Biochemistry and Molecular Biology Education最新文献_第6页

Cartooning in Biological Learning 生物学习中的卡通。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-26 Epub Date: 2026-02-25 DOI: 10.1002/bmb.70040

Soukaina Bahsoun, Mhairi Morris, Elizabeth Akam

{"title":"Cartooning in Biological Learning","authors":"Soukaina Bahsoun, Mhairi Morris, Elizabeth Akam","doi":"10.1002/bmb.70040","DOIUrl":"10.1002/bmb.70040","url":null,"abstract":"<p>Teaching bioscience subjects requires helping students understand complicated and abstract concepts. An effective method of helping students understand these abstract topics is the use of concept cartoons. Concept cartoons are cartoon-style drawings that illustrate everyday situations. In constructivism, learners create their own knowledge and understanding through exploring and interacting with the external world, reflecting on their experiences and building new knowledge on top of pre-existing knowledge. Here we demonstrate the effectiveness of using cartooning across three undergraduate biology modules at each level four to six to facilitate active learning. Students constructed and reconstructed their knowledge of genetics, cell signaling and cancer through self-generated cartoons. Seventy-nine students took part in the activity, working in teams of 2–6 members and turned a biological process into a cartoon. The evaluation of the activity involved a 10-question multiple-choice quiz and an 18-question survey using a 5-point scale and free-form comments. There was a significant statistical difference in performance when comparing cartooned and not cartooned subtopics. Student engagement scored an average of 4.8, learning scored 4.5, and understanding scored 4.2. Sixty eight percent of students stated that they preferred the cartooning activity over learning in a traditional question and answer format. In the free-form comments, students commonly cited improved understanding as a benefit to this activity. Beyond being a tool to learn the material, the cartooning activity proved beneficial in fostering teamwork among the student cohorts. Overall, cartooning proved to be an effective method in making abstract and complicated topics more approachable to students.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"140-155"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13022473/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147301312","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

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 : 2026-03-26 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":"<div>\u0000 \u0000 <p>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 <i>p</i> < 0.05).</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"117-124"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","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

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 : 2026-03-26 Epub Date: 2026-02-10 DOI: 10.1002/bmb.70037

Xiaoying Jiang, Qilan Ning

引用次数: 0

Integrating Digital Technologies Into Biochemistry Education: A Decade of Efforts, Pandemic Impacts, and Emerging Insights 将数字技术整合到生物化学教育：十年的努力，流行病的影响和新兴的见解。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-26 Epub Date: 2026-02-14 DOI: 10.1002/bmb.70038

Francis Pereira-Dias, Marina Bazzo de Espíndola

{"title":"Integrating Digital Technologies Into Biochemistry Education: A Decade of Efforts, Pandemic Impacts, and Emerging Insights","authors":"Francis Pereira-Dias, Marina Bazzo de Espíndola","doi":"10.1002/bmb.70038","DOIUrl":"10.1002/bmb.70038","url":null,"abstract":"<p>This review critically examines the integration of Digital Information and Communication Technologies (TDICs) in biochemistry education over the past decade, highlighting both the benefits and challenges from a critical theoretical perspective. A systematic review was conducted to identify relevant literature, followed by thematic analysis and a detailed synthesis of the findings. Grounded in Feenberg's critical theory of technology and Selwyn's scholarship on education and digital technology, this review examines the implications of virtual laboratories, augmented reality, gamification, and online platforms in biochemistry education, as well as their implications related to the pandemic. We observed that digital technologies can enhance certain aspects of student engagement and learning outcomes; however, they can also hinder equitable access and hands-on laboratory skills. This review also highlights the key elements of critical reflection on the socio-political and ethical implications of digital technologies in biochemistry education, with a particular focus on pandemic-era concerns, including data privacy, algorithmic bias, and the commercialization of teaching practices. Future research should focus on these dimensions to ensure that technological advancements do not perpetuate or amplify educational inequities.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"195-216"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13022464/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146193743","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

Year-Long Undergraduate Cell Biology-Based Data-Driven Literature Review Research Experiences That Successfully Culminate in Peer-Reviewed Publications 为期一年的基于数据驱动的本科细胞生物学文献综述研究经验，在同行评审的出版物中成功达到顶峰。

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-26 Epub Date: 2026-03-02 DOI: 10.1002/bmb.70041

Meera Nanjundan

{"title":"Year-Long Undergraduate Cell Biology-Based Data-Driven Literature Review Research Experiences That Successfully Culminate in Peer-Reviewed Publications","authors":"Meera Nanjundan","doi":"10.1002/bmb.70041","DOIUrl":"10.1002/bmb.70041","url":null,"abstract":"<div>\u0000 \u0000 <p>During the COVID pandemic, not only were the apprenticeship-style research opportunities limited but course-linked laboratories transitioned to using online components. Moreover, laboratory research experiences for undergraduates can be associated with high costs and restricted space availability. To tackle these challenges and to broadly engage students in research to support them in an array of career paths, efforts were made to develop a data-driven literature review research experience that begins as a CURE in a high-enrollment Cell Biology course (first phase) and continues through two additional (Summer–Fall) semesters (second and third phases, which model apprenticeship-style research experiences). The first iteration of this experience was implemented in 2022, followed by two others in subsequent years. These year-long research experiences resulted in successful conference presentations and peer-reviewed publication outcomes. The research experiences are built on the foundation of selected topics from Cell Biology content, placed into the context of human diseases. The implementation strategy and tools that were developed are being shared, along with a detailed account of each iteration. The goal of this paper is to share the experiences so that the platform can be utilized by other educators who are interested in implementing similar year-long research experiences that may lead to publication outcomes. We expect that such research experiences could build undergraduate interest in the scientific process and could be extended to other research components. Finally, students may become interested in engaging in additional future research experiences and/or pursuing research-based careers.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"156-166"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147343600","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

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 : 2026-03-26 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":"<div>\u0000 \u0000 <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>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"179-186"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","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

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 : 2026-03-26 Epub 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 <p>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 <i>Guide for Elaborating Laboratory Reports</i> 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.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"187-194"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","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

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-26

引用次数: 0

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-23

引用次数: 0

IF 0.9 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2026-03-23

引用次数: 0