed, categorizing the teaching resources and methodologies employed, highlighting the main contributions of the works to the teaching of biochemistry. Most of the identified didactic resources involved the use of digital technologies, primarily to assist in spatial visualization of the molecular structures of biomolecules and to improve the understanding of fundamental concepts. Considering teaching methodologies, lecture-style classes still predominated, although innovative approaches such as the flipped classroom, problem-based learning, and team-based learning are increasingly being integrated into biochemistry education. Furthermore, the techniques of virtual and augmented reality, interactive multimedia, and digital simulations are emerging as promising ways to enhance student understanding and engagement. This review gives teachers a comprehensive overview of recently published knowledge concerning biochemistry teaching, providing a foundation for the implementation of innovative and effective educational practices.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"29-48"},"PeriodicalIF":0.9,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12877998/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145581736","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}

引用次数: 0

Enhancing Biochemistry Assessment Quality in Medical Education Through Item Response Theory (IRT) 运用项目反应理论提高医学教学生物化学评价质量。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-11-18 DOI: 10.1002/bmb.70021

Baharuddin Baharuddin, Lilies Handayani, Rusli Rusli

{"title":"Enhancing Biochemistry Assessment Quality in Medical Education Through Item Response Theory (IRT)","authors":"Baharuddin Baharuddin, Lilies Handayani, Rusli Rusli","doi":"10.1002/bmb.70021","DOIUrl":"10.1002/bmb.70021","url":null,"abstract":"<div>\u0000 \u0000 <p>In medical education, particularly in biochemistry, crafting high-quality assessment questions is a primary challenge. Each item necessitates a thorough evaluation, for the identification of student abilities is crucial. This study aims to enhance assessment quality in biochemistry medical education by implementing Item Response Theory (IRT). This approach addresses Classical Test Theory (CTT) limitations, specializing in Multiple Choice Questions (MCQ). Recognizing the critical role of question quality in the learning process, the study investigates how IRT can more holistically and equitably assess student abilities. Employing a mixed-method research approach, this study combines comparative quantitative analysis with qualitative ICC curve analysis in the first exam to the second exam in presenting the theta (θ) value. It focuses on routine biochemistry exam data scores from medical students (<i>n</i> = 89). Significant improvements were observed in both question quality and student scores. Prior to IRT implementation, the average initial exam score was 56.1, which increased to 74.1 in the subsequent exam. The IRT evaluation indicated that the exam questions achieved a more effective differentiation between students of varying abilities. This improvement was evident from the increased person reliability and through Wright Map visualizations, which helped identify highly difficult questions via the Item Characteristic Curve (ICC). The study advocates for integrating IRT as a standard method in biochemistry and medical assessments and identifies the students' gaps in ability.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"9-17"},"PeriodicalIF":0.9,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145538906","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

Chimera X Interface to Enhance Understanding in Biochemistry and Immunology 嵌合体X界面增进对生物化学和免疫学的了解。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-11-14 DOI: 10.1002/bmb.70025

Dalpiaz Giovana, Krohn Muriel Schiling, Groehs Eduarda, Anjos André da Silva, Meireles R. Mariana

{"title":"Chimera X Interface to Enhance Understanding in Biochemistry and Immunology","authors":"Dalpiaz Giovana, Krohn Muriel Schiling, Groehs Eduarda, Anjos André da Silva, Meireles R. Mariana","doi":"10.1002/bmb.70025","DOIUrl":"10.1002/bmb.70025","url":null,"abstract":"<p>Proteins are essential in biological systems, acting in transport, catalysis, and immune defense processes. However, these biomolecules' structural and functional complexity makes teaching and understanding these topics challenging. To address this difficulty, this study aimed to develop tutorials that facilitate learning and teaching about proteins based on structural analysis and molecular visualization through the interactions of the antigen–antibody complex. Thus, the ChimeraX platform was chosen as the central tool due to its intuitive interface and features that allow the manipulation and visualization of three-dimensional molecules, such as proteins, DNA, and chemical compounds, in .pdb format. The software combines visual and analytical functions, covering from basic to advanced aspects, adapting to the user's level of knowledge. The study presented three practical tutorials: (i) presentation of the tool, (ii) focusing on immunology, and (iii) addressing aspects of biochemistry. These tutorials demonstrated how to use ChimeraX to explore the relationship between protein structure and function, highlighting topics such as molecular interactions and other relevant biochemical processes. In addition, the Tutorials 1 and 2 were validated through the application in a microbiology undergraduate class, followed by a questionnaire and CVI analysis, which confirmed their clarity, relevance, and applicability, reinforcing their role as effective resources for integrating bioinformatics into health-related courses. Thus, the study contributes to disseminating knowledge methods and tools that enable more dynamic and accessible learning through visual and interactive approaches.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"92-102"},"PeriodicalIF":0.9,"publicationDate":"2025-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12877970/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145511590","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}

引用次数: 0

An Academics Guide to Approaching Bioscience Curricula Design: Stakeholders, Material and Assessment Choice, and Employability 接近生物科学课程设计的学术指南：利益相关者，材料和评估选择，以及就业能力。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2025-11-13 DOI: 10.1002/bmb.70023

Kirsten Riches-Suman, Simon Tweddell

{"title":"An Academics Guide to Approaching Bioscience Curricula Design: Stakeholders, Material and Assessment Choice, and Employability","authors":"Kirsten Riches-Suman, Simon Tweddell","doi":"10.1002/bmb.70023","DOIUrl":"10.1002/bmb.70023","url":null,"abstract":"<p>The ultimate aim of all higher education programs is to produce work-ready graduates who can enter a number of career paths. Bioscience graduates are well suited to a multitude of career paths such as research, education or industry. Designing an undergraduate bioscience program that can prepare learners for this multitude of career pathways can be a challenge. Curricula design is a substantive piece of work that is often given to subject specialists who are very familiar with biological science as a subject, but perhaps less well versed in the underpinning pedagogical principles of teaching, learning and assessment. Academics can be left to design curricula alongside their existing teaching, research and administrative duties which leaves little time for thorough research into the theory behind the design process, and how this can be conducted to ensure a focus on employability as well as scientific proficiency. This article aims to provide a “how to” guide for academics who are engaged in designing or redesigning biological science curricula, and is based on experiences of redesigning a Biomedical Science undergraduate degree. It provides an overview of the key considerations to make in the overarching structure of the program, the needs of learners, employers and accrediting bodies, the theory underpinning the comparative strengths and weaknesses of different learning delivery and assessment strategies, and how these can all coalesce to provide a biological curriculum that encourages and enhances diverse postgraduation careers.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 1","pages":"18-28"},"PeriodicalIF":0.9,"publicationDate":"2025-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12877988/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145501900","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}

引用次数: 0